Dual Language 7th Grade April 13-17

Frenship ISD Remote Learning

Dual Language th 7 Grade Reading, Math, Science, and Social Studies: pages 1-35 Electives: pages 36-43 1

Monday

Tuesday

Wednesday

Thursday

Friday

Leer paginas 25-26 (El Hacha)

Using the article from Monday, complete the Vocabulary Activity page 14.

Leer paginas 27 -28 (EL Hacha)

Complete page 24 of “Grammar: Subjects and Predicates”

Responder a las preguntas en la hoja para el capitulo 3 la pagina 31

1st: Log in to my.hrw.com Username: last initial + first initial+ student id Password: student id 2nd: Watch tutorial over Probability https://bit.ly/3aogDhJ

1st: Watch video https://bit.ly/33Oxtnv

1st: Log in to my.hrw.com Username: last initial + first initial+ student id Password: student id 2nd: Complete Animated Math Simulation https://bit.ly/2QXowmK Or

1st: Log in to my.hrw.com Username: last initial + first initial+ student id Password: student id 2nd: Watch tutorial over Predicting w/ Probability https://bit.ly/2UMzo81

Use Order of Operations to solve Math Puzzles on page 32.

Week 3 Math 7 Friday

Math

RLA/SLAR

Frenship ISD 7th Grade DL Schedule Week 3 (April 13-17)

2nd: Use any flavored candy to complete Starburst activity page 15 Week 3 Math 7 Tuesday

3rd: Read notes page 3 and Complete page 4 Week 3 Math 7 Monday

Social Studies

Science

Task: Complete the Making Predictions pages 10-11 before reading the passage. *Directions at the top of the page Task: StemScopedia: Read pages 5-7. Revisit the Making Predictions pages 10-11 while reading. Update responses as needed and support with evidence.

Finish on Tuesday.

El estudiante resumirá cinco hechos importantes de las notas anteriores la pagina 13.

Task: StemScopedia: Finish reading the passage, pages 8-9.

Revisit the Making Predictions pages 10-11 while reading.

Update responses as needed and support with evidence.

Task: Use the information from the passage to complete the Triple Venn Diagram page 12.

Los estudiantes escribirán una oración usando las palabras del vocabulario la pagina 16.

Flip a coin 10 times and use that probability to predict what will happen on the 11th try.

Then complete page 17 Week 3 Math 7 Wednesday

3rd: Complete page 25

Week 3 Math 7 Thursday

Task: Watch the BrainPop video or read the script pages 18-21 and complete the Cause and Effect graphic organizer page 22.

Choose from the Task: Use your work from following: the week, or the optional CHOICE 1: Watch the videos videos below, to complete the Write About Science and answer the questions assignment pages 33-34. on page 26. https://bit.ly/2xz5j B8 BrainPop: Natural Disasters OPTIONAL Videos: Username: frenshipscience Hurricanes 101 Password: tigers1 https://bit.ly/2wQBuvK Floods 101 https://bit.ly/2xBgo4v https://bit.ly/3dKV3Gf https://bit.ly/3bCfmnF Tornadoes 101 https://bit.ly/3dGWvJT CHOICE 2: Complete the Reading Science pages 27-29.

Los estudiantes leerán y anotaran los párrafos la pagina 23.

Los estudiantes leerán y responderán a preguntas la pagina 30.

Los estudiantes leerán las notas a un miembro de la familia y resumirán información importante.

Luego, los estudiantes le dirán a la persona algunos hechos importantes que aprendieron la pagina 35.

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7th Grade DL – Week 3 Math NOTES FOR WEEK Digital Resource There are videos that will help further explain these concepts on the worksheets. To access the videos, you first MUST log into the online text book my.hrw.com either on a computer or smart phone. Do not log out to access the video. You then can click the link (if using computer) or scan QR (if using phone.)

Username: last initial + first initial + student id (no spaces) Password: student id

Experimental Probability

Finding Probability What is the probability of rolling an even number on a standard number cube?

STEP 1: Find the sample space for a standard number cube. {1, 2, 3, 4, 5, 6}

STEP 2:

There are 6 possible outcomes

Find the number of ways to roll an

STEP 3:

color

frequency

Red

12

Blue

10

Green

15

Yellow

13

â?‘ Number of trials = 50 â?‘ Find the experimental probabilities in fraction form.

even number.

2, 4, 6

Martin has a bag of marbles.

He removed one marble, recorded the color and then placed it back in the bag. He repeated this process several ties and recorded his results in the table. Find the experimental probability of drawing each color.

There are 3 favorable outcomes because it is what you want to happen

Find the probability of rolling an even

number. đ?‘›đ?‘˘đ?‘šđ?‘?đ?‘’đ?‘&#x; đ?‘œđ?‘“ đ?‘“đ?‘Žđ?‘Łđ?‘œđ?‘&#x;đ?‘Žđ?‘?đ?‘™đ?‘’ đ?‘œđ?‘˘đ?‘Ąđ?‘?đ?‘œđ?‘šđ?‘’đ?‘ P(even) = đ?‘›đ?‘˘đ?‘šđ?‘?đ?‘’đ?‘&#x; đ?‘œđ?‘“ đ?‘?đ?‘œđ?‘ đ?‘ đ?‘–đ?‘?đ?‘™đ?‘’ đ?‘œđ?‘˘đ?‘Ąđ?‘?đ?‘œđ?‘šđ?‘’đ?‘ 3 1 =6 =2

Color

Experimental Probabilities

Red

frequency of event total number of trials

Blue

frequency of event total number of trials

=

Green

frequency of event total number of trials

=

15 3 = 50 10

Yellow

frequency of event total number of trials

=

The P(even)= ½ or 50% or 0.5

= 12 = đ?&#x;?đ?&#x;“đ?&#x;” 50 10 1 = 50 5

13 50

Use Probability to Predict

Theoretical Probability A bag contains 6 red marbles and 12 blue ones. What is the probability that you select a red marble?

STEP 1: Find the number of ways the event can occur,

Celia volunteers at her local animal shelter. She has an equally likely chance to be assigned to the dog, cat, bird, or reptile section. If she volunteers 24 times, about how many times should she expect to be assigned to the dog section?

that is, the number of red marbles: 6

â?‘ Set up a proportion using either theoretical or

STEP 2:

Add to find the total number of equally likely

outcomes. # of red marbles + # of blue marbles = # of total marbles 6 + 12 = 18

STEP 3:Find the probability of selecting a red marble.

experimental probability of an event. For this example, 1 we will use the theoretical probability since there is a 4 chance of being assigned to the dog section. đ?&#x;? đ?&#x;’

=

đ?’™ đ?&#x;?đ?&#x;’

6

P(red marble) =

đ?‘›đ?‘˘đ?‘šđ?‘?đ?‘’đ?‘&#x; đ?‘œđ?‘“ đ?‘&#x;đ?‘’đ?‘‘ đ?‘šđ?‘Žđ?‘&#x;đ?‘?đ?‘™đ?‘’đ?‘ 6 đ?‘Ąđ?‘œđ?‘Ąđ?‘Žđ?‘™ đ?‘›đ?‘˘đ?‘šđ?‘?đ?‘’đ?‘&#x; đ?‘œđ?‘“ đ?‘šđ?‘Žđ?‘&#x;đ?‘?đ?‘™đ?‘’đ?‘ 18

=

1 3

đ?&#x;? đ?&#x;’

=

đ?’™ đ?&#x;?đ?&#x;’

Solve proportion by multiplying the numerator and denominator by the same factor. Since 4 x 6 =24, 1 x 6 = 6.

6

x=6 P(red marbles)= â…“ or 33 â…“% or 0.3

Celia can expect to be assigned to the dog section about 6 times out of 24.

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7th Grade DL- Week 3 Math - Monday LESSON

Probability

5-1

Determine the probability of each event. Write impossible, unlikely, as likely as not, likely, or certain. Then, tell whether the probability is 0, 1 close to 0, , close to 1, or 1. st

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1. randomly picking a blue card from a bag containing all blue cards.

Digital Help 1 : Log in to my.hrw.com Username: last initial + first initial+ student id Password: student id

2nd: Watch tutorial over Probability https://bit.ly/3aogDhJ

2. rolling an odd number on a number cube containing numbers 1 through 6.

3. picking a red marble from 4 white marbles and 7 green marbles.

You must stay logged in to access video.

Find each probability. Write your answer in simplest form.

4. A bag holds 6 tiles: 2 lettered and 4 numbered. Without looking, you choose a tile. What is the probability of drawing a number?

______________________

5. The names Phil, Angelica, Yolanda, Mimi, and Ed are on slips of paper in a hat. A name is drawn without looking. What is the probability of not drawing Ed?

______________________

6. A standard deck of cards contains 13 of each suit: red hearts, red diamonds, black clubs, and black spades. What is the probability of drawing a red card without looking? ______________________ A board game includes below.

7. Mia says the probability of moving back is the same as the probability of moving up.

Is she correct? What is the probability of moving back? Explain.

8. Gavin needs to move up more than 4 spaces to win the game. Is he likely to win on his next turn? What is the probability that he will not win on his next turn?

Explain.

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Catastrophic Events

STEMSCOPEDIA

7th Grade - Week 3 Science MONDAY & TUESDAY

Have you ever been through a severe storm? Even if you haven’t, you have probably seen one on the news or in a movie. The effects of catastrophic weather events can be devastating. (A catastrophe is an extremely destructive event.) Catastrophic weather events can happen anywhere, but they are more likely to happen in some areas than in others. Which areas of the country do you think are at highest risk for destructive weather events such as floods, hurricanes, or tornadoes? Why do you think so?

Floods Normally, when it rains or snow melts, the ground absorbs the water or it runs into reservoirs such as streams or ponds. If more rain falls or snow melts than the ground can absorb or streams and ponds can hold, a flood can occur. This can happen for several reasons.

When the ground is porous, or full of many small holes, it has the ability to absorb a lot of water. Loosely packed soil is more porous than packed soil, so flooding is more likely to occur where the ground has been packed—for example, where heavy machines have driven over the ground.

During a flood, water can rise to dangerous levels. Flooding can damage property and kill living things.

In addition, if it rains too hard, water will land on the ground faster than it can be absorbed. This can result in flooding until the rain stops or the excess water runs into a reservoir or evaporates.

Flooding can also happen where the ground is not porous. For example, if the ground is frozen or mostly made of rock, it will not absorb much water. Cities are also at risk of flooding because much of the ground there is paved. The nonporous pavement blocks water that would normally be absorbed by the ground.

During severe flooding events, the rush of water picks up a lot of sediment and debris. The energy of the moving water and the layers of sediment carried by the water can do a lot of damage. The moving water can uproot or bury plants, reshape the land, and destroy roads and buildings. Even if floodwaters are not moving rapidly, they can rot wood over time and spoil other materials. This can cause a lot of damage to homes and other buildings.

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Catastrophic Events Look at the ground where you live. Is it mostly solid rock or soft soil? Is the soil loose or tightly packed like clay? Is the ground mostly in its natural state, or is it mostly paved over? Does the ground slope into a reservoir such as a pond or stream? After examining these factors, what do you think is the risk of flooding during a period of intense rainfall in your area?

Which soil do you think will absorb more water? Which area is at greater risk of flooding?

Hurricanes Hurricanes are violent storms that form over warm ocean waters. As some of the sea water evaporates, warm, wet air rises into the atmosphere. (Convection is the process by which warm fluids—including air—rise and cool fluids sink.) This rising of warm, wet air removes some of the air near the surface of the ocean water, creating an area of low pressure. Warm air continues to rise as more and more warm ocean water evaporates. This causes the atmospheric pressure to become even lower beneath the rising air.

Meanwhile, new air rushes into the area beneath the rising air.

Because this area is warm, the new air warms and rises too, continuing the cycle. As more air rushes in, the whole system begins to spin.

When the rising air gets high enough in the atmosphere, it cools down. The moisture in this air forms clouds as it cools. The result is a massive, spinning cloud with intense winds and rainfall. The center of this spinning storm is called the eye.

In this photograph of a hurricane, the eye is a dark spot in the center of the storm. Although winds are calm in the eye, the area surrounding the eye is the most intense part of a hurricane.

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Catastrophic Events Hurricanes form over water but often move onto the land. On land, a hurricane is no longer powered by evaporating sea water, so it slowly weakens. Before the hurricane weakens, however, it may cause significant damage to the area over which it passes. The intense winds and rainfall can damage homes and other buildings and knock over power lines and trees. The winds and the low pressure can also affect sea water causing large waves, called storm surges, to flood the coast. These surges can cause erosion—the carrying away of sand from the beach to other locations. As the beach erodes, it becomes narrower and more vulnerable to future hurricanes and surges.

Classifying Hurricanes Scientists classify hurricanes by their wind speed and the amount of damage they cause. This categorization system is called the Saffir-Simpson Hurricane Wind Scale. The Saffir-Simpson scale breaks hurricanes into five categories:

Hurricanes generally do the most damage in tropical areas near where the storm forms. However, hurricanes can damage areas far from where they form. After a hurricane forms, it can move up or down the coast into cooler regions. Sometimes the hurricane will move over land. This can cause flooding and wind damage to areas where people are not generally prepared for hurricanes because they are not used to them.

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Catastrophic Events Tornadoes Tornadoes are spinning columns of air that are smaller than hurricanes. However, tornadoes may be more violent. This is because many tornadoes have stronger wind speeds than hurricanes. Unlike hurricanes, which form over tropical seas, tornadoes can form all over the world.

Scientists are still working to fully understand how tornadoes form. Tornadoes generally start as thunderstorms. Winds along the ground are slower due to friction along Earth’s surface. Winds in the clouds move faster due to less friction; they are also moister. If slower winds along the ground move in the opposite direction of faster, moister air in storm clouds, the air may begin to rotate when the winds meet. Scientists think this can create a tornado—a long funnel of swirling air extending from the storm cloud to the ground. Scientists are not sure why these conditions do not always create tornadoes. They hope that continued research and advances in technology will lead to a better understanding of how tornadoes form.

Classifying Tornadoes Tornadoes are categorized by their wind speeds and the amount of damage they cause. This categorization system is called the Fujita scale. The Fujita scale breaks tornadoes into six categories.

Wind Category How Destructive?

Speeds F0 40–72 miles These relatively weak tornadoes cause minor damage to per hour homes, small trees, and road signs.

F1 73–112 miles These moderate tornadoes may blow roofs off houses, overturn per hour mobile homes, and blow vehicles off the roads.

F2 113–157 These significant tornadoes can destroy mobile homes, knock miles per hour over train cars, and uproot large trees. Winds may shoot small objects through the air like bullets.

F3 158–206 These severe tornadoes can rip apart even strongly built miles per hour houses and throw large vehicles through the air. Winds may uproot entire forests.

F4 207–260 These devastating tornadoes may destroy or blow away even very strong buildings. Winds may pick up and shoot large miles per hour objects through the air like missiles.

F5 261–318 These tornadoes cause incredible damage to anything in their miles per hour paths. Winds may rip houses from their foundations and throw them far away. Winds may throw cars over 100 yards through the air and rip the bark off trees.

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Catastrophic Events Career Corner: Storm Chaser Scientists are continually trying to understand more about catastrophic storms. This allows them to better predict major storms and provide people with more advanced warnings, particularly in high-risk areas. While many scientists use computer modeling and lab simulations to study storms, real-life observations provide a unique perspective.

Some scientists regularly chase after tornadoes in order to study them.

The National Oceanic and Atmospheric Administration (NOAA) has a National Severe The NSSL’s Mobile Mesonet has Storms Laboratory (NSSL) for studying catastrophic instruments that can measure air storms. Storm chasers at the NSSL have several temperature, humidity, and wind speed techniques for observing storms in the ďŹ eld. One of and direction during a storm. these techniques involves a probe called a Mobile Mesonet. The Mobile Mesonet is a minivan that is equipped with weather monitoring instruments mounted to the roof. These instruments are connected to computers inside the minivan, so the scientists can examine the data immediately as they drive the Mobile Mesonet through a tornado or hurricane. Storm chasing is a dangerous job, but it allows scientists to collect direct, real-time data of catastrophic weather events.

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Catastrophic Events Pre-Reading and During-Reading Activity

7th Grade - Week 3 Science MONDAY AND TUESDAY

Making Predictions Carefully read the statements below. Think about each statement and predict whether it is true or false. Mark your choice with an X. Read the text and look for information that supports or corrects your thinking. If the statement is false, write it correctly below.

True

False

Page

True

Correction:

False

Page

True

Page

Statement: Winds are stronger in the eye of a hurricane than those outside the eye.

Correction:

False

Page

Statement: Floods occur when the ground can’t absorb any more water. Floods can carry sediment and debris that can do a lot of damage.

Correction:

False

True

Statement: A catastrophe is an extremely destructive event and the effects can be devastating. Catastrophic weather events can happen only in some parts of the world.

Statement: Hurricanes form over water but can continue on land like a tornado and get stronger as they travel over land.

Correction:

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Catastrophic Events Pre-Reading and During-Reading Activity

True

False

Page

True

Correction:

False

Page

True

Page

Statement: F5 tornadoes do the most damage with winds of 261–318 mph.

Correction:

False

Page

Statement: Tornadoes can happen anywhere in the world and usually start with a thunderstorm. Tornadoes aren’t as strong as a hurricane.

Correction:

False

True

Statement: A Category 3 hurricane has wind speeds of 111–156 mph.

Statement: Storm chasers chase after hurricanes in order to study them. This is a dangerous job but allows scientist to collect real time data.

Correction:

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Triple Venn Diagram

Catastrophic Events 7th Grade - Week 3 Science Tuesday

What do you know?

Read the characteristics of catastrophic events in the box below. Decide whether each characteristic describes a ood, hurricane, or tornado. Write each characteristic in the appropriate spot on the Venn diagram.

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Maestra Barragan

Social St 7 DL Remind code: @ec8eabde9f

Fecha: 13 de abril

Week 3 Social Studies Monday

El estudiante resumirรก cinco hechos importantes de las notas anteriores.

1.

2.

3.

4.

5.

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7th Grade DL--Week 3 RLA Tuesday

Vocabulary: In the Grip of Graffiti You have probably seen graffiti-pictures or words that people draw or write, without permission, on walls or other things. What comes to mind when you think of graffiti? Fill in the word web below:

graffiti

Read the following words: debate evaluate perceive Discuss with someone at home what these words have in common.

1. What is another word you could add to the group of words above, that would fit into the same category? ______________________________________________

2. Use each word in an original sentence. a. b. c.

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7th Grade DL- Week 3 Math – Tuesday Probability Area Model Activity with Candy Objective: Students will develop a probability area model and use it to find probabilities of events.

Materials: Masking tape, dry-erase markers, plastic cups/containers, assorted colored candies or marbles.

Directions: 1.) Label one cup as “Container 1” and a second cup as “Container 2.”

2.) Randomly choose 3 pieces of candy and put them into Container 1. Then, randomly choose 4 pieces of candy and put them into Container 2 (it’s o.k. to have more than one of the same color).

3.) Using your masking tape, construct a large square on the surface of your table or desktop.

4.) Using your markers, label the left column of the square “Container 1” and the top column of your square “Container 2.”

5.) Use a marker to complete your area model by creating 3 rows and 4 columns since there are 3 choices in Container 1 and 4 choices in Container 2.

6.) Fill in each box inside the area model using capital letters to represent each combination.

For example, RY would represent choosing Red first and Yellow second.

7.) Move onto the challenge questions on the next page once you have completed your area model.

Guided Questions

Container 2

1.) Identify the capital letter abbreviations for each of the following outcomes:

Container 1

Red First, Yellow Second: ___________ Pink First, Orange Second: __________ Pink First, Pink Second: __________ 2.) After building your area model, identify the TOTAL number of possible outcomes there are in this scenario.

There are ________ possible outcomes in total because

3.) Identify one outcome with a probability of

: ________

Optional: Watch Tutorial to further explain. https://bit.ly/2UxpqIT

4.) Identify one outcome with a probability of 5.) Identify one outcome with a probability of 1/4: ________ 6.) Identify one outcome with a probability of 0: ________ 15

Fecha: 14 de abril Los estudiantes escribirán una oración usando las palabras del vocabulario.

7th Grade DL- Week 3 Social Studies Tuesday

prohibir oración: movilizar oración: red oración: racionar oración:

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7th Grade DL-Week 3 Math - Wednesday LESSON

5-4

Making Predictions with Experimental Probability

Make a prediction based on experimental probability. First one is done for you.

1. A bowler knocks down at least 6 pins 70 percent of the time. Out of 200 rolls, how many times can you predict the bowler will knock down at least 6 pins?

2. A tennis player hits a serve that cannot be returned 45 percent of the time. Out of 300 serves, how many can you predict will not be returned?

Digital Help 1st: Log in to my.hrw.com Username: last initial + first initial+ student id Password: student id

2nd: Watch tutorial over Exp prob https://bit.ly/3bJMAl6

You must stay logged in to access video.

3. West Palm Beach, Florida, gets rain about 16 percent of the time. On how many days out of 400 can residents of West Palm Beach predict they will get rain?

4. Rob notices that 55 percent of the people leaving the supermarket choose plastic bags instead of paper bags. Out of 600 people, how many can Rob predict will carry plastic bags?

5. Fredericka can make 65 percent of her shots from the free-throw line.

If she shoots 75 times, how many shots can she expect to make?

Original content Copyright Š by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.

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7th Grade - Week 3 Science - WEDNESDAY CHOICE #2

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19

20

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7th Grade - Week 3 Science WEDNESDAY

username: frenshipscience password: tigers1

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7th Grade DL- Week 3 Social Studies Wednesday

Fecha: 15 de abril Los estudiantes leerรกn y anotaran los pรกrrafos.

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7th Grade DL-Week 3 RLA Thursday

Name:

Date:

Grammar: Subjects and Predicates Assess A

Underline the simple subject once and the predicate twice.

1. The artist painted in her studio all day.

2. Alma ran to the grocery store for milk.

3. The aquarium was filled with tropical fish.

4. The ranger gave an informative presentation about the meadow.

5. The puppies barked when we arrived.

6. The notebook is on the hall table.

7. Raccoons are nocturnal animals.

8. A large turtle was in the middle of the road.

9. Our house is blue with green shutters.

10. Fred fed the hamsters and the fish before leaving the house.

B

Use each of these subjects in a sentence with the predicates listed.

1. Subject: parks Predicate: clean

2. Subject: birthday Predicate: surprised

3. Subject: fox Predicate: ran

4. Subject: goat Predicate: climbed

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7th Grade DL-Week 3 Math Thursday Making Predictions with Theoretical Probability

LESSON

6-3

Practice and Problem Solving: A/B

In each odd-numbered question, find the theoretical probability. Then use that probability to make a prediction in the even-numbered question that follows it.

The first two are done for you.

1. Martin flips a fair coin. What is the probability that the coin will land on heads?

3. A spinner is divided into five equal sections labeled 1 to 5. What is the probability that the spinner will land on 3?

5. Harriet rolls a number cube. What is the probability that the number cube will land on 3 or 4?

7. A bag contains 6 red and 10 black marbles. If you pick a marble from the bag, what is the probability that the marble will be black?

2. Martin flips the coin 64 times. How many times can Martin expect the coin to land on heads?

4. If the spinner is spun 60 times, how many times can you expect the spinner to land on 3?

6. If Harriet rolls the number cube 39 times, how many times can she expect to roll a 3 or 4?

8. If you pick a marble, record its color, and return it to the bag 200 times, how many times can you expect to pick a black marble?

Make a prediction based on the theoretical probability.

9. Gill rolls a number cube 78 times. How many times can he expect to roll an odd number greater than 1?

10. Jenna flips two pennies 105 times. How many times can she expect both coins to come up heads?

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7th Grade - Week 3 Science THURSDAY

CHOICE #1

Impacts of Catastrophic Events Watch Video 1: https://bit.ly/2xz5jB8

1. How do volcanoes negatively impact an ecosystem?

2. In what ways can volcanoes be beneficial?

3. How do wildfires negatively impact ecosystems?

4. In what ways can wildfires be beneficial?

Watch Video 2: https://bit.ly/2xBgo4v

5. High winds from hurricanes cause significant damage to environments.

Hurricanes also bring flooding from rain and storm surges and pose a great risk.

Write a summary of what you learned from the video about the risk of floodwaters.

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Catastrophic Events (B) Earth and Space

7th Grade - Week 3 Science THURSDAY CHOICE #2

Catastrophic Events 1

The surface of Earth is always changing. The changes can slowly happen over time, or can happen quickly, without warning. These rapid changes can be devastating to an ecosystem. Tornadoes, hurricanes, and floods are all examples of catastrophic weather events that cause rapid changes.

2

Spring brings warm, moist air that makes new life bloom and grow.

Unfortunately, these are the same conditions that can form a deadly tornado. A tornado can form as part of a powerful thunderstorm when warm, moist air becomes trapped under a layer of cold, stable air. The violently rotating column of air reaches from the base of the thunderstorm down to the ground. A tornado acts like a giant vacuum cleaner. It will damage everything in its path. Wind speeds can be as high as 300 miles per hour. These devastating tornadoes can uproot trees, kill animals, and cause catastrophic damage to buildings. Nothing in the path of a tornado is safe. The damage done to an ecosystem by a tornado can take a very long time to repair.

3

Hurricanes also affect an ecosystem in a variety of ways. Hurricanes are very large and violent tropical storms. They develop over warm ocean water. When these storms move onshore, they cause high winds, tornadoes, heavy rains, and floods. In an aquatic ecosystem, saltwater can flood into areas of freshwater, such as lakes and streams, and kill large numbers of fish. The flood water may also contain pollutants that can kill animals. In a terrestrial ecosystem, strong winds, tornadoes, and floods can destroy trees, plants, and animals. Barrier islands protect the coast. During hurricanes, these islands experience large amounts of erosion. Barrier islands can be shifted or completely eroded away. On land or in water, the impact of hurricanes can be devastating.

4

Heavy downpours of rain or sudden melting of large amounts of snow can saturate the land.

The ecosystem cannot absorb the water fast enough. Rivers and streams overflow. Flat areas of land, canyons, and valleys experience flash floods. Like tornadoes and hurricanes, floods also have a devastating impact on the ecosystem. Plants and animals can be washed away by powerful, fast-moving water. Pollutants can be mixed in with the flood water, poisoning habitats. Mud carried by fast-moving flood waters can later form thick layers over plants and animals. Fish and other aquatic animals can be swept out of their habitats. They will not find their way back when the flood waters recede. The impact of a flood on an ecosystem can be devastating.

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Catastrophic Events (B) Earth and Space

5

1

2

Catastrophic events, such as tornadoes, hurricanes, and floods, can completely devastate an ecosystem. These events can kill plants and animals or force them out of their homes.

These events are a natural occurrence in the ecosystem. The damage that they cause, however, can have a lasting impact for many years.

How is a tornado different from a hurricane?

A

A tornado causes less damage to an ecosystem.

B

A tornado brings more rain.

C

A tornado is much smaller.

D

Hurricanes do not impact life on land.

What impact does a tornado have on an ecosystem?

A

It can uproot trees, wipe out vegetation and animals, and destroy everything else in its path.

B

The land becomes saturated and cannot absorb water fast enough.

C

Large amounts of saltwater mix with freshwater, killing huge numbers of fish.

D

Mud and soil are deposited in different areas, trapping animals and plants underneath.

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Catastrophic Events (B) Earth and Space

3

4

5

Based on the reading, how does a hurricane affect an aquatic ecosystem?

A

Trees, shrubs, and other vegetation can be uprooted.

B

Barrier islands are shifted or completely eroded away, leaving the coast unprotected.

C

Plants and animals are washed upstream.

D

Saltwater can flood freshwater habitats, killing large numbers of fish.

The term catastrophic means _______.

A

aquatic

B

natural ecosystem

C

extremely harmful

D

draining

What is the main point of the passage?

A

To explain how tornadoes and hurricanes are formed

B

To explain the emotional impact of catastrophic events

C

To explain the financial impact of disasters on a country’s economy

D

To explain the impact of catastrophic events on the environment

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Fecha: 16 de abril

7th Grade DL- Week 3 Social Studies Thursday

Los estudiantes leerán y responderán a preguntas.

1.

Resume la parte del texto donde se menciona el Lusitania.

2.

¿Qué fue el telegrama de Zimmermann?

3.

¿Qué significa movilizar?

4.

¿En qué año declaró los Estados Unidos la guerra a Alemania?

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7th Grade DL- Week 3 SLAR Friday

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7th Grade DL – Week 3 Math – FRIDAY Friday Math Puzzles

Directions: Use order of operations to figure out the missing values. Justify your thinking.

Puzzle 1

Puzzle 2

Puzzle 3

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Catastrophic Events Earth and Space

7th Grade - Week 3 Science FRIDAY

Look

Think Think about the catastrophic events that have occurred in the past or might occur in the future.

Write Explain the effect catastrophic events can have on ecosystems.

Be sure to – • Address the prompt, provide support, and conclude your thoughts.

• Write legibly and concisely.

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Catastrophic Events Earth and Space

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7th Grade DL- Week 3 Social Studies Friday

Los estudiantes leerรกn las notas a un miembro de la familia y resumirรกn informaciรณn importante. Luego, los estudiantes le dirรกn a la persona algunos hechos importantes que aprendieron.

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Art Positive/Negative Bugs Students will: • • •

Learn about positive and negative space and negative space reversal.

Create an artwork using positive/negative space reversal.

Create an original design that uses the entire paper space.

What You Need: • • • •

White paper Pencil or Sharpie markers Pencils pictures of bugs and insects of all kinds

What You Do: 1.

2.

3.

4.

5.

Draw a bug that fills a 3 inch square paper. Use plenty of shape details, no plain lines.

Go over the drawing in marker. Trace several times on 8 x 10 inch or larger piece of white paper in a popcorn (random) pattern.

Color in some shapes black and leave some white.

Trace shape (square or circle for example) on large paper of “popcorned” bugs, with at least one shape overlapping each bug.

Color in the bugs on the large pattern with space reversal. Color all areas of the bug OUTSIDE the shapes the same as your positive pattern All areas INSIDE the shape should be colored in the exact opposite

Here are examples of some ideas below.

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Frenship Band Remote Learning Band April 13th – 17th Day 1: Rhythm Charts – Write the counts under each note/rest as we would in class!

Day 2: Note Naming – CIRCLE YOUR CLEF, then write the NOTE NAME under each note provided.

Day 3: Symbol Identification – Locate, circle, and label the symbols that are listed in your Term Bank.

Term Bank: Time Signature, Key Signature, Fermata, Repeat Sign, Sharp Sign, Eighth Note, Crescendo, Accent, Piano, Sixteenth Note, Natural Sign

Day 4: Listening Assignment – Scan the QR and listen to the recording of Movement 4 from Second Suite in F

by Gustav Holst, then answer the question on a separate piece of paper.

This song continues the same melody throughout. How many different groups of instruments can you hear that play the 4 measure melody?

BONUS: Come up with a story, movie, or scene in your head that this piece would fit with as a soundtrack!

Day 5: Listening Assignment 2 – Listen to these two bands play “Blue Ridge Reel” by Brian Balmages. If you can’t scan the code, look up two recordings or videos online. Answer the questions on a separate piece of paper.

1) Which band sounded better on this piece? (Think about tone, pulse, blend, dynamics, energy, etc…)

2) Why do you think that band sounded better?

BONUS: Try to look up sheet music and play some of it!

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Theatre Activity 1: Character Analysis- Choose a character from a movie, TV series, play you’ve read/seen, or musical you read/seen. Answer the questions below from the character’s P.O.V. (point of view). If you don’t know the answer, make an inference based off what you have seen/read. Use what you do know about the character to help fill in what you don’t know!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

What is my name?

How old am I? What kind of family do I come from?

Where do I live?

How intelligent am I and how much education do I have?

What are my religious/spiritual beliefs?

What kind of clothes do I like to wear?

How would I describe myself?

What is my BEST trait?

What is my WORST trait?

How do I treat other characters?

What is my biggest goal in life?

Who is the most important person in my life?

What is my character’s biggest fear?

What does a typical day look like for me? What do I do? Where do I go? Who do I see?

Activity 2: Costume challenge- The year is 2020. A massive pandemic has hit the nation. People have begun clothing themselves for protection using ordinary household items as part of their everyday attire. Your character from the activity above has decided to put together their outfit.

Create a head to toe costume design for your character.

• • •

Create the costume for protection.

Use only what your character would already have in their closet.

Include at least 4 household items used in a unique way to aid in protection.

Create a drawing of what your character’s outfit would look like and include a brief written description explaining your concept. Make sure to include details such as shoes, accessories, and hairstyle!

Can’t wait to see what you come up with! Send an email to your teacher if you need any help.

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Yearbook Days 11-15 Standard: (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks.

Create original journals including artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community.

Assignment: •

You are keeping a journal of every day of remote learning from home.

Each day will require at least one photo and a short journal entry.

You will respond to a prompt each day and document it using your phone and a brief paragraph or couple of lines describing the photo.

Your topic: NATURE

You can keep your photos on your phone.

You can journal in a grid or calendar format or just fill pages with drawings and paragraphs, or any other way you would like. Be creative!!

I have included examples of some ideas below.

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Choir Watch this video clip https://www.youtube.com/watch?v=qorzulJBREI In Frozen II Olaf sums up the story of Frozen using voices, songs, jokes, etc. I would like you to watch a musical of your choice and create a 1-2 minute summary of the story of the musicals.

You may make a fun video monologue like Olaf or write a ½ page to 1page summary. Include songs if you would like.

Day 1: Research musicals available to you and decide what to watch Day 2-4: Watch the musical Day 5: Write your ½ summary or make your summary video – no more than 2 minutes total **Musicals must be…

1. Parent approved 2. There must be spontaneous singing and dancing 3. Must be “streamable” so you don’t have to leave your house.

Please don’t go out and rent something or buy something special for this. Try to find one that has somewhat of a happy ending. We don’t need to be wallowing in sadness right now. Some examples of relevant musicals: Disney Plus: Lion King, Beauty and the Beast, Little Mermaid, Little Mermaid Live, Frozen II, etc.

Netflix: Mary Poppins Returns, Chitty Chitty Bang Bang, Princess and the Frog, Tarzan Shrek the Musical Amazon Prime: Funny Face, Carousel Live From Lincoln Center, Fiddler on the Roof, etc.

Please submit final paragraph by Friday, April 17th 3pm. You can submit to schoology or director’s email.

mkirby@frenship.us mbillett@frenship.us rduncan@frenship.us

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Athletics Warm up each day Day 1 Perform 3-4 rounds of the circuit. The exercises are to be done right after each other.

After each round rest 2 minutes and repeat.

Exercise Squat Push-ups Squat Jumps Crunches Hip thruster Plank hold

Reps or time 15 15 10 20 20 :45 seconds

*When workout is complete each day, you can work on sport specific skills.

Mark off 10 yards and 15 yards in yard or park: 10 yard sprint: Complete 4- 10 yard sprints with 1:15 rest between each Rest 2:30 15 yard sprint: Complete 4 – 15 yard sprints with 1:25 rest between each Day 2 Cut 90’s: place two cones 30 yards apart from each other. Sprint down 30 yds and touch the cone, sprint back 30 yds and touch the cone, and then sprint back down 30 yds and finish.

Do 4 with 60 sec rest in between, take a 2:30 break, and then complete the other 4 with 60 sec rest in between.

Day 3 Perform 3-4 rounds of the circuit. The exercises are to be done right after each other.

After each round rest 2 minutes and repeat.

Exercise Squat (hold for 5 sec @ bottom) Push-ups (hold for 5 sec @ top) Walking Lunges Split Squat Jump Toe Touches Hip Thruster Single Leg Plank Hold

Reps or time 10 10 15 each leg 10 on each leg 20 10 each leg :45 seconds

Mark off 10 yards and 15 yards in yard or park: 15 yard sprint: Complete 4- 15 yard sprints with 1:15 rest between each Rest 2:30 20 yard sprint: Complete 4 – 20 yard sprints with 1:25 rest between each Day 4 Broad Jumps: Do three rounds - complete 3 broad jumps and then sprint 5 yds.

Cut 60’s: place two cones 30yds apart. Sprint down touch the cone, and sprint back. Complete 5 at 13 sec with a 60 sec rest in between. Rest 2:30. Complete two more rounds for a total of 15 cut 60’s.

Day 5: Get outside!! You can do any activity you would like: ride a bike, ride a skateboard, play catch, throw a frisbee, football, or baseball.

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Career and Technical Electives

Technology Applications

Digital Design

Choose ONE activity to complete this week for the courses listed above.

CHOICE #1 CREATE A VIDEO GAME: Pretend you have just been hired by one of the largest video game retailers in the world. You have been tasked with creating a new video game that will capture the attention of teenagers everywhere. Your boss has asked you to create a mockup of the game with a full and detailed explanation of how it works. As part of your design, consider the following: 1) 2) 3) 4) 5) 6)

What is the mission of the game?

What is the setting of the game?

Who are the characters?

Are there different levels? How do you advance levels?

How does the game work?

What other information is essential to share with your boss in pitching this game to teens?

You can design your work on a WORD document or draw it out by hand.

Include pictures, icons, and ideas for your designs.

CHOICE #2 Use Microsoft Excel (or graph paper/grid) to design a Pixel Art image of your favorite at-home activity during quarantine.

Extension Activities for Additional Learning (Optional) EDUTYPING (OR) typing.com WWW.CODE.ORG Submit your final project through Schoology in your assigned class folder.

Look for upload link entitled “REMOTE LEARNING WEEK 3�

NOTE: If you are unable to submit your assignment online, please email or contact your teacher to make alternative arrangements.

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Broadcast Media

College and Career

Based on your elective course, complete the assigned weekly activity WEEK 3 (April 13-17)

WEEK 3 (April 13-17)

CONDUCT A PERSONAL INTERVIEW on the topic: How is the Coronavirus affecting your family or loved ones?

“Interview” a character from a TV show about their job. List responses to the following:

1) Write down 10 interview questions 2) Practice asking your questions in front a mirror 3) Interview at least two people (from a safe social distance) 4) Include both an introduction and conclusion to your interview.

Record your interview on a phone or camera.

If you are unable to record the video, submit your written responses.

• • • • • • • • •

Tv Show: Character Name: Job Description: Job Duties: Skills needed: Level of Education: Best part and hardest of the job: Endorsement/Career Pathway: Would you enjoy this career? Why or Why not?

You can type your responses on a Word document or write them by hand. See submission requirements below.

Videos should be less than 2 minutes.

Submission Options: 1) Upload to Schoology folder “REMOTE LEARNING WEEK 3” 2) Email the assignment, or picture of the assignment to your teacher 3) Upload to OneDrive and share with your teacher.

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