Colcord MS 6th Grade › scschoolfiles › 1455 › colcord...Colcord MS 6th Grade Activities for Alternative Methods of Instruction (AMI) Grade 6 T o su p p o rt yo u r w o rk, t

Colcord MS 6th Grade

Activities for Alternative Methods of Instruction (AMI) Grade 6 To support your work, talk with an adult, sibling, or someone you know from school before writing. By talking, you can develop your ideas and discuss new words.The language supports in red text are meant to help get you started.

Week 1 DAY 1 ACTIVITIES - (Complete each subject on a separate sheet of paper)

English Language

Arts

Below are 4 different articles. Please choose the one or two articles you like the best and read for 20-30 minutes.

Here are the links to the articles. Just click on the blue words and it will bring you right to it.

● Check out how these artists make clothes that camouflage. ● Think about it: What's the future of zoos? ● Discover how your favorite emoji was made. ● Meet a teen changing how the world views disabilities in “Celebrating Differences.”

When you’ve finished reading, you’re ready for the daily reading quest! Click on the link to pick a reading /writing quest to complete. Be sure to choose a different one each day. Please send pictures of your work or send your work to me in a Google doc via email: [email protected] You can also access all this same information AND submit your assignments in our Google Classroom.

Happy reading and writing!

Note: For students who are using printed packets or if you just can’t get the links to work, please use any novel or non-fiction book from home to read for 20 - 30 minutes. You will also be provided with a Scholastic Scope magazine to take home. Feel free to use any of those articles to complete this work. When you have finished reading, you may use the English Language Arts: Writing About Reading Menu provided at the end of the packet. Thank you!

Social Studies

Use the attached article at the end of the packet. Read the section "The Middle Kingdom." Highlight or circle the paragraph that suggests ancient Egyptians were great builders. Which piece of evidence from the text BEST explains the religious disagreements of the New Kingdom? Give

https://math.scholastic.com/issues/2018-19/011419/cozy-camouflage.html#1000L

https://junior.scholastic.com/issues/2018-19/051319/the-future-of-zoos.html#1090L

https://scienceworld.scholastic.com/issues/2019-20/092319/all-about-emojis.html#970L

https://choices.scholastic.com/issues/2019-20/020120/she-s-celebrating-differences.html

https://classroommagazines.scholastic.com/support/learnathome/grades-6-12/daily-reading-quest.html

mailto:[email protected]


Activities for Alternative Methods of Instruction (AMI) Grade 6

text evidence. What is MOST likely the reason the author included the age of King Tut? The age of King Tut was included because...

Science

Thermal energy is used in your home in many ways. Answer the following questions about thermal energy use in your home:

1. How does thermal energy heat your home? What devices, or systems, are involved? Thermal energy heats my home by _____. The _____ involved are _____.

2. While you are home, find 3 ways that you use thermal energy throughout your day. Model the transfer of energy in each.

Three ways I use thermal energy throughout the day are _____. (Draw an image showing the transfer for each example of the thermal energy).

3. Make a model that shows the thermal energy transfer between the outside cold air and your warm home. What would the particles look like in each area? Why do you think that?

Math Big Ideas Math: Do Review C 6, The challenge questions are bonus. This will be your assignment for the entire week. Pace yourself.

DAY 2 ACTIVITIES - (Complete each subject on a separate sheet of paper)

English Language

Arts



● Tune in to the history of TV. ● Uncover the truth about a mysterious beast. ● Take a fun quiz to discover your personality type. ● Get to know a new canine companion in "Robot Dog vs. Real Dog."

When you’ve finished reading, you’re ready for the daily reading quest! Click on the link to pick a reading

https://junior.scholastic.com/issues/2018-19/012819/how-television-changed-america.html#980L

https://scienceworld.scholastic.com/issues/2019-20/021720/search-for-a-monster.html#960L

https://choices.scholastic.com/issues/2017-18/100117/how-well-do-you-know-you.html

https://math.scholastic.com/issues/2019-20/090219/robot-dog.html#970L




/writing quest to complete. Be sure to choose a different one each day. Please send pictures of your work or send your work to me in a Google doc via email: [email protected] You can also access all this same information AND submit your assignments in our Google Classroom.



Social Studies

Use the attached article at the end of the packet. Directions: Using the information from the text, answer the following prompt. Be sure to use evidence from the text. Writing Prompt: What is the main idea of the article? Use evidence from the text to explain your thinking. The main idea is… The text says “...” This supports the main idea.

Science

What if you wake up and there is snow on the ground? Your family looks out at 10 a.m., and all of the snow is gone. The following conversation happens: Little Sister: “What happened to the snow?” Your dad says, “The water that used to be in the snow is now in the air.” Your little brother says, “I don’t think the snow is anywhere now. It’s gone.” Your mom says, “I think the water from the snow is in the clouds.” Write a response to each of your family members. What do you think of their ideas and why? Little Sister, I believe _____ because ______. Dad, it is my opinion that _____ because _____. Little Brother, I believe _____ because _____. Mom, I believe _____ because _____.

Math





English Language

Arts



● Decode what your dog is thinking. ● Ride the K-pop wave. ● Search for extraterrestrial life in a sci-fi story. ● Travel back in time to meet the "Girl Hero of the American Revolution."




Social Studies

Use the attached article at the end of the packet. Directions: Create a Venn Diagram that compares two dynasties from the text. Make sure to analyze similarities and differences. Venn Diagram: Choose any two dynasties from the text.

https://scienceworld.scholastic.com/issues/2019-20/121619/hey-human.html#870L

https://math.scholastic.com/issues/2018-19/011419/the-k-pop-wave.html#1050L

https://scope.scholastic.com/issues/2017-18/110117/What-We-Saw.html

https://junior.scholastic.com/issues/2019-20/090219/girl-hero-of-the-american-revolution.html#960L





Science

Look around your home. Is there something that can be improved? Is there a problem that needs to be solved? Design an improvement or solution to the problem. You can document this in any format you wish (a model, prototype, written explanation, etc.) Design your improvement using a model, prototype, or written explanation. The problem in my home that needs to be improved is _____.

1. Was your problem/improvement something that others in your home think needs improving or is it just personal (something you think needs improvement)

The problem/ improvement ______ something others in my home think needs improving. 2. What limitations did you encounter as you began to design your improvement?

Limitations that I encountered as I designed my improvement were _____. 3. Did you have to call on others to help you or give you feedback as you worked through your solution?

Why? Who did you call on? I called on _____ to help me because _____. OR _____ provided me feedback because _____. OR I did not ask for help or feedback because _____.

Math


English Language

Arts



● Take a side: Are video games a sport? ● Read why one girl chooses a magical power. ● Locate the extreme places where some of the Star Wars movies were filmed.

https://junior.scholastic.com/issues/2019-20/010620/should-video-gaming-be-a-school-sport.html

https://scope.scholastic.com/issues/2015-16/050116/The-Day-It-Rained-Cats-by-Linda-Sue-Park.html

https://math.scholastic.com/issues/2019-20/121619/far-away.html#1060L



● Get a taste of the chemistry behind your favorite sweets in "Extreme Candy."




Social Studies

Use the attached article at the end of the packet. Write a short story as if you were an ancient Egyptian in one of the discussed dynasties. In your story, it should be obvious what dynasty your story takes place in. Use details and descriptions that reflect the Egyptian setting and time period.

Science

Read to understand this weather forecast for Aspen, Colorado.

1. When did a low pressure air mass pass over Aspen? Explain.

2. A low pressure air mass brings what type of weather to this area?

3. On which day does the precipitation and pressure data show that two different air masses collide? Explain.

https://scienceworld.scholastic.com/issues/2018-19/102918/extreme-candy.html#1120L





Math


English Language

Arts



● Find your perfect playlist. ● Explore the mysteries of how butterflies navigate. ● Discover your own superpowers. ● Break out of an island prison in "Escape From Alcatraz."




Social Studies

Use the attached article at the end of the packet. In your opinion, why do you believe that the Egyptian dynasties fell after 2,500 years? Use evidence from the text to support your reasoning. I believe the dynasties fell after 2,500 years because ___.

https://math.scholastic.com/issues/2018-19/101518/predicting-your-playlist.html#1060L

https://scienceworld.scholastic.com/issues/2019-20/012020/butterfly-vision.html#950L

https://scope.scholastic.com/issues/2019-20/120119/if-i-were-a-superhero.html

https://scope.scholastic.com/issues/2017-18/120117/Escape-From-Alcatraz.html#On%20Level





Science

Historical Data for the Glen Falls region 1. Between what years was this data recorded?

(Climate record period) Between years _____ and _____ the data was recorded.

2. On what days in July was the highest temperature recorded?

The highest temperatures were recorded on _____ in July.

3. What was last year’s highest temperature? The highest temperature last year was _____.

4. What is the normal average maximum temperature?

The normal average maximum temperature is ______. (Check the normal value column)

5. How can this data be graphed? Create a graph of the highest temperatures, lowest temperatures, and normal average maximum and minimum temperatures.

The graph can be graphed using a _____. (Draw the graph showing the highest temperatures, lowest temperatures, and normal average maximum and minimum temperatures).

Math


English Language

Arts





● Dream up domino patterns with an expert artist. ● Discover a remote island's legendary treasures ● Meet a young basketball star playing for Team USA. ● Separate fact from fiction on the Internet in "How To Fact Check The Internet."




Social Studies

Use the attached article at the end of the packet. Highlight or circle the paragraph from the section "Togas, tunics and social status" that suggests that some Romans were willing to be uncomfortable in order to show their social status? Which sentence from the text BEST supports the conclusion that only men ruled the Roman Empire? Highlight the sentence that supports the idea that only men ruled the Roman Empire. The information in the article is organized by topic. How could the author give the article a chronological structure? To give the article a chronological structure, they could add sequence words like... Why do you think the author chose to organize the article by topic? I believe the author chose to organize the article by topic because...

https://scienceworld.scholastic.com/issues/2018-19/021119/domino-designer.html#1040L

https://junior.scholastic.com/issues/2019-20/090219/was-this-statue-stolen.html#1090L

https://math.scholastic.com/issues/2018-19/031119/shooting-for-success.html#940L

https://choices.scholastic.com/issues/2019-20/120119/howt-to-fact-check-the-internet.html





Science

Substances from the Mariana Trench Viewed at Various Magnifications

Magnification

Substance 1

400X Complete the table below based on your knowledge of science and the data provided.

● Indicate whether each substance is living or nonliving. ● Record the evidence you use to determine whether the

substances are living or nonliving. ● Explain your reasoning.

Substance 2

15,000X

Substance 3

10X

Substance- living or nonliving? Evidence (What you see, feel, hear, touch, smell) Reasoning (Explaining)

1-

2-

3-

Math Big Ideas Math: Do Review C 7, The challenge questions are bonus. This will be your assignment for the entire week. Pace yourself..




English Language

Arts



● Find out how pencils are made with this trip to a fascinating factory. ● Become a smarter snacker. ● Explore what life is like for a military family in this sweet and humorous short story. ● Explore an underground museum filled with eerie-looking rocks in "Glow in the Dark Mine."




Social Studies

Use the attached article at the end of the packet. Point of View: Identify two different groups of people that were in the article. Write a compare/contrast paragraph that analyzes the two groups and their life in the time period. Use evidence from the text to support your reasoning. The two different groups of people that were in the article are _____ and _____. The similarities between _____ and _____ indicate _____. _____ is _____, whereas _____ is ______. Another difference between the two ancient civilizations are _____. One similarity is _____. Another common characteristic is ______. By

https://math.scholastic.com/issues/2019-20/092319/write-stuff.html#920L

https://choices.scholastic.com/issues/2017-18/040118/can-you-pass-our-snack-pop-quiz.html

https://scope.scholastic.com/issues/2018-19/020119/The-Perfects.html

https://scienceworld.scholastic.com/issues/2018-19/102918/glow-in-the-dark-mine.html#1060L





comparing ______ to _____, we learn _____.

Science

When mammals are afraid they elicit a FIGHT or FLIGHT response and a hormone (chemical messenger), Adrenaline, is released from the endocrine glands into the bloodstream. The bloodstream will then distribute Adrenaline to cells throughout the body. A classmate claims that the increase in Adrenaline to the body cells allows the mammal to stay and fight or run away more easily than under normal circumstances because of changes to their body systems. Question: Do you agree or disagree with the student’s claim? Why? Use evidence from the diagrams and data below to support or refute (disprove) the student’s claim and model. Include in your justification a description of what is happening in the cat and an explanation of how the cat is a system of interacting subsystems. I agree with the student’s claim because _____. The graph/ table/ image shows _____. I know that _____ is that _____ because _____. I disagree with the student’s claim because _____. The graph/ ble/ image shows _____. I know that _____ is that _____ because _____. The image below shows the model of what the student thinks, are the changes in the body systems of a cat before and after being scared.



Cat’s response to being scared

Time to run 10 meters before being scared

Time to run 10 meters after being scared

5 seconds 3 seconds

Cardiovascular Physiology Concepts: Cat’s heart rate when adrenaline is released. (Source: https://www.cvphysiology.com/Blood%20Pressure/BP018)

Below is more data about the effect of adding adrenaline

Clinical trials of oxygen uptake when two different types of artificial adrenaline are injected (Source: https://www.researchgate.net/figure/Blood-plasma-catecholamine-norepinehrine-and-epinephrine-response-to-exercise-of_fig2_47430068 )

Effects of adrenaline on organs and tissues in the body.

https://www.cvphysiology.com/Blood%20Pressure/BP018

https://www.cvphysiology.com/Blood%20Pressure/BP018

https://www.researchgate.net/figure/Blood-plasma-catecholamine-norepinehrine-and-epinephrine-response-to-exercise-of_fig2_47430068





Math


English Language

Arts



● Find out how a classic toy gets a cool makeover. ● Take a side in the debate over participation awards. ● See art made from candy! ● Travel back in time to meet a spy during the Civil War in "Spying on the South."


https://scienceworld.scholastic.com/issues/2018-19/051319/crazy-putty.html#920L

https://upfront.scholastic.com/issues/2017-18/021918/should-everyone-get-a-trophy.html

https://math.scholastic.com/issues/2019-20/102119/eat-art.html#1000L

https://junior.scholastic.com/issues/2019-20/012720/spying-on-the-south.html#970L





Happy reading and writing! Note: For students who are using printed packets or if you just can’t get the links to work, please use any novel or non-fiction book from home to read for 20 - 30 minutes. You will also be provided with a Scholastic Scope magazine to take home. Feel free to use any of those articles to complete this work. When you have finished reading, you may use the English Language Arts: Writing About Reading Menu provided at the end of the packet. Thank you!

Social Studies

Use the attached article at the end of the packet. Writing Prompt: What is the main idea of the article? Use evidence from the text to explain your thinking. The main idea of the article is ______. Evidence from the text suggests _____. Another piece of evidence suggests _____.

Science

izard covered in horns and spikes might not sound appetizing to us, but to many other animals, it’s a tasty treat! Horned lizards, also known as horny toads because of their toad-like round body and blunt snout, live in deserts and semi-arid regions from southern Canada to Guatemala. To fend off predators including hawks, snakes, wolves, and coyotes, horned lizards use several lines of defense. First, their bodies are covered in spiny armor. Some species can even inflate into what looks a bit like a spiny balloon. That doesn’t sound tasty! But some species, including the Texas horned lizard, coast horned lizard, and regal horned lizard, excel in using an even stranger defense strategy: shooting blood from their eyes!



1. In this scatter plot, how is the body mass of the lizard related to the number of blood squirts?

The body mass of the lizard relates to the number of blood squirts by _____. 2. What are the independent variable and dependent variable?

The independent variable is _____. The dependent variable is _____. 3. Based on the information on this graph, what do you think is the body mass range of typical Horned

Lizards? Based on the graph, the body mass range of typical Horned Lizards are _____.



Math


English Language

Arts



● Journey to the rainforests of Borneo to meet the team that saved a baby orangutan's life. ● Meet a teen piano player who beat the odds. ● See how characters come to life. ● See how a family styled their house to look like a famous painting in "Brush With the Law."



Note: For students who are using printed packets or if you just can’t get the links to work, please use any novel or non-fiction book from home to read for 20- 30 minutes. You will also be provided with a Scholastic Scope magazine to take home. Feel free to use any of those articles to complete this work. When you have finished reading, you may use the English Language Arts: Writing About Reading Menu provided at the end of the packet. Thank you!

Social Studies

Use the attached article at the end of the packet.

https://scope.scholastic.com/issues/2019-20/090119/how-to-save-a-baby-orangutan.html

https://action.scholastic.com/issues/2018-19/040119/the-amazing-music-of-darrius-simmons.html#600L-700L

https://math.scholastic.com/issues/2017-18/111317/creating-coco.html#1070L

https://art.scholastic.com/issues/2018-19/120118/brush-with-the-law.html





Write a short story as if you were alive in Ancient Rome. In your story, it should be obvious what class or social status your character is in and where your story takes place. Use details and descriptions that reflect the Roman setting and time period. First, ______. Next, ______. Then, _____.

Science

The Clairton Coke Works is one of the biggest pollution sources in Western Pennsylvania. The Allegheny County Health Department determined the plant violated the terms of its air permits 6,700 times over a 3 ½ year period. In the emissions from the smoke stacks are sulfur dioxide, which combines with liquid water droplets in the air to form sulfuric acid (SO2). The smoke also contains nitrogen dioxide which forms nitric acid (NO2) when it combines with liquid water droplets. When droplets form rain, the rain with these pollutants is referred to as acid rain. Conservationists have been collecting data about air and water pollution in the region surrounding the plant (Figure 1). Figure 2 is a map that shows the extent of nitric acid concentration in the air in the region around the plant. The concentration of SO2 in the region is similar to the NO2 shown on the map.

Figure 1 Figure 2

1. Place an X on the likely location of the Clairton Coke Works on the map in Figure 2. 2. From the information in Figure 1, when did production begin to increase for the Clairton Coke Works?

Production begins to increase for the Clairton Coke Works in _____.

http://www.post-gazette.com/business/pittsburgh-company-news/2017/05/26/Clairton-area-residents-sue-US-Steel-coke-plant-emissions-property/stories/201705260294

http://www.post-gazette.com/business/pittsburgh-company-news/2017/05/26/Clairton-area-residents-sue-US-Steel-coke-plant-emissions-property/stories/201705260294



3. A student claims there is a pattern between the water pollution and the concentration of sulfur dioxide in the air near the plant. Is the student correct? Support your answer with evidence from information shown by the graphs.

The student is correct because ______. Graph _____ shows _____. The student is incorrect because ______. Graph _____ shows _____.

Math

A classroom has trapezoidal tables. There is enough space at each side of a table to seat one child. The tables in the class are arranged in a row (as shown in the picture below).

a. How many children can sit around 1 table? _____ children can sit around 1 table. Around a row of two tables? Around a row of five tables? _____ children can sit around two tables. _____ children can sit around 5 tables. b. Write an algebraic expression that describes the number of children that can sit around a row of tables. Explain in words how you found your expression. (Hint: You may need to draw an x/y table to help you get organized and find the expression) I found my expression by _____.


English Language

Arts





● Take a side: Should Instagram get rid of likes? ● Discover the story of how two popular foods came to America. ● Meet a zookeeper who loves his job, and wants the world to know. ● Take a thrilling journey up a mysterious mountain in "Climbing Skull Mountain" (fiction).




Social Studies

Use the attached article at the end of the packet. Using this article and the Ancient Egypt article, answer the following question. Compare/contrast the two ancient civilizations in a paragraph. Be sure to analyze at least two similarities and two differences. You should support your reasoning with evidence from the text. The similarities between _____ and _____ indicate _____. _____ is _____, whereas _____ is ______. Another difference between the two ancient civilizations is _____. One similarity is _____. Another common characteristic is ______. By comparing ______ to _____, we learn _____.

As a scientist for the U.S. Department of Agriculture, beekeepers have been reporting greater than normal die-offs in their hives for the past decade, referred to as colony collapse disorder (CCD). This phenomenon has

https://junior.scholastic.com/issues/2019-20/012720/should-instagram-get-rid-of-likes.html

https://action.scholastic.com/issues/2019-20/100119/how-pizza-came-to-america-sushi-takes-over.html#600L-700L

https://scienceworld.scholastic.com/issues/2019-20/090219/animal-advocate.html

https://scope.scholastic.com/issues/2019-20/100119/climbing-skull-mountain.html





Science

become so concerning that some food companies are beginning to be concerned and are trying to raise awareness, such as General Mills removing the bee from their cereal boxes. Use the infographics above to learn more about the relationship between bees and their effects on plants. (see image on the next page)

Cereal Box

Infographic 1 Infographic 2

Develop a claim to explain how colony collapse disorder in bees would affect crops. Support your claim with evidence from the resources provided and your knowledge of flower reproduction. Justify your evidence to support your claim. The colony collapse disorder in bees would affect crops because of ______ . The _____ shows _____. In the _____ it shows _____. I know that _____ is that _____ because _____.

Math Pick 3 of the following. Justify your answers. a.) Hippos sometimes get to eat pumpkins as a special treat. If 3 hippos eat 5 pumpkins, how many pumpkins



did each hippo eat? Each hippo ate _____ pumpkins. I know this because _____. b.) Lindy made 24 jelly-bread sandwiches with a 16-ounce jar of jelly. How many ounces of jelly is used for each sandwich? _____ ounces of jelly were used for each sentence. I know this because _____. c.) Purslane bought 350 rolls of toilet paper for the whole year. How many rolls of toilet paper per month is that? _____ rolls of toilet paper per month. I know this because _____. d.) In the world's longest running experiment, scientists have tried to capture images of tar pitch dripping. In the past 86 years, 9 drops have formed. How many years per drop is that? _____ years per drop. I know this because _____. e.) Imagine that 12 goats got into a dumpster behind a pizza parlor and ate 3 pizzas. How many goats per pizza would that be? _____ goats per pizza. I know this because _____.

English Language Arts: Writing About Reading Menu

Fiction: Name and elaborate on three possible themes in your story. How does the story support each theme? One theme is _____. I know this because ____. Another theme is ____ because ______ . A third theme is _____ because ______ .

Fiction: Explain how the author builds suspense in the story. The author builds suspense by ______________ .

Fiction or NonFiction: Your choice. Respond to your text in any way you desire. Have fun! The text makes me think about ____. In my opinion, _______. I noticed that _____ .

Fiction: Illustrate a significant scene from your text. Write to explain why this event matters. I chose to illustrate ____ because _______ .

Fiction: Select an author's craft technique you notice being used often. Find three examples in the text. Record the page numbers and the sentence(s). The author uses ____ on page ____. On page _____ the author uses ____ . The author uses ____ on page ____ .



Fiction: All characters belong to multiple groups. Select three characters and list several groups that each character belongs to. ____ belongs to ____ , _____ and _____ . ____ belongs to ____ , ___ , and _____ . ____ belongs to ____ , ____ , and ____ .

Fiction: Analyze and write about the power imbalances between groups. What causes the imbalance? How is the imbalance supported? How is the imbalance challenged? Write about how groups in this book are not equal. ____ and ____ groups are not equal because ________ .

Fiction: How does the author introduce and develop a character in your story? Explain and provide text evidence. The author introduces the character by _______ . The character changes when _________ .

Fiction: Characters are complicated. Write about negative and positive traits of a character. One positive character trait for ______ is ____ . A negative character trait for ____ is _____ .

Fiction: Recognize a group related issue in a story. Write about the issue and the effects the issue has on more than one character in the text. What trouble did the group have in the text? The group had trouble with ______.

Fiction: Illustrate and write about one connection you have from the story. One connection I had from the text was when ____ .

Fiction: Before and After: Compare and contrast your thoughts about one character from the beginning of the story to the end. At the beginning of the text the character was ______ and at the end of the story the character ____.

Fiction: Describe the setting of your story. How does the setting matter in the story? If the story was in another time or place, what might be different? The story takes place in ___ . If the story took place in the future _____would be different.

Fiction: Provide text evidence and explain how the author connects to the intended audience. The author connects to the audience when ____ .

Fiction: Retell: Create a story mountain. Include a theme for the story. The characters are ___ , ___ , and ___ . The story takes place in/on the ___ . The major events in the story are ____, _____, and ____. I think the theme of the story is ______ because ______.

Nonfiction: Explain how the author(s) made the information more understandable. The author helped me understand the text on ____ by ________ . The author helped me understand the text on _____when he/she _____.

Nonfiction: Record what you have learned from your text. What questions do you have that remain unanswered? What new questions do you have? I learned _____ from the text. One question I have is __ . Another question I have is ____ .

Nonfiction: What surprised you? I was shocked about … I was surprised when,,, I never thought… Now, I wonder… I was shocked about ___ . I was surprised when ___ . I never thought that ____ . Now, I wonder _____ .

Nonfiction: What impact did this text have on your thinking about the topic? What changed your thinking? What confirmed your thinking? This text makes me think about _______ .

Nonfiction: Write a brief summary of your text. Rate and explain the author’s ability to teach you about the topic. The text is about ____ , _____ and ______ . I give the author a score of ___ because they taught me _____ .



My thinking changed when ______ because ____ .

6th Grade Social Studies Article For Days 1-5: Ancient Egyptian civilization lasted for several thousand years. It spanned from 3000 B.C. until 30 B.C, when Egypt was annexed, or taken over, by the Roman Empire. Many of the discoveries and practices of ancient Egypt have survived an even greater test of time. The sands of the Nile River Valley hold many clues about this mysterious, progressive and artistic ancient civilization. Dynasties What's a dynasty? It's a powerful group or family that maintains its position for a number of years. The New York Yankees baseball team of the 1920s is considered a dynasty because the team went to the World Series almost every year and had great leaders, such as Babe Ruth and Lou Gehrig. Ancient Egypt also had dynasties. They were families who often ruled for a considerable number of years and did impressive things — such as building pyramids — during their rule. The history of ancient Egypt is divided into three main periods: the Old Kingdom (about 2,700-2,200 B.C.E.), the Middle Kingdom (2,050-1,800 B.C.E.) and the New Kingdom (about 1,550-1,100 B.C.E.). The New Kingdom was followed by a period called the Late New Kingdom, which lasted to about 343 B.C.E. (Intermediate kingdoms — those without strong ruling families — filled the gaps of time in between the Old, Middle and New Kingdoms.) During these periods, power passed from one dynasty to another. A dynasty ruled until it was overthrown or there were no heirs left to rule. Each kingdom ended in turmoil either after a period of infighting or after being invaded. There were more than 30 dynasties in Egyptian history. Dynasties helped keep Egypt united, which was no easy task. Leaders faced periods of chaos, ambitious rivals and also foreigners who wanted to conquer the region. The Earliest Dynasties Beginning in about 4,000 B.C.E., all of Egyptian society existed in two kingdoms, Upper Egypt and Lower Egypt. Around 3,100 B.C.E., Menes, the king of Upper Egypt, started the long string of dynasties by conquering Lower Egypt. He unified the regions and built his capital city at Memphis, near the border of these two kingdoms. Because Memphis was located on an island in the Nile, it was easy to defend. So began the first dynasty, an age appropriately called the Early Dynastic Period. Little is known of the pharaohs (rulers) of the early dynasties. The Egyptian word "pharaoh" literally means "great house." Pharaohs were more than just rulers. They were considered gods and were believed to possess the secrets of heaven and earth. Pharaohs led the government and the army and wielded unlimited power.



The Old Kingdom About 300 years after Menes united Egypt, its rulers formed a central government in which they held supreme power. This was the beginning of the Old Kingdom. (Kings tend to rule from a central place, which is why the early dynastic period is not considered a kingdom.)During the Old Kingdom, pyramid building flourished. Cheops had the six-million-ton Great Pyramid of Giza constructed as his tomb. Under Chephren, a Fourth Dynasty ruler, the Great Sphinx was built. The end of the Old Kingdom was marked by civil wars between pharaohs and nobles. The Middle Kingdom Montuhotep II (2,007-1,956 B.C.E.), an Eleventh dynasty pharaoh, was the last ruler of the Old Kingdom and the first ruler of the Middle Kingdom. He and his successors restored political order. The Middle Kingdom is remembered as a time of flourishing arts, particularly in jewelry making. Egypt became a great trading power during this period and continued massive construction projects. Eventually, the long reign of prosperity gave way to old problems: crop failures, economic woes, dynastic power struggles and foreign invaders. Amenemhet III (1817-1772 B.C.E.), of the Twelfth Dynasty, was responsible for the construction of two great projects. He completed the building of the giant waterwheels of the Faiyum region that diverted the floodwaters of the Nile. Amenemhet also constructed the Pyramid of Hawara, which became known as the Labyrinth. It contained about 3,000 rooms. Trouble struck when a group of foreigners, the Hyksos, a Semitic-Asiatic group, invaded the Nile Delta region. These advanced warriors used new tools for war: bronze weapons and horse-drawn chariots. They defeated the Egyptians, who fought on foot with copper-and-stone weapons. The New Kingdom Early pharaohs of the New Kingdom evicted the Hyksos. The New Kingdom is remembered as a time of renaissance in artistic creation, but also as the end of dynastic rule. This period was also marred by corrupt priests and tomb-robbing by government officials. A famed pharaoh of the new period was Amenhotep IV, who triggered a religious revolution. Before Amenhotep's rule, Egypt was a polytheistic society that believed in many gods, the most important named Amon. But, Amenhotep believed only in Aton, the sun god. Belief in only one god (monotheism) was a radical notion. To show his devotion to Aton, the pharaoh changed his name to Akenhaton ("he who is loyal to Aton"). Akenhaton moved his capital from Thebes, where Amon was worshipped, to Tell el Amarna. Naturally, the priests who represented the other gods did not like this change one bit. Many Egyptians also did not like the pharaoh discrediting their gods. After the death of Akenhaton, the powerful priests forced the new capital to be moved back to Thebes. Tut-Tut The pharaoh who moved the capital back to Thebes was a boy-king. He ruled for nine years, attempted to pacify the priests and



was responsible for some modest building projects. He began his reign at the age of 10 but died of a head injury at 19. But his name is famous: Tutankhamun, or more familiarly, King Tut. Tut is mostly remembered because of his beautiful tomb — one of the very few that was not pillaged by grave robbers. Ramses II, or Ramses the Great, was another important ruler during this period. He reigned for 67 years and died in about 1,213 B.C.E. at age 96. His nearly 200 wives and concubines bore 96 sons and 60 daughters. Not only did Ramses build a great family, he also built two temples at Abu Simbel, a covered hall of giant pillars at Karnak, additions at the Luxor Temple and the Ramesseum, a compound consisting of two temples and a palace. After Ramses' rule, Egypt fell into steady decline. Today, his 3,000-year-old mummy lies in a display case on the second floor of the Egyptian Museum in Cairo, Egypt's capital. Over the course of the next nine centuries, the Nubians, the Assyrians, and the Persians bounded into Egypt and ravaged the area. When Pharaoh Nectanebo II retreated to Memphis to avoid death at the hands of oncoming Persian invaders in 343 B.C.E., he became the last Egyptian-born pharaoh, ending over 2,500 years of Egyptian self-rule. ©2020 Newsela 6th Grade Social Studies Article For Days 6-10:

Life of the People in Ancient Rome The history of the ancient Romans is mostly remembered for its wars and politics. Starting from the city of Rome, in the middle of today's Italy, the Romans took over most of Europe. They reached the northern parts of Africa and most of the Middle East. About 2,000 years ago, the Roman Empire went through a time of peace called the Pax Romana. It lasted for about 206 years. During the Pax Romana, people who were rich built huge, well-decorated houses. They usually had servants or slaves who had to follow their every order. This was certainly not the life of the average citizen. Although the Roman Empire had many riches, most people were still poor. Family life and favorite foods In Roman family life, the oldest male, known as the patriarch, made all the important decisions. The wife of the patriarch had to take care of the home. She also had to be loyal and obedient to her husband. Women could not be politicians and did not have many rights. They did get more rights in later years, like the right to own property. The Romans had three main kinds of food: grain, grapes and olives. Every Roman ate these foods daily. The grain, which was mainly wheat, was used to make bread. The grapes were made into wine and the olives were used to make olive oil. Bread was eaten at most meals, especially for the poor. Wine was also served with almost every meal after being mixed with water. The water helped to weaken the effect of the alcohol. The rich liked to experiment with what they ate. They enjoyed strange food such as jellyfish, peacock, ostrich and fungus. They held huge banquets that lasted all day. Meanwhile, the poor ate bread, vegetables and porridge, a mushy bowl of boiled grain. They also got their protein by eating



some meat and cheese. Togas, tunics and social status When people imagine how the ancient Romans dressed, they usually think of a type of robe called a toga. Not all Romans could wear it, though. Togas were not very comfortable but they showed how important someone was. The toga was made of an 18-foot-long piece of wool cloth that was carefully wrapped around the body. It did not need buttons or pins if it was wrapped well. Most citizens wore a white toga, but if someone was important they wore a toga with a purple stripe. The emperor was the most important person in the empire. His toga was all purple. Women who were married had to dress differently from women who were not. Unmarried women wore tunics, a loose sort of dress. Married women wore stolas, which were like togas. Togas are no longer popular, but some Roman practices are still around today. A day of exercise and a hot bath with some friends The Romans came up with the idea to go to a gym for a workout and then go sweat in a heated room, like a sauna. They also liked to go to the public baths. The baths were places where people could go socialize, exercise, read and relax, as well as to get clean. A normal trip to the public baths was quite an event. It might begin with some exercise at a gym. Afterward, the visitor made a trip to a warm room, where someone would rub oil all over their body. Another person then scraped the oil, dirt and sweat off the visitor's body with a metal tool. When clean, the Romans took a swim in the baths. There were both hot water pools and cold water pools. The waters of the public baths were continuously refreshed by aqueducts that carried water. The pools were heated by underground furnaces. Finally, the visit ended by drinking special mineral waters. These were believed to have healing powers. During the entire experience, visitors to the baths interacted with fellow citizens. They could meet, talk about politics and get to know each other. This chance to socialize may have been the most important part of going to the baths.


Activities for Alternative Methods of Instruction (AMI) Grade 6 To support your work, talk with an adult, sibling, or someone you know from school before writing. By talking, you can develop your ideas and discuss new words.The language supports in red text are meant to help get you started.


English Languag

e Arts



● Meet five women who are finally getting the recognition they deserve. ● Debate whether these popular experiences actually count as museums. ● Read a short story about courage, grit, and growing up. ● Measure goggles for your pet in "Protect Your Pets."




Social Studies

Carefully read “Top Inventions of the Middle Ages” attached at the end of the packet. Why might some people call the Middle Ages the “Dark Ages”? Give text evidence to support your reasoning. Some people might call the Middle Ages the “Dark Ages” because _____. Which of the inventions from the Middle Ages has impacted your life the most? How? Explain your reasoning. The inventions from the Middle Ages that have impacted my life the most are _____. _____ has impacted

https://upfront.scholastic.com/issues/2018-19/031119/overlooked-no-more.html#1110L

https://art.scholastic.com/issues/2017-18/030118/this-is-a-museum.html

https://scope.scholastic.com/issues/2019-20/030120/the-roach.html

https://math.scholastic.com/issues/2018-19/092418/protect-your-pets.html#1020L





my life because ______. _____ has also impacted my life because _____..

Science

Radiation (electric and magnetic-the energy of the light spectrum-energy waves) is present in everyday life. It comes from the rocks and soil in the earth, from outer space as cosmic radiation, and from radioactive materials (waves of ionized particles) in our own bodies. The amount received from these radiations is small and safe. However, other sources of radiation, either human‐produced or natural, may produce radiation levels that are harmful. There are three basic types of radiation: alpha and beta particles and gamma waves. A Geiger counter is used to detect the types of radiation. You conducted an experiment on two types of radiation to see what kind of material absorbs radiation the best. The Geiger counter was placed behind a frame that could hold many sheets of different materials: cardboard, aluminum, and lead. A beta particle and gamma wave source was placed in a holder and no material was put in the middle. An initial reading was made and recorded on the Geiger counter probe. One sheet of cardboard was placed between the source and the probe, and a reading was taken. More sheets were added, as shown in the data table, and radiation counts were recorded. The experiment was done again with aluminum and then again with lead. Looking at the information from the chart, what would be the Geiger counter reading for a gamma source with 4 sheets of lead? The Geiger counter reading for a gamma source with 4 sheets of lead would be ________ because_________ .



Math Big Ideas Math: Review C 8. This will be your assignment for the entire week. Pace yourself.


English Languag

e Arts



● Find out the real science behind Black Panther's vibranium. ● Find the volume of carnivorous plants. ● Journey to ancient China to witness the rise of an empire. ● Banish stress like a superstar in "Secret Stress Busters of the Stars."




Social Studies

Carefully read “Top Inventions of the Middle Ages” attached at the end of the packet. What is ONE example of how inventions are not always used for their original purpose? Give text evidence to

https://scienceworld.scholastic.com/issues/2018-19/011419/fictional-element.html#880L

https://math.scholastic.com/issues/2019-20/102119/killer-plants.html#980L

https://junior.scholastic.com/issues/2019-20/092319/the-emperor-and-the-assassin.html#940L

https://choices.scholastic.com/issues/2016-17/040117/secret-stress-busters-of-the-stars.html





support your reasoning. One example of how inventions are not always used for their original purpose is ___. In the text, it states ___ was used for ____, but we use ____ for ___.

Science

This pictorial graph (map) contains two types of data, quantitative (numbers) and qualitative (descriptions). Scientists use both to describe their findings. This graph was produced after Houston, Texas received 50 inches of rain in four days from Hurricane Harvey in 2017. The graph shows the average time it normally takes for areas of the United States to receive 50 inches of rain.



1. What areas take the longest to receive 50 inches of rain?

The ________ part of the US takes the longest to receive 50 inches of rain.

2. Look at the graph legend. Are the time intervals even? How does that affect how you read the graph?

I agree/disagree that the time intervals are even. The time intervals affect how I read the graph by _____ .

3. If you could add a feature to improve the graph to give more information, what would it be and



why? I would add ______ to improve the graph because ____ .

Math


English Languag

e Arts



● Meet a 14-year-old who dreams of going to Mars. ● Find out how a fancy dish from Europe became an all-American classic. ● Make journaling a habit. ● Choose a side in a space debate: “Should humans go to Mars?”




Social Carefully read “Top inventions of the Middle Ages” attached at the end of the packet.

https://scienceworld.scholastic.com/issues/2017-18/100917/shooting-for-the-stars.html#1000L

https://scope.scholastic.com/issues/2019-20/090119/mac-and-cheese-mania.html

https://choices.scholastic.com/issues/2019-20/040120/dear-diary.html

https://upfront.scholastic.com/issues/2019-20/111819/should-humans-go-to-mars.html





Studies Read this inference from the article: Europeans in the Middle Ages were heavily influenced by China. Do you agree with that inference? Why or why not? Give text evidence to support your reasoning. I agree with the inference because the text states _____. OR I disagree with the inference because the text states_____.

Science

There are many tools in science. Each tool has a specific job or task. Some are simple jobs such as holding or transferring materials. Other jobs are very technical. Figure 2.1 is an example of how a technical tool is to be read. Images 2.2 and 2.3 are examples of tools used in a lab. One of the tools is used for moving materials and one is a specific measuring tool. Based on your knowledge of lab tools, answer the following: 1. What are the tools in figure 2.3 called? The tools in figure 2.3 are _______ . 2. What are the tools in figure 2.2 called? The tools in figure 2.2 are _______ . 3. What is the tool in Figure 2.2 used for? (what measurement are you finding when you use it? The difference between what is inside the two tools is a clue. NOT the units…) The tools in figure 2.2 are used for measuring ____ . They help us find out ____ . 4. Describe how you are to read the measurement given in figure 2.1. I read the measurements in figure 2.1 by __________ .



Figure 2.1 Figure 2.3 Figure 2.2

Math


English Language Arts



● Get to know the professional GIF creator behind your favorite trends. ● Enter the race to create the world's tallest building. ● Find out what rights the First Amendment guarantees you.

https://action.scholastic.com/issues/2019-20/030120/he-makes-gifs-for-a-living.html

https://scienceworld.scholastic.com/issues/2016-17/032717/sky-high-science.html#1080L

https://upfront.scholastic.com/issues/2017-18/010818/first-amendment-101.html#1120L



● Meet Noah Carver, an unstoppable 15-year-old in "Nothing Holds Me Back."




Social Studie

s

Carefully read “Top Inventions of the Middle Ages” attached at the end of the packet. After reading the article, do you think the Middle Ages should still be considered the “Dark Ages” or a time of great achievement? Why? Give evidence to support your reasoning. I believe the Middle Ages should be considered the (“Dark Ages” / time of great achievement) because _____.

Science

A student needed to work on a pie graph for a life science unit. Pie graphs are based on percentages (ratios out of 100). The student decided to practice ratios and percentages by breaking down how she spent her day.

1. Using the chart (not the pie graph) as a model, collect data on how you break down your day. Create a chart, like the one pictured, with at least 5 categories.

https://scope.scholastic.com/issues/2018-19/120118/Nothing-Holds-Me-Back.html#On%20Level





Convert each value into a percentage. (The value is the amount of hours you spend on each activity.)

2. Compare your sleep time and school time to this chart. Did you have a greater percentage of one of these categories than the percentage listed in this chart? Why or why not?

By comparing ____ to _____, I learn that _____ .

When I compare ____ to ___ , it becomes clear that ___ because ____.

Math


English

Language Arts





● Read about a boy who learns to follow his heart. ● Meet a chef inspired by math. ● Discover how tourists alter historic sites. ● Join the big debate on drones in "Invasion of the Drones."




Social Studie

s

Carefully read “Top Inventions of the Middle Ages” attached at the end of the packet. Pretend you are an inventor living in the Middle Ages. Choose one of the inventions and write a 30-second commercial convincing people to buy your invention. Your commercial should be persuasive and explain how your invention will change their lives. Read aloud your commercial to someone in your home using your best sales person voice! If you have internet access and the ability to record and share your commercial with your teacher, do so. I believe that you should buy _____. I believe _____ is a good invention because ______. _____ will change

https://action.scholastic.com/issues/2019-20/100119/the-cows-horn.html

https://math.scholastic.com/issues/2018-19/090318/delicious-designs.html#850L

https://art.scholastic.com/issues/2017-18/010118/are-we-ruining-ruins.html

https://junior.scholastic.com/issues/2017-18/042318/invasion-of-the-drones.html#1160L





your life because it will _______. Another way this will make your life easier is _____.

Science

A hydrate is a special type of chemical that has water in the compound (a combination of 2 or more specific elements). There are times scientists need the chemical without the water so they heat the chemical in a non-breakable cup called a crucible.

1. Consider the data recorded in Table 4.2 as the result of a scientific investigation. Based on the data in the table, what is the independent variable (what the researcher is investigating)?

Based on the data in the table, the independent variable is ____ .

2. What was removed during heating and how much? Show your calculation.

______ g of _____ was removed during heating.

Table 4.2

Water in a Hydrate

Weight

Crucible 10.00 g

Crucible and hydrate before heating

15.32 g

Crucible and hydrate after first heating

15.10 g

Crucible and hydrate after second heating

14.65 g

Math




English Languag

e Arts

1. Read a book of your choice for 20 - 30 minutes. Note the title, genre, author, pages read, and choose 1 way to write about your reading from the menu of options attached at the end of this packet.

Social Studies

Examine the images at the end of the packet in “Women in the Middle Ages.” Choose ONE image to analyze by completing an I SEE - I THINK - I WONDER exercise. ❏ I SEE (list details and descriptions of the image you notice) ❏ I THINK (list what possible conclusions you can make about women in the Middle Ages) ❏ I WONDER (list what questions you have about the image)

Share your work with someone in your home and ask them what they think about the image as well.

I see I think I wonder

Science

Thermal energy is the vibration of molecules in an object. The movement of that thermal energy from one object to another is called heat. Heat is transferred three ways: convection, conduction, and radiation. Convection is the movement caused within a fluid by hotter and less dense material as it moves away from the source of heat, carrying energy with it. Conduction is the movement of heat through a substance by the collision of molecules. Radiation is a method of heat transfer that does not rely upon any contact between the heat source and the heated object.

A class wanted to investigate thermal energy so they conducted an experiment. The class took two thermometers and an oven mitt (hot pad to remove hot things). One thermometer was placed inside the mitten and the other thermometer was placed on the table.

The next day, the class compared the readings on the two thermometers:



What do you think the class will discover from their investigation? Choose the statement you most agree with and defend your answer with evidence from the reading.

a. The thermometer in the mitten will have a lower reading than the thermometer on the table.

b. The thermometer inside the mitten will have a higher temperature reading than the thermometer on the table.

c. The thermometers will have the same reading.

Based on the text and investigation, I think the class will discover that _______________________________ because _____________ .

Math Big Ideas Math: Review C 9. This will be your assignment for the entire week. Pace yourself.





1. Click on the following link. It will lead you to several items of ocean related research. http://teacher.scholastic.com/researchtools/researchstarters/oceans/

2. Pick 2 articles. Read them and then draw a Venn diagram to compare and contrast these two articles. Make sure there are at least 2 items in each part of the Venn diagram.

3. After you have finished your Venn diagram, write a 6 sentence paragraph telling how these articles are

both alike and different. I read the articles “Name of Article One” and “Name of Article Two.” They are alike because _____ . They are similar because _____ . They are different because _____ . They are also unalike because _____ . I learned _____ . Note: For students who are using printed packets or if you just can’t get the links to work, please use any novel or non-fiction book from home to read for 20 - 30 minutes. You will also be provided with a Scholastic Scope magazine to take home. Feel free to use any of those articles to complete this work. When you have finished reading, you may use the English Language Arts: Writing About Reading Menu provided at the end of the packet. Thank you!

Social Studies

Examine the images at the end of the packet in “Women in the Middle Ages.” Choose ANOTHER image to analyze by completing an I SEE - I THINK - I WONDER exercise.

http://teacher.scholastic.com/researchtools/researchstarters/oceans/



❏ I SEE (list details and descriptions of the image you notice) ❏ I THINK (list what possible conclusions you can make about women in the Middle Ages) ❏ I WONDER (list what questions you have about the image) ❏ Share your work with someone in your home and ask them what they think about the image as well.

I see I think I wonder

Science

Scientists use scientific classification to sort the world, but there are many other ways of sorting. One way we can sort things is by classifying them as living or nonliving. Living things use energy. They move or change shape. They take in food and get rid of waste, and reproduce. Whether we are looking at a microscopic bacteria or a huge elephant, all living organisms are made of building blocks called cells.

Nonliving things do not move by themselves, grow, or reproduce. They exist in nature or are made by living things. There are three groups of nonliving things. They are solids, liquids, and gases. Water is an example of a liquid. A rock is a solid. Oxygen is an example of a gas. Cars, pencils, and air are examples

Statements describing the groups:

1. Both groups are made up of cells. 2. Both groups are made up of atoms. 3. Group A is made up of cells: Group B is made up

of atoms.



of nonliving things. Nonliving things are not made of cells. However, both living and nonliving things are made of atoms.

The science class was given a set of cards and asked to sort them into two groups.

Choose the statement you think best describes the two groups: Explain your thinking. Defend your answer.

Based on the text and set of cards, statement ________ best describes the two groups. This statement best describes these two groups because __________ . The text and data prove that ______ .

4. Group A is made up of cells and atoms; Group B is made up of atoms.

5. Some things in Group A are made up of cells and some things in Group B are made up of atoms.

6. Group A and Group B are made up of both cells and atoms.

Math


English Languag

e Arts

Over the next three days you will be working on researching pollination and pollinators, designing a green space and writing about your creation. Day one: Research pollination and pollinators using the links below or your own research. Pollination: https://www.fs.fed.us/wildflowers/pollinators/What_is_Pollination/ Pollinators: https://www.fs.fed.us/wildflowers/pollinators/What_is_Pollination/birdsandbees.shtml

https://www.fs.fed.us/wildflowers/pollinators/What_is_Pollination/

https://www.fs.fed.us/wildflowers/pollinators/What_is_Pollination/birdsandbees.shtml



What are pollinators: https://ento.psu.edu/pollinators/resources-and-outreach/what-are-pollinators-and-why-do-we-need-them Plants that attract pollinators: https://www.fs.fed.us/wildflowers/pollinators/Plant_Strategies/index.shtml As you research, take notes about pollination and pollinators. This information will help you design your green space tomorrow. Make a list of the kind of pollinators you would like to attract. Make another list of what types of plants attract pollinators. Make another list of spaces or ways you could use the space around you and in your community to create areas that would attract pollinators. Keep these lists in a safe spot for tomorrow. Note: For students who are using printed packets or if you just can’t get the links to work, please use any novel or non-fiction book from home to read for 20 - 30 minutes. You will also be provided with a Scholastic Scope magazine to take home. Feel free to use any of those articles to complete this work. When you have finished reading, you may use the English Language Arts: Writing About Reading Menu provided at the end of the packet. Thank you!

Social Studies

Examine the images at the end of the packet in “Women in the Middle Ages.” Which of the images most likely represents women from the poor peasant social class? How do you know? Give details from the image to support your reasoning. Images _____ most likely represent women from the poor peasant social class because ____.

Science

The different states of matter that are accessible by most people are solid, liquid, and gas. Each state of matter behaves differently on a molecular scale. The state of matter that is most difficult to imagine is gas. Most gasses are invisible to the human eye so we need to model how the particles would behave.

https://ento.psu.edu/pollinators/resources-and-outreach/what-are-pollinators-and-why-do-we-need-them

https://www.fs.fed.us/wildflowers/pollinators/Plant_Strategies/index.shtml



The drawings below show different models of air inside a sealed jar. Choose a drawing that best matches how you would draw a model of air inside a jar. Redraw the model you chose (or if you chose I, draw your idea of a model). Explain your thinking. Describe how it is different from the other models.

I think the best matches on how you would draw a model of air inside a jar are ______(?) _____ . The models I chose are different from the other models because they ___________ .

Math


English Languag

e Arts

Get out the notes and lists you took yesterday about pollination and pollinators. Day two: Check out this document from Scholastic. After you read page one, you will do steps 1-3 on this document. http://www.scholastic.com/turfmutt/pdfs/TurfMutt_Lesson&Activity_ProtectingPollinators.pdf Instructions:

1. Read over the first page. Take notes and add them to the notes and lists you took yesterday. 2. Draw the chart you see on page two on a piece of paper. Fill out the chart making sure to answer all the

http://www.scholastic.com/turfmutt/pdfs/TurfMutt_Lesson&Activity_ProtectingPollinators.pdf



questions. 3. Next, do step 2 on a seperate piece of paper. Don’t forget to label everything making sure I can read

everything clearly. If you have to make several drafts that's totally ok! Progress, right? Make this step as colorful and detailed as you want! I can’t wait to see all your designs!

4. Step 3 is optional since we will not be in class. If you have a student’s email or would like to ask a parent or sibling that would be ok too. Just know step 3 is not required.

5. Save all this information for tomorrow and put it in a safe spot. Tomorrow you will need all this information for when you will do the writing portion of this activity.


Social Studies

Examine the images at the end of the packet in “Women in the Middle Ages.” Choose TWO images and complete a Venn Diagram analyzing their similarities and differences. The similarities between _____ and ________ are ___________ . The differences between ____ and ____ are __________ .

The water cycle is studied in every classroom across the world because of how important it is to our lives. Without water, living things would die. Most students have an idea of the water cycle being a large system that operates away from them. The actions of the water cycle happen every day right beside us.

Fatima took a sealed, plastic ice cube tray out of the freezer. The outside of the tray was dry when she took it out of the freezer. She set the tray on the counter. She did not take the ice cubes out. Half an hour later she



noticed the ice had melted inside the tray. The tray was full of water and a small puddle of water had formed

on the kitchen counter outside the ice tray. But no water had spilled from the tray!

Using the diagram of the water cycle, explain to Fatima why there was water outside of the ice tray after a half an hour even though none was spilled.

There was water outside of the ice tray after a half an hour even though none was spilled because ____________ .

Math





Day 3 of our pollination and pollinators activity. Please get out all your notes, lists and drawings from the last two days. Today you will write a paragraph using all the information you have gathered and the drawing you created. You may write it on a piece of paper or create a google doc. Below is an example of how your paragraph could be organized. It is just a suggestion. You may write this paragraph however you wish as long as you include:

1. All the items you will need for your green-space (plants, tools, containers, soils, etc) You will need to write about at least 3 items from your green-space.

2. Make sure that for every item you write about you include its purpose. (The plant's purpose would be to attract bees, etc…)

3. And finally you will need to explain how this green space will benefit your community. I have created a green-space in my community that will attract (here is where you would put what pollinator(s) this nature space would attract). I would put this nature space here is where you would put the location of your nature space (my backyard, the playground, my front porch, etc…). In my green-space I will need _____. This item will _____. I will also need _____ because it will _____. Another item I will need is _____. This item will _____ . The nature space I have created will help my community because _____ . It will also help my community because _____.

4. Please send me pictures or a google doc of your paragraph, all your notes and lists, and your drawing. I can’t wait to read how you will enhance your community! Thank you!




Social Studies

Examine the images at the end of the packet in “Women in the Middle Ages.” Which of the images would best fit the scene described from this primary source document from England in 1461: “Various people of the weavers’ craft in Bristol employ their wives, daughters and maids either to weave at their looms, or to work for someone else at the same craft.” Explain how you reached your conclusion. Images _____ best fit the scene described in the document from England in 1461 because _____. I believe this because _____.

Science

Heat is the transfer of thermal energy. The transfer occurs three ways: convection, conduction, and radiation. Conduction is the transfer of heat when two objects are in contact. Conductivity can make things feel cold or hot to the touch when they are at the same temperature! The difference happens because of thermal conductivity. Thermal conductivity measures how quickly heat flows through a material. Some materials have a higher thermal conductivity than others.

You are going to conduct a touch experiment in your house. Here is your procedure:

1. The test should take place in one room only.

2. You must make a table to record your qualitative (not numbers! Use your senses-



touch, color, etc.) data in. It must have the following:

a. a minimum of 5 objects

b. the name of the objects and what the objects are made of

c. how long you touched the object (no more than 2 minutes) (use a timer)

d. how did the object feel (warm, cold, ?)

e. A column to rank the objects from 1 - the highest thermal conductivity to 5 - the lowest thermal conductivity.

3. When you have completed the experiment, answer the following questions:

a. Why was it important that the experiment take place in one room? It was important to test the objects in one room so that _____ .

b. Did you touch each object for the same amount of time? Does it matter, why or why not? I touched each object for ______ . The same amount of time was



important because ______ .

c. What was the independent variable (the part of your observation that you choose)? The independent variable in my experiment was _____ .

Math

English Language Arts: Writing About Reading Menu

Fiction: Name and elaborate on three possible themes in your story. How does the story support each theme? One theme is _____. I know this because ____.


Fiction or NonFiction: Your choice. Respond to your text in any way you desire. Have fun! The text makes me think about ____. In my opinion, _______.


Fiction: Select an author's craft technique you notice being used often. Find three examples in the text. Record the page numbers and the sentence(s). The author uses ____ on



Another theme is ____ because ______ . A third theme is _____ because ______ .

I noticed that _____ .

page ____. On page _____ the author uses ____ . The author uses ____ on page ____ .

Fiction: Name and elaborate on three possible themes in your story. How does the story support each theme? One theme is ___. I know this because ___. Another theme is ___ because ____ . A third theme is ____ because ____ .


Fiction or Nonfiction: Your choice. Respond to your text in any way you desire. Have fun! The text makes me think about ____. In my opinion, _______. I noticed that _____ .


Fiction: Select an author's craft technique you notice being used often. Find three examples in the text. Record the page numbers and the sentence(s). The author uses ___ on page ____. On page ____ the author uses ____ . The author uses ___ on page ____ .

Fiction: All characters belong to multiple groups. Select three

Fiction: Analyze and write about the power imbalances between

Fiction: How does the author introduce and develop a character in

Fiction: Characters are complicated. Write about negative and

Fiction: Recognize a group related issue in a story. Write about the



characters and list several groups that each character belongs to. ___ belongs to ___ , ___ and ___ . ___ belongs to ___ , __ , and ___. __ belongs to ___ , ___ , and ___ .

groups. What causes the imbalance? How is the imbalance supported? How is the imbalance challenged? Write about how groups in this book are not equal. __ and __ groups are not equal because_______ .

your story? Explain and provide text evidence. The author introduces the character by _______ . The character changes when _________ .

positive traits of a character. One positive character trait for ______ is ____ . A negative character trait for ____ is _____ .

issue and the effects the issue has on more than one character in the text. What trouble did the group have in the text? The group had trouble with ______.

Fiction: Illustrate and write about one connection you have from the story. One connection I had from the text was when ____ .

Fiction: Before and After: Compare and contrast your thoughts about one character from the beginning of the story to the end. At the beginning of the text the character was

Fiction: Describe the setting of your story. How does the setting matter in the story? If the story was in another time or place, what might be different?

Fiction: Provide text evidence and explain how the author connects to the intended audience. The author connects to the audience when ____ .

Fiction: Retell: Create a story mountain. Include a theme for the story. The characters are ___ , ___ , and ___ . The story takes place in/on the ___ . The major events in the



______ and at the end of the story the character ____.

The story takes place in ___ . If the story took place in the future _____would be different.

story are ____, _____, and ____. I think the theme of the story is ______ because ______.

Nonfiction: Explain how the author(s) made the information more understandable. The author helped me understand the text on ____ by ________ . The author helped me understand the text on _____when he/she _____.

Nonfiction: Record what you have learned from your text. What questions do you have that remain unanswered? What new questions do you have? I learned _____ from the text. One question I have is __ . Another question I have is ____ .

Nonfiction: What surprised you? I was shocked about … I was surprised when,,, I never thought… Now, I wonder… I was shocked about ___ . I was surprised when ___ . I never thought that ____ . Now, I wonder _____ .

Nonfiction: What impact did this text have on your thinking about the topic? What changed your thinking? What confirmed your thinking? This text makes me think about _______ . My thinking changed when ______ because ____ .

Nonfiction: Write a brief summary of your text. Rate and explain the author’s ability to teach you about the topic. The text is about ____ , _____ and ______ . I give the author a score of ___ because they taught me _____ .



6th Grade Social Studies Article for Days 11-15: TOP INVENTIONS OF THE MIDDLE AGES by thoughtco adapted by Newsela There is a dispute as to the exact years that make up the Middle Ages, but most sources say A.D. 500 to 1450. Many history books call this time the Dark Ages, as it reflected a lull in learning and literacy. To many people, it is also known as the medieval times, when knights battled across Europe. The time period was known for hunger, war and the plague. The biggest period of bloodshed was during the Crusades. The Catholic Church was the overwhelming power in Europe, and the most educated people were the priests. While there was a decline in knowledge and learning, the Middle Ages continued to be a period full of discovery and invention, especially in East Asia. Many inventions sprouted from Chinese culture. The following inventions range from 1000 to 1400. Paper money as currency In 1023, the first government-issued paper money was printed in China. Before that, paper money had been issued by private companies in the early 10th century in the Szechuan region. When he returned to Europe, Marco Polo wrote about paper money. Paper money did not take off in Europe until Sweden began printing paper currency in 1601. Movable type printing press Johannes Gutenberg is usually credited with inventing the first printing press. About 400 years earlier, though, Chinese inventor Bi Sheng (990-1051) gave us the world's first. Magnetic compass The magnetic compass was "rediscovered" in 1182 by the European world for use sailing the ocean. It was first used by the Chinese around A.D. 200, though. They mainly used it for fortune-telling then. The Chinese started using the magnetic compass for sea travel in the 11th century. Buttons for clothing Usable buttons with buttonholes for clothes made their first appearance in Germany in the 13th century. Before that, buttons were just there for looks. Buttons became widespread with the rise of snug-fitting garments in 13th- and 14th-century Europe. The use of buttons as decoration has been found dating back to the Indus Valley Civilization around



2800 B.C. They were also found in ancient China and ancient Rome. Numbering system Italian mathematician Leonardo Fibonacci introduced the Hindu-Arabic numbering system to the Western world in 1202. He had learned about it when he traveled to Algeria in North Africa. This is the system we use today. Gunpowder formula English scientist Roger Bacon was the first European to describe the process of making gunpowder. His books include the first European descriptions of a mixture containing the essential ingredients of gunpowder. Bacon most likely witnessed at least one demonstration of Chinese firecrackers. These may have been obtained by Franciscans who visited the Mongolian Empire during this period. Gun It is believed that the Chinese invented black powder during the 9th century. A couple hundred years later, a gun or firearm was invented by Chinese scientists around 1250 for signaling and celebration. It remained as such for hundreds of years. The oldest surviving firearm is the Heilongjiang hand cannon, which was made in 1288. Eyeglasses It is estimated that in about 1268 in Italy, the earliest version of eyeglasses was invented. They were used by monks and scholars. They were held in front of the eyes or balanced on the nose. Mechanical clocks A verge escapement is a wheel-like device inside a clock. It allows a clock to advance at regular intervals or tick. This invention made the first mechanical clocks possible around 1280 in Europe. Windmills The earliest recorded use of windmills is 1219 in China. Early windmills were used to power grain mills and water pumps. The concept of the windmill spread to Europe after the Crusades. The earliest European designs were documented in 1270. In general, these mills had four blades mounted on a central post. The horizontal motion of the wind was translated into vertical motion for the grindstone or wheel, which would then be used for grinding grain into flour or pumping water.



Modern glassmaking The 11th century saw the emergence in Germany of new ways of making sheet glass by blowing spheres. The spheres were then formed into cylinders and then cut while still hot. Then the sheets were flattened. This method was perfected in Venice around 1295. The local quartz pebbles, when ground to powder, made the clearest and purest glass. The Venetian ability to produce this superior form of glass resulted in a trade advantage over other glass-producing lands. First sawmill for ship-making In 1328, some historical sources show that a sawmill was developed to form lumber to build ships. A blade is pulled back and forth using a water wheel system. 6th Grade Social Studies Images for Days 16-20: WOMEN IN THE MIDDLE AGES





Documents

Colcord MS 6th Grade › scschoolfiles › 1455 › colcord...Colcord MS 6th Grade Activities for Alternative Methods of Instruction (AMI) Grade 6 T o su p p o rt yo u r w o rk, t