Off-Line Learning Packet

OFF-LINE LEARNING PACKET

GRADE 8

While the experience of in-classroom instruction cannot be replaced, we hope that our home learning resources are supportive of your efforts at home. This is not intended to take the place of regular classroom instruction but will serve to supplement and provide opportunities for student learning. Learning activities are a combination of paper and technology-based options across multiple subject areas, including consideration for student physical and metal wellness. In addition to these resources, we have prepared activities that are available for students who receive additional supports including dual language, highly capable, and special education services.

KELLOGG MIDDLE SCHOOL – SHORELINE PUBLIC SCHOOLS

PACKET #2: FOR JUNE 8 – JUNE 19, 2020 (Please be sure to pick up all 3 parts.):

1. 8th GRADE CORE PACKET (science, social studies, English/language arts, EL)

2. MS MATH PACKET (7 & 8 – contains all levels of math)

3. ELECTIVES SUPPLEMENT (includes art, music, world language, and PE/health)

8TH CORE CLASSES

Kellogg MS

JUNE 8 – june 19, 2020 ______

Table of contents

ENGLISH 8/ENGLISH 8 HONORS ...... 1-11

SCIENCE 8/SCIENCE 8 HONORS...... 12-26

SOCIAL STUDIES 8/SOCIAL STUDIES 8 HONORS ...... 27-34

ENGLISH LEARNING ...... 35-45

English 8: Do Something! Ms. Jarvis an d Ms. Petersen, The Challenge to Make a Difference

Main idea we’re learning about I know I learned this idea if I can...

Essential Questions: How do non-profit organizations use ● Analyze informational texts for their persuasive argumentative strategies including logos, ethos, and strategies pathos to encourage people to make a difference? How ● Apply my learning to my This I Believe essay can I apply these strategies to my “The Challenge to Make a Difference” project?

Engage

Last week, you reviewed the strategies used to convince people to make a difference.

Take a look at this public service announcement/ad. Can you identify the elements of logos, ethos, and pathos used in the ad as a call to action?

Logos: An appeal to logic with facts, reasons, statistics Pathos: An appeal to emotion with personal examples, heightened language, powerful images

Ethos: An appeal supporting the author’s credibility (expertise)

Read and Analyze

Read two informational texts on pages 2-3, about how young people are making a difference in the world. Think about the target audience for these campaigns (an operation to achieve a particular objective e.g. political campaigns or fundraising campaigns).

After Reading: Complete the reading questions to help you evaluate the texts.

Reflect and Share

You have looked at several examples of young people making a difference. Talk with someone at home about how you will act to make a difference in the world in support of your core values.

Apply your learning to your unit project

It’s time to finish up your essay and celebrate your work! Here are some final steps for revising and editing your writing, and then in the next lesson you’ll be sharing your essay.

Revise your essay: Look at your essay as one piece of writing. Try reading it out loud. Listen for parts that don’t flow well or parts where you need to clarify details. Look for a voice that sounds like you. Check over all your notes and make sure you included everything you thought was important.

Edit your essay: Read it out loud and fix run-on sentences. Check spelling, capitalization, and paragraphing for each new idea.

Extend your thinking with this option

Create a poster to inform and persuade an audience about a topic that is important to you for which young people can make a difference. Share it with your friends and family.

Here are two informational texts discussing ways you can make a difference in our society. Read the texts and answer the text questions.

Article 1 From Do Something! A Handbook for Young Activists Nancy Lublin

Listen up! You don’t have to be a rock star of the president or even have a driver's license to change the world. You can do something important right now--like, before your head hits the pillow tonight--that can make a difference in someone's life, change something for the better, or fix an important problem.

Young people rocking change isn’t just possible; it's happening every day. Like the 12-year-old who registered over 10,000 people to donate bone marrow for people with cancer. Or the 7-year-old who taught other kids to swim. Or the 10-year-old who raised $30 by selling lemonade--and it was enough to buy food at a shelter for one night. If they can do it, so can you.

Facts about DoSomething.org in 2012

1. 2.4 million young people took action through our campaigns in 2012. 2. We have 1,667,208 members doing stuff to improve their communities and the world. 3. Our 977,781 mobile subscribers take action and text us all about it. 4. We gave young people $24,000 in scholarships in 2012 5. Our members collected 1,020,041 pairs of jeans for homeless youth through our Teens for Jeans campaign. 6. Our members recycled over 1.2 million aluminum cans through our 50 cans campaign.

3 English 8: Do Something!

7. Our members donated 316,668 books to school libraries through our Epic Book Drive. 8. 67,808 members stood up to bullying through our Bully text campaign.

Answer these text questions with complete sentences.

1. What is the author’s purpose for this excerpt? 2. Who is the target audience for this excerpt? 3. How effective is the diction (word choice) of the piece in appealing to its target audience? Cite examples in your explanation.

Article 2 About Freerice.com World Food Programme

Freerice is a nonprofit website that is owned by and supports the United Nation World Food Programme. Freerice has two goals: provide education to everyone for free and to help end world hunger by providing rice to hungry people for free. Whether you are CEO of a large corporation or a street child in a poor country, improving your education can improve your life. It is a great investment in yourself. Perhaps even greater is the investment your donated rice makes to hungry human beings, enabling them to function and be productive. Somewhere in the world a person is eating rice that you helped provide.

The Freerice online interactive game donates 20 grains of rice to the World Food Programme for every word that is correctly defined. WFP, the United Nations organization fighting hunger, distributes the rice to the hungry. WFP uses the donations from the site to purchase rice locally, both feeding people in need and stimulating, or increasing activity, in local economies.

Already the site has raised enough rice to feed over 1.5 million people for a day. The game has been embraced by young and old alike, proving to be an excellent tool for prepping for the SATs or to brush up on vocabulary words. Teachers have been using the game to teach both vocabulary and the value of helping others in need.

Answer these text questions with complete sentences:

1. How does the game on freerice.com achieve its two goals? 2. Can you identify logos, ethos, and pathos in this article?

This week, you have considered two informational texts that call for young people to make a difference in the world. Now apply these ideas to your project. As you wrap up your “This I Believe” essay, think about what your personal call to action is. How will you work locally to support your core values?

English 8: Music Brings Us Together Ms. Jarvis and Ms. Petersen, The Challenge to Make a Difference

Main idea we’re learning about I know I learned this idea if I can...

Essential Questions: What language skills have ● Match the vocabulary words to their I learned this year that have strengthened my definitions skills? How can music bring people together ● Explain an author’s message about music and make a difference in our lives? What are and making a difference my personal goals I need to accomplish to ● Revise and edit my project work. Choose finish my Challenge to Make a Difference the method I will use to share my project project? and work on completing it.

Engage and review

This year you’ve learned important figurative language and other vocabulary words for English. Knowing the terms will help you be prepared for English in high school. To finish your learning of these words please follow these steps: 1. Use the list of words and definitions on page 7 to practice. You could cut them apart to make flash cards or to play a matching game. 2. When you are ready take the fill in the blank quiz on page 9. Afterwards use the answer key at the end of the lesson on page 5 to correct your quiz.

Besides the words in the practice list the following are also important to review: utopia, imagery, flashback, simile, foreshadowing, protagonist, conflict, and plot. Look them up or ask someone if you don’t remember them. Every now and then quiz yourself on these words to stay sharp for high school!

Read and analyze

Our topic this week to continue our theme of The Challenge to Make a Difference is music, which brings people together, and brings joy and wellness to our lives. Taking care of ourselves is super important, and for many people enjoying music is part of that. Read the article titled How Listening to Music Can Have Psychological Benefits on pages 10-11 and answer the questions to analyze the author’s message.

Apply

Share your This I Believe essay with an audience using one of these options: ● Create a one pager/ poster of the core value from your project. Hang it up in your bedroom or somewhere else in your house for your family to see. ● Talk to a friend or your family. Explain what you discovered about making a difference from writing the essay. Do you have a message, a new passion, or a new goal? Your passion could inspire someone else to action.

Extend your thinking with these options

*An important idea from this week’s lesson was to take care of yourself. Find ways to relax and cope with stress. This is a difficult and confusing time. If you need help, or if you’re worried about someone else, reach out to friends, your family, your teachers, coaches, and counselors. You are loved and connecting with others to get support can help you feel better.

*Share your favorite song, album, or artist with a friend or family member, and check their favorites. You might find something new that inspires you.

*A virtual concert to raise money to help Washingtonians during this pandemic is happening on June 10 at 7pm, sponsored by All in WA. You can watch and listen on allinwa.org or after June 10 on Amazon.

A final note!

✮☆✮CONGRATULATIONS! ✮☆✮

on all of your hard work and progress this year!

*This summer take time to relax and enjoy being with your family and friends.

*King County Library is taking their summer reading program online. You can take a look at all of their activities on their website at https://kcls.org/summer/ or stop by your local library when they reopen. Whatever you do, keep reading new and challenging books! It’s the best way to keep your brain active to prepare for high school.

Answer key for vocabulary quiz:

6. diction 17. transitions 10. logos 12. nuance

14. accuracy 2. metaphor 7. tone 16. thesis 18. coverage

3. personification 4. connotation 8. ethos 1.mood 5. archetype

9. pathos 19. citation 15. euphemism 11. allegory 13. coherence

6 English 8: Music Brings Us Together (intentionally left blank to allow for cutting out of words on p. 7)

English 8: Music Brings Us Together Study list for end of year vocabulary quiz atmosphere or feeling in a text mood a long narrative poem epic comparing two unrelated things by saying one is the other metaphor giving non-human objects human characteristics personification the implied or suggested meaning connotation the word mimics a sound onomatopoeia a story pattern or element that occurs in literature across cultures archetype a writer's or speaker's choice of words diction a writer's or speaker's attitude toward the subject tone a persuasive appeal focused on character or qualifications ethos a persuasive appeal focused on emotions pathos a persuasive appeal focused on reasoning and facts logos a story in which the elements have a meaning beyond the surface allegory noticing the subtle differences between synonyms nuance the clear and orderly presentation of ideas coherence a website that is consistent with other sources and operates properly accuracy an inoffensive expression that is used in place of one considered too harsh or blunt euphemism a sentence in the introduction that states the author's purpose or position in an essay thesis words or phrases that connect ideas, details, or events in writing transitions the ordinary form of writing, using sentences and paragraphs prose a website that is well researched and educational coverage giving credit to the author of source information citation

English 8: Music Brings Us Together (intentionally left blank to allow for cutting out of words on p. 7)

9 English 8: Music Brings Us Together Word box for quiz

diction transitions logos nuance

accuracy metaphor tone thesis coverage

personification connotation ethos mood archetype

pathos citation euphemism allegory coherence

1. atmosphere or feeling in a text ______

2. comparing two unrelated things by saying one is the other ______

3. giving non-human objects human characteristics ______

4. the implied or suggested meaning ______

5. a story pattern or element that occurs in literature across cultures ______

6. a writer's or speaker's choice of words ______

7. a writer's or speaker's attitude toward the subject ______

8. a persuasive appeal focused on character or qualifications ______

9. a persuasive appeal focused on emotions ______

10. a persuasive appeal focused on reasoning and facts ______

11. a story in which the elements have a meaning beyond the surface ______

12. noticing the subtle differences between synonyms ______

13. the clear and orderly presentation of ideas ______

14. a website that is consistent with other sources and operates properly ______

15. an inoffensive expression used in place of one considered too harsh or blunt ______

16. a sentence in the introduction stating author's purpose or position ______

17. words or phrases that connect ideas, details, or events in writing ______

18. a website that is well researched and educational ______

19. giving credit to the author of source information ______

English 8: Music Brings Us Together article for Read and Analyze

How Listening to Music Can Have Psychological Benefits By Kendra Cherry Medically reviewed by Daniel B. Block, MD Updated on December 10, 2019 An excerpt taken from verywellmind.com

Listening to music can be entertaining and some research suggests that it might even make you healthier. Music can be a source of pleasure and contentment, but there are many other psychological benefits as well. The notion that music can influence your thoughts, feelings, and behaviors probably do not come as much of a surprise. If you've ever felt pumped up while listening to your favorite fast-paced rock anthem or been moved to tears by a tender live performance, then you easily understand the power of music to impact moods and even inspire action. The psychological effects of music can be powerful and wide-ranging. Music therapy is an intervention sometimes utilized to promote emotional health, help patients c ope with stress, and boost psychological well-being. Some research even suggests that your taste in music can provide insight into different aspects of your personality. Music can relax the mind, energize the body, and even help people better manage pain. So what other potential benefits might music provide?

Music Can Improve Your Cognitive Performance Research suggests that background music, or music that is played while the listener is primarily focused on another activity, can improve performance on cognitive tasks in older adults. One study found that playing more upbeat music led to improvements in processing speed while both upbeat and downbeat music led to benefits in memory. So the next time you are working on a task, consider turning on a little music in the background if you are looking for a boost in your mental performance. Consider choosing instrumental tracks rather than those with complex lyrics, which might end up being more distracting.

Music Can Reduce Stress It has long been suggested that music can help reduce or manage stress. Consider the trend centered on meditative music created to soothe the mind and inducing relaxation. Fortunately, this is one trend supported by research. Listening to music can be an effective way to cope with stress. In one 2013 study, participants took part in one of three conditions before being exposed to a stressor and then taking a psychosocial stress test. Some participants listened to relaxing music, others listened to the sound of rippling water, and the rest received no auditory stimulation. The results suggested that listening to music had an impact on the human stress response, particularly the autonomic nervous system. Those who had listened to music tended to recover more quickly following a stressor.

Music Can Improve Your Memory Lots of students enjoy listening to music while they study, but is that such a great idea? Some feel like listening to their favorite music as they study improves memory, while others contend that it simply serves as a pleasant distraction. The research suggests that it may help, but it depends upon a variety of factors that might include the type of music, the listener's enjoyment of that music, and even how musically well-trained the listener may be. One study found that musically trained students tended to perform better on learning tests when they listened to neutral music, possibly because this type of music was less distracting and easier to ignore. Musically naive students, on the other hand, learned better when listening to positive music, possibly because these songs elicited more positive emotions without interfering with memory formation. Another study found that participants learning a new language showed improvement in their knowledge and abilities when they practiced singing new words and phrases versus just regular speaking or rhythmic speaking. So while music may have an effect on memory, results may vary depending on the individual. If you tend to find yourself distracted by music, you may be better off learning in silence or with neutral tracks playing in the background.

Music Might Help You Sleep Better Insomnia is a serious problem that affects people of all age groups. While there are many approaches to 10

11 English 8: Music Brings Us Together treating this problem as well as other common sleep disorders, research has demonstrated that listening to relaxing classical music can be a safe, effective, and affordable remedy. In a study looking at college students, participants listened to classical music, an audiobook, or nothing at all. One group listened to 45 minutes of relaxing classical music while another group listened to an audiobook at bedtime for three weeks. Researchers assessed sleep quality both before and after the intervention. The study found that participants who had listened to music had significantly better sleep quality than those who had listened to the audiobook or received no intervention. Since music is an effective treatment for sleeping problems, it could be used as an easy and safe strategy for treating insomnia.

Music Can Improve Motivation There is a good reason why you find it easier to exercise while you listen to music — researchers have found that listening to fast-paced music motivates people to work out harder. One experiment designed to investigate this effect tasked 12 healthy male students with cycling on a stationary bike at self-paced speeds. On three different trials, the participants biked for 25 minutes at a time while listening to a playlist of six different popular songs of various tempos. Unknown to the listeners, the researchers made subtle differences to the music and then measured performance. The music was left at a normal speed, increased by 10 percent, or decreased by 10 percent. So what impact did changing the music's tempo have on factors such as distance cycled, heart rate, and enjoyment of the music? The researchers discovered that speeding up the tracks resulted in increased performance in terms of distance covered, the speed of pedaling, and power exerted. Conversely, slowing down the music's tempo led to decreases in all of these variables. Interestingly, research shows that listening to fast-paced music not only causes exercisers to work harder during their workouts; they also enjoy the music more. So if you are trying to stick to a workout routine, consider loading up a playlist filled with fast-paced tunes that will help boost your motivation and enjoyment of your exercise regimen.

Music Can Improve Your Mood Another of the science-backed benefits of music is that it just might make you happier. In one examination of the reasons why people listen to music, researchers discovered that music played an important role in relating arousal and mood. Participants rated music's ability to help them achieve a better mood and become more self-aware as two of the most important functions of music. Another study found that intentionally trying to boost moods by listening to positive music could have an impact within two weeks. Participants were instructed to purposefully attempt to improve their mood by listening to positive music each day for two weeks. Other participants listened to music but were not directed to become happier intentionally. When participants were later asked to describe their own levels of happiness, those who had intentionally tried to improve their moods reported feeling happier after just two weeks.

A Word From Verywell: Music has the power to inspire and entertain, but it also has powerful psychological effects that can improve your health and well-being. Instead of thinking of music as pure entertainment, consider some of the major mental benefits of incorporating music into your everyday life. You might find that you feel more motivated, happy, and relaxed as a result.

Skim back through the article as you answer these questions: 1. Question: According to the music and memory study what are some of the factors that vary from one person to another?

2. Question: Describe in your own words what the researchers did to study how music can improve motivation.

3. Question: Which of the ten ways music can benefit people psychologically can you relate to the most? Or which are you most interested in?

11 Alternative Print Packet Assignment for 8th Grade Science

UNIT 6– Forces

• 8th grade science lessons for the week of: 6/8 – 6/12 Lesson One - Engage, Lesson Two - Explore, Lesson Three - Explain

• 8th grade science lessons for week of: 6/15 – 6/19 Lesson Four- Elaborate, Lesson Five – Evaluate

Keep track of your work on this chart:

Estimated Lesson What to work on Completed time

Engage Lessons 1-3 30 min pages

Learn about…. -Lever -Pulley Explore -Inclined Plane 30 min pages -Wedge -Screw -Wheel and Axle Explain Who was Rube Goldberg? 30 min pages

Elaborate Lesson 1-3 Review 30 min pages

Evaluate Vocabulary Challenge/ review vocab 30 min pages

12 LESSON 1: WORK & POWER What is work? Work is defined differently in physics than in everyday language. In physics, work means the use of force (a push or a pull) to move an object. Not all force that is used to move an object does work. For work to be done, the force must be applied in the same direction that the object moves. If a force is applied in a different direction than the object moves, no work is done. The figure illustrates this point.

Work is directly related* to both the force applied to an object and the distance the object moves. It can be represented by the equation: Work = Force × Distance. The greater the force that is used to move an object or the farther the object is moved, the more work that is done. Based on this information, which weightlifters are doing more work in each example in the picture at right? What is power? Did you ever sweep a floor with a broom? It can take a lot of effort to do the job. But if you use an electric vacuum cleaner, you can do the same work more easily and quickly. That’s because the vacuum cleaner provides more power. Power is a measure of the amount of work that can be done in a given amount of time. Power can be represented by the equation: Power=Work x Time.

What are the units? Force is expressed in Newtons (N) and distance is expressed in meters (m), which makes the unit for work the Newton • meter (N • m) (force x distance). This is also called the joule (J), since one joule equals the amount of work that is done when 1 N of force moves an object over a distance of 1 m. Since work is measured in joules (J) and time is measured in seconds (s), power is expressed in joules per second (J/s). This is also known as the watt (W). A watt equals 1 joule of work per second. Sometimes power is measured in a unit called the horsepower. One horsepower is the amount of work a horse can do in 1 minute. It equals 746 watts of power. Compare the horsepowers in the figures at right.

• Direct relationship = As one variable increases so does the other or as one decreases so does the other. 13 LESSON 2: FRICTION AND EFFICIENCY What is friction? Friction is the force that opposes motion between any surfaces that are touching. While all machines make-work easier, they don’t increase the amount of work that is done. You can never get more work out of a machine than you put into it. In fact, a machine always does less work on an object than the user does on the machine. That’s because a machine must use some of the work put into it to overcome friction. All machines involve motion, so they all have friction.

The three types of friction are sliding, rolling, and fluid friction. Sliding friction occurs between an object moving over a surface, such as pushing a box across a floor. Rolling friction occurs between a rotating object and the surface, such as wheels on a car. Fluid friction occurs between an object and a fluid, such as air, water, or oil. Air resistance is a type of fluid friction. Go to https://youtu.be/H877C_5BMkIto to learn more.

What is efficiency? Efficiency is the percent of work put into a machine by the user (input work) that becomes work done by the machine (output work). The output work is always less than the input work because some of the input work is used to overcome friction. Therefore, efficiency is always less than 100 percent. The closer to 100 percent a machine’s efficiency is, the better it is at reducing friction.

Look at the ramp in the figure. It is easier to push the heavy piece of furniture up the ramp to the truck than to lift it straight up off the ground but pushing the furniture over the surface of the ramp creates a lot of friction. Some of the force applied to moving the furniture must be used to overcome the friction with the ramp.

How do you determine efficiency? Efficiency can be calculated with the equation: Efficiency = Output work/Input work×100%

Consider a machine that puts out 6000 joules of work. To produce that much work from the machine requires the user to put in 8000 joules of work. To find the efficiency of the machine, substitute these values into the equation for efficiency: 6000 J/8000 J×100%=75%

Think About It: What can be done to improve a machine’s efficiency?

14 LESSON 3: SIMPLE & COMPOUND MACHINES What is a machine? A machine is any device that makes work easier by changing a force. When you use a machine, you apply force to the machine (input force) and the machine applies force to an object (output force.) The output force may or may not be the same as the input force. Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied.

Machines can be used to: • Increase force, such as steering wheels and pliers. The machine applies more force than the user applies to the machine, but the machine applies the force over a shorter distance. • Increase the distance over which force is applied, such as leaf rakes and hammers. The machine increases the distance over which the force is applied, but it reduces the strength of the force. • Change the direction of the force applied by the user, such as the claw ends of hammers and flagpole pulleys. The direction of the force applied by the user is reversed by the machine

Simple vs. Compound Machines There are six types of simple machines that are the basis of all other machines as pictured at right. Machines are made up of two or more simple machines are called compound machines. An example of a compound machine is a wheelbarrow. It consists of two simple machines: a lever and a wheel and axle.

The mechanical advantage is the factor by which a machine changes the input force. The mechanical advantage is the increase or decrease in force that would occur if there were no friction to overcome in the use of the machine. In other words, it tells us how the input or effort force is increased or decreased when we use the machine.

Each simple machine is described on the following pages along with how to determine the mechanical advantage for each.

15 Lever

A lever is a simple machine consisting of a bar that rotates around a fixed point. The fixed point of a lever is called the fulcrum. Like other machines, a lever makes work easier by changing the force applied to the machine or the distance over which the force is applied. The input force is the force applied by the user to the lever. The output force is the force applied by the lever to the object.

There are three basic types of levers, called first-class, second-class, and third-class levers as shown in the table below. The classes are based on where the input and output forces are relative to the fulcrum.

16 Pulley

A pulley is a simple machine that consists of a rope and grooved wheel. The rope fits into the groove in the wheel and pulling on the rope turns the wheel. The object lifted by a pulley is called the load. The force applied to the pulley is called the effort.

Some pulleys, called fixed pulleys, are attached to a beam or other secure surface and remain fixed in place. Other pulleys are attached to the object being moved and are moveable pulleys. Fixed and moveable pulleys are used together to form a compound pulley, such as in the block and tackle systems shown in the image. The three types of pulleys are compared in the table.

In a pulley, the ideal mechanical advantage is equal to the number of rope segments pulling up on the object. The more rope segments that are helping to do the lifting work, the less force that is needed for the job, but the rope must be pulled a greater distance.

17 Inclined Plane An inclined plane is a simple machine that consists of a sloping surface connecting a lower elevation to a higher elevation. An inclined plane is one of six types of simple machines, and it is one of the oldest and most basic. In fact, two other simple machines, the wedge and the screw, are variations of the inclined plane.

A ramp like the one in the figure is another example of an inclined plane. Inclined planes make it easier to move objects to a higher elevation. The sloping surface of the inclined plane supports part of the weight of the object as it moves up the slope. As a result, it takes less force to move the object uphill. The trade-off is that the object must be moved over a greater distance than if it were moved straight up to the higher elevation.

Take a guess ... which ramp would require the least amount of effort force to push a box to the top?

For an inclined plane, less force is put into moving an object up the slope than if the object were lifted straight up, so the mechanical advantage is greater than 1. The more gradual the slope of the inclined plane, the less input force is needed and the greater the mechanical advantage. Getting a piano into a truck isn't easy, so we often use a ramp to lower the amount of required force. Although the force is smaller, the distance we have to apply the force is greater, we exchange force for distance. However, the total amount of work done remains the same.

Wedge

A wedge is simple machine that consists of two inclined planes, giving it a thin end and thick end, as you can see in the figure. A wedge is used to cut or split apart objects. Force is applied to the thick end of the wedge, and the wedge, in turn, applies force to the object along both of its sloping sides. This force causes the object to split apart. A knife is another example of a wedge The job is easy to do with the knife because of the wedge shape of the blade. The very thin edge of the blade easily enters and cuts through the pecans.

The mechanical advantage of a wedge is greater than 1. A longer, thinner wedge has a greater mechanical advantage than a shorter, wider wedge.

Take a guess ... Which wedge in the figure do you think would do the same amount of work with less input force?

The wedge on the left has a greater mechanical advantage, so it would do the same amount of work with less input force.

18 Screw A screw is an inclined plane wrapped around a central cylinder. No doubt you are familiar with screws like the wood screw in the left-hand side of the figure. The cap of the bottle pictured on the right is another example of a screw. Screws move objects to a greater depth by increasing the force applied to the screw. When you use a screw, you apply force to turn the inclined plane. The screw, in turn, applies greater force to the object, such as the wood or bottle top.

The mechanical advantage of a screw is always greater than 1. Look at the two screws in the figure. In the screw on the right, the threads of the inclined plane are closer together, so it has a greater mechanical advantage. It is easier to turn than the screw on the left and it takes less force to penetrate the wood with the right screw. The trade-off is that more turns of the screw are needed to do the job because the distance over which the input force must be applied is greater.

Why is it harder to turn a screw with more widely spaced threads? The screw moves farther with each turn when the threads are more widely space, so more force must be applied to turn the screw and cover the greater distance.

Wheel & Axle A wheel and axle consists of two connected rings or cylinders, one inside the other. Both rings or cylinders turn in the same direction around a single center point. The inner ring or cylinder is called the axle, and the outer one is called the wheel. Besides the Ferris wheel, gears and doorknobs are other examples of.

In a wheel and axle, force may be applied either to the wheel or to the axle. This force is called the input force. A wheel and axle does not change the direction of the input force. However, the force put out by the machine, called the output force, is either greater than the input force or else applied over a greater distance.

A wheel and axle may either increase or decrease the input force, depending on whether the input force is applied to the axle or the wheel. When the input force is applied to the axle, as it is with a Ferris wheel, the wheel turns with less force. Because the output force is less than the input force, the mechanical advantage is less than 1. However, the wheel turns over a greater distance, so it turns faster than the axle. The speed of the wheel is one reason that the Ferris wheel ride is so exciting. When the input force is applied to the wheel, as it is with a doorknob, the axle turns over a shorter distance but with greater force, so the mechanical advantage is greater than 1. This allows you to turn the doorknob with relatively little effort, while the axle of the doorknob applies enough force to slide the bar into or out of the doorframe. 19 Extension: Who was Rube Goldberg?

Rube Goldberg (1883-1970) was a Pulitzer Prize winning cartoonist best known for his zany invention cartoons. He was born in San Francisco on the 4th of July, 1883 – and graduated from U. Cal Berkeley with a degree in engineering. His first job at the San Francisco Chronicle led to early success, but it wasn’t until he moved to NYC and began working for Hearst publications that he became a household name.

Rube Goldberg is the only person ever to be listed in the Merriam Webster Dictionary as an adjective. It’s estimated that he did a staggering 50,000 cartoons in his lifetime. Rube is best known for the zany contraptions of Professor Butts. These inventions, also known as Rube Goldberg Machines, solved a simple task in the most overcomplicated, inefficient, and hilarious way possible. Examples of his work are shown below.

Source: https://www.rubegoldberg.com/the-man-behind-the-machine/

20 Lesson 1 Review – Read Lesson 1 to help you answer these questions.

1. Explain how the scientific definitions of work and power are different than those we might use in our everyday lives. Give two examples for each - real-world and scientific.

2. What does it mean when it says work is directly related to force and distance?

3. 3. Use the formula Work = Force × Distance to calculate the amount of work done in each example. A. A weightlifter uses 50 N of force to lift a barbell set 1 meter off the ground. How much work is done on the barbell?

B. A person uses 25 N of force to lift a box .5 m off the ground. How much work is done on the box?

4. Explain why holding an object is not the same as doing work.

5. 5. Find examples of power in your home. List three items below and give the watts (or horsepower) used by each.

21 Lesson 2 Review – Read Lesson 2 to help you answer these questions. 1. Describe three examples of friction you have experienced.

2. Identify each type of friction using S for sliding, R for rolling, and F for fluid. Some items may have more than one type of friction that applies. ____ A person pushes a box off the table. ____ The wheels on a skateboard roll along the ground. ____ A swimmer moves through the water using different strokes. ____ Ball bearings in a “lazy susan” allow a person to spin it around. ____ Keep the right amount oil in your car’s engine to keep it working properly. ____ Ice skates help hockey players move across the ice.

3. Explain why a machine does not have a 100% efficiency rating.

4. What are three ways we can increase a machine’s efficiency by reducing friction?

22 Lesson 3 Review – Read Lesson 3 to help you answer these questions.

1. Find two examples of each type of simple machine in your home, yard, or garage. Levers

Pulleys

Inclined Planes

Wedges

Screws

Wheel and Axle

2. Identify ways to make a simple machine easier to use, i.e. require less force, by increasing its mechanical advantage. Explain with words and provide drawings for each.

Lever

Pulleys

Inclined planes

3. How many simple machines can you identify in the Self-Opening Umbrella? List them below.

23 4. Use the CODES to identify the simple machines in each compound machine. Some codes will be used more than once for each object.

Your Turn: Find a compound machine at home. Draw a picture of the machine in the space below and label the simple machines used in it.

26 Course:

8th Grade Social Studies/8th Grade Honors Social Studies

Home Learning Lessons:

Because these lessons are longer and ask you to reflect on what you’ve learned all year, you have two weeks to complete these assignments.

6/8 - 6/19: U.S. History Reflection (2 lessons)

- Lesson 1: Current Events Reflection - Lesson 2: Reflecting on U.S. Ideals, Past and Present

Teachers:

Harestad

Hoehna

Valle

Winters

28 29 30

31 32

34 EL MIDDLE SCHOOL PACKET L essons #9 & #10 (2 wks: 6/8 & 6/15) HEIDI DI VIRGILIO, EINSTEIN MIDDLE SCHOOL AND TOBY DEDERICK, KELLOGG MIDDLE SCHOOL

DIRECTIONS

Hello Multilingual Students in EL!

This is our last packet and we are thinking about the year we spent with you; though this was a diﬃcult year, w e are so glad we got to know you and we are here for you even if you are going to high school. You can always email us now and in the fall and in all the years ahead and let us know how you are doing. We care about you, we miss you, and we believe in your ability, strength, intelligence, and leadership!

Please try to come to zoom oﬃce hours on your phone i f you can; you can just say hi or wave; we’d like to see you!:

The week of 6.8 to 6.12: Please do the google survey, first! 1. Practice learning your Bridges power words protocol 2-3 days a week ( these may be a different level than you were on before; just try the ones included and they can be review): ○ Cut out the flash cards out ○ Say the words aloud ○ Write the translations to your home language (on the back) if you are able to ○ Practice the words ○ Quiz yourself and have your family quiz you ((on your own or with a family member--they can say the word in your home language and you can say it in English) ○ Complete the Read to Understand activities (1-6) ○ Complete the Sentence Cloze page.

The week of 6.15 to 6.19: Please do the google survey, ﬁrst!

2. R ead t he enclosed Newsela article and go through the R eading Protocol which is attached.

○ 1. Choose & predict ○ 2. Read, practice power goals & annotate ○ 3. Write new words in personal dictionary ○ 4. Talk to your partner i. • Explain in home language ii. • Cover page & retell inEnglish ○ 5. Log & partner sign (just show your adult family member the work you’ve done) ○ If you ﬁnish the article and have extra time, please R ead your own book for 20 minutes every day if you can.

Best,

Ms. Di Virgilio (Einstein) h [email protected] Mr. Dederick (Kellogg) [email protected]

EL Teachers 35

A project of the Graduate Center, CUNY | Independent Reading Resources

Personal Dictionary Book/Topic:

Word Translate/Draw Extend

New York State Curriculum for SIFE with Developing Literacy 36 The Harlem Renaissance By UShistory.org and Library of Congress, adapted by Newsela staff on 02.27.17 Word Count 443 Level 590L

Trumpeter, bandleader and singer Louis Armstrong was an important innovator of early jazz and the Harlem Renaissance. Photo from the Library of Congress.

Culture includes ideas, art, music, food and more.

America's culture was changing in the 1920s. One major change was the Harlem Renaissance. Harlem was a mostly black neighborhood in New York City. Renaissance means rebirth. It can be a period when things are changing for the better. Or there is a new interest in something that has not been popular in a long time.

Large numbers of black people had moved to the North around 1890. Before, they were living in the South. They used to be slaves there. Slavery is when one person owns another person for work.

Slavery had ended, but black people were still not treated fairly. Laws separated blacks and whites. Sometimes white people even hurt black people.

Moving to the North for a better life

After the Civil War, black people were promised their own land. But, they never did get it. Most blacks did not make enough money working on farms. They had even less after insects damaged 37 This article is available at 5 reading levels at https://newsela.com. their crops.

All these reasons pushed black people to move to the North. They were looking for better lives there.

But, white people in the North treated black people unfairly, too.

Most black people were segregated. They lived in poorer parts of cities. Harlem was a neighborhood in New York City that many blacks moved to.

Making art and music in Harlem

In Harlem, people shared what they had been through. They celebrated black culture. They also created new music, art, plays and stories.

A new culture was born.

Famous writers from Harlem were Langston Hughes, Claude Mckay and Jean Toomer. Zora Neale Hurston is famous for her book "Their Eyes Were Watching God." She used the stories of others to write plays and books.

The play "Shuffle Along" made funny musicals popular. It was created by Eubie Blake. It was written and produced by black people.

Jazz music draws huge crowds

Jazz was an important part of this new culture. It was not like other music of the time. Its sound and instruments made it different. Jazz musicians improvised. They didn't just read music notes on paper and play them. The music they made was different every time they played.

Thousands of people gathered night after night. Big-band jazz musician Duke Ellington and singers Bessie Smith and Billie Holiday made jazz popular. Jelly Roll Morton and Louis Armstrong drew huge crowds of both whites and blacks.

There was a spotlight on blacks' writing, music and shows. This happened because they had all come together in Harlem.

The Harlem artists of this time changed America's culture. White America could not look away from black America anymore.

38 This article is available at 5 reading levels at https://newsela.com.

A project of the Graduate Center, CUNY Stand-alone ENL: 2B Group 21 Flashcards

build carry push

turn also enough 39 group half most

New York State Curriculum for SIFE with Developing Literacy THIS PAGE LEFT INTENTIONALLY BLANK (FOR FLASHCARD PRINTING)

A project of the Graduate Center, CUNY Stand-alone ENL: 2B Group 21 Flashcards

nothing together

New York State Curriculum for SIFE with Developing Literacy THIS PAGE LEFT INTENTIONALLY BLANK (FOR FLASHCARD PRINTING)

A project of the Graduate Center, CUNY

Name: ______Class: ______Date: ______

2B – Group 21: Read to Understand

Directions: 1) Annotate power words in the text. 2) Read alone. 3) Read and retell with partner. 4) Draw a picture. 5) Write a caption. 6) Write a response.

build carry push turn also

enough group half most nothing

together

My Summer Building Houses

After college, when I was 23, I traveled to Honduras for a summer. I went with

a group as part of a volunteer program. Half of us were women and half were men,

and most of us had a college education. The goal of the program was to build

houses for families who did have enough resources to build their own houses. The

work was really difficult. We had to carry heavy bricks. We also had to push carts full

of cement. We worked together, and we expected nothing in return. We just wanted

to help others with fewer resources. When I came back, some people I know asked

me why I spent my summer volunteering instead of making money in a “real job.”

Picture

Caption

New York State Curriculum for SIFE with Developing Literacy

A project of the Graduate Center, CUNY

Response: Do you think it is important to help other people and not get paid for it?

Use evidence to support your answer.

______

New York State Curriculum for SIFE with Developing Literacy

44 Sentence Cloze 2B Group 21 A project of the Graduate Center, CUNY Sentence Cloze

Name: ______Class: ______Date: ______

Sentence Cloze

build carry push turn

also enough group half

most nothing together

1. One day I want to ______a new house for my family.

2. We do better when we work ______as a ______.

3. I only finished ______of my food, but I am already full.

4. Please ______around so that you can see the board.

5. My back hurts when I ______too many books in my bag.

6. Please ______your chairs into your desks before you leave.

7. ______of my friends speak different languages.

8. I don’t have ______food to share with everybody.

9. I have ______left to do so I can go to sleep.

10. I speak French, and I ______speak English.

New York State Curriculum for SIFE with Developing Literacy

45 8TH CORE CLASSES

Kellogg MS

JUNE 8 – june 19, 2020 ______

Table of contents

ENGLISH 8/ENGLISH 8 HONORS ...... 1-11

SCIENCE 8/SCIENCE 8 HONORS...... 12-26

SOCIAL STUDIES 8/SOCIAL STUDIES 8 HONORS ...... 27-34

ENGLISH LEARNING ...... 35-45