6th Grade Remote Learning April 27-May 1

Frenship ISD Remote Learning th

6 Grade Week 5: April 27-May 1 Reading/Language Arts, Math, Science, and Social Studies: pages 1-24 Electives: pages 25-32 (Each student will only need to work on the courses they are currently enrolled in.)

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Frenship ISD - 6th grade Schedule Week 5 (April 27 - May 1) RLA

Monday Read and annotate the poem “The Road Not Taken” on page 4. Then complete the 3 questions on page 5.

Tuesday Using the notes on the top of the page and the poem from Monday, complete “Author’s Craft: Figurative Language” on page 15.

Wednesday Thursday Choose one of the Choose a different option from the options from the “Choice Board” on “Choice Board” page 19. on page 19.

Students will Students will practice continue to capitalization rules. practice (notes are provided capitalization on page 18) rules.

Friday Using knowledge from a fiction story or the story from last week, complete “Literary Comprehension: Instagram” on page 23.

RLA: A reference sheet is provided on page 3 that has OPTIONAL videos to help with concepts through the week.

Math

Choose two activities from the “6th Grade Choice Board” to complete on page 6.

Complete the activity by plotting the coordinates on the page “Plot the Coordinates 1” on page 16.

Choose two activities from the “6th Grade Choice Board” to complete on page 6.

Grab a timing device and practice your multiplication facts using “FiveMinute Multiplication Frenzy” on page 21.

Choose two activities from the “6th Grade Choice Board” to complete on page 6.

Science

Choose one task from 6th Grade Week 5 Choice Board on page 7.

Choose one task from 6th Grade Week 5 Choice Board on page 7.

Choose one task from 6th Grade Week 5 Choice Board on page 7.

Choose one task from 6th Grade Week 5 Choice Board on page 7.

Choose one task from 6th Grade Week 5 Choice Board on page 7.

Australia & Pacific Rim: Complete the mapping activity “The Geography of the Region" on page 14.

Australia & Pacific Rim:

Australia & Pacific Rim:

Australia & Pacific Rim:

Australia & Pacific Rim:

SS

Read and respond to “Introduction to Australia & Its Climate” on page 17.

Read and respond to “Australian Aboriginal Peoples” on page 20.

Read “Animals of Australia” o npage 22.

Complete “Apply What You Have Learned” on page 24.

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6th Grade- Week 5 Reading Language Arts NOTES FOR WEEK

Reference Material for Week 5 RLA Below are several links to different videos that can assist you in understanding different concepts throughout the week. These are OPTIONAL but are available if you need clarification on some concepts.

The videos are connected to each student’s online textbook. They will need to follow the instructions to view the videos.

1. Scan the QR code provided.

2. A log in screen for Pearson will appear. It looks as follows:

3. Click on the “Pearson EasyBridge Plus & Auto” button. *Choose Frenship IND SCHOOL DISTRICT-INT 4. Username: student id # first name initial last name initial Password: student id # 5. The video will then automatically appear.

REFERENCE VIDEOS: Concept Figurative Language

QR Code

1st Video- Personification 2nd Video- Similes and Metaphors Capitalization

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6th Grade- Week 5 Reading Language Arts MONDAY

Poetry-Read and annotate using one of the following strategies.

Poetry Analysis-Option 1 Read the poem 4 times. Each time through, look for the following things.

1st Time- Write your first thoughts.

A. What do you think the poem is talking about?

B. What questions do you have about the poem?

2nd Time- Write down inferences A. What can you infer about the speaker?

B. What kind of feelings are created by the poem?

3rd Time- Figurative Language A. Look for examples of “HOPSAMI” B. Underline them C. Explain their meaning 4th- Theme A. What is the author’s message?

B. What lesson or moral is the poem teaching you?

TP-CASTT-Option 2 TITLE: Consider the title and make a prediction about what the poem is about.

PARAPHRASE: Translate the poem line by line into your own words on a literal level. Look for complete thoughts and look up unfamiliar words.

CONNOTATION: Examine the poem for meaning beyond the literal. Look for figurative language and imagery.

ATTITUDE/TONE: Notice the speaker’s tone and attitude. Humor? Sarcasm? Awe? SHIFTS: Note any shifts or changes in speaker or attitude. Look for key words, time change, punctuation.

TITLE: Examine the title again, this time on an interpretive level.

THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).

The Road Not Taken by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;

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I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference.

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Then took the other, as just as fair And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same, 10 And both that morning equally lay In leaves no step had trodden black Oh, I kept the first for another day!

Yet knowing how way leads on to way, I doubted if I should ever come back.

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6th Grade- Week 5 Reading Language Arts MONDAY

Directions: Answer the following questions using the annotation notes you have made from the poem.

1. What is the theme of this poem?

A. giving up hope B. making a choice C. enjoying the present moment D. having the courage to fight for something you believe in

2. Based on the information in the poem, why might the second road have "wanted wear" and been "grassy?"

A. because the second road was close to a stream that ran through the woods B. because the second road got a lot of sunlight C. because many people had taken the second road D. because few people had taken the second road

3. The speaker claims that he or she has taken the road less traveled by. Is the speaker telling the truth? Support your answer with evidence from the text.

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6th Grade –Week 5 Math MON/WED/FRI

6th Choice Board Create a border using string or ribbon that is 11 inches long. Cut it into 4 equal size pieces.

First, roll one dice. Record that number as your numerator. Next, roll both dice.

Record the two– digit number as your denominator.

Repeat 6 �mes.

What is the length of each piece?

Put these six fr�� ons in order from least to greatest.

-16

-15 -14 -13 –12 -11 -10 -9

-8 -7 -6 -5 -4 -3 -2

-1

0

Write an expression and a story problem to go with the model above.

Using 3 straight objects such as pencils, crayons, dry spagh�� , etc., to try and form a triangle.

Were you able to form a triangle?

If yes, explain to someone why the lengths of the objects made it possible. If no, explain why you couldn’t.

Write an expression with a value of -15.

With a deck of cards, pick three. (Red is nega�ve value, black is posi�ve.)

What is the sum of your three cards?

Using only 2 numbers.

Repeat with four cards.

Repeat with � e cards.

Using 4 numbers.

Using 3 numbers.

Extension: Repeat the �� ity� nding the prod-

What is the value of |-¼|?

Represent the value on a number line.

What is the ra�of boys to girls in your house?

(You can include pets!)

If there were 23 boys, how many girls would there be?

0

0.5

Name each point on the number line using only���� s.

(Approximate when necessary. )

h�ps://student.desmos.com/? prepopulateCode=85j6ke This link is for more p�� ce. Or go to student.desmos.com and enter 85J6KE as your code.

Using any recipe, write the ingredients and their amounts.

1. Half the recipe—record the amounts for each ingredient.

2. Double the recipe—record the amounts for each ingredient.

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T = technology required 6th Grade – Week 5 Science MONDAY-FRIDAY NT = technology NOT required SCIENCE CHOICE BOARD B = option for technology or without Note: Handouts, if required, will be titled with the # and topic.

NT

#1 TOPIC: Motion Graph (page 8) Create a story that corresponds to the motion represented on the graph.

Explain your story to a family member.

Optional Challenge: Calculate the speed of 2+ segments on the graph to use in your story.

B

NT

(page 9)

Observations (page 10)

#2 TOPIC: Elements & Compounds #3 TOPIC: Making Detailed Play a round of TIC-TAC-TALLY! Draw a line to connect 2 or more boxes/vocabulary words in any direction! Then, write how these words “connect” or relate on the line you drew.

How many connections can you make? Can you get 6 or more?

Family Challenge: Draw an additional game board or make a copy. Set a timer! Who can get the most?

NT

NT

#4 TOPIC: Energy Transformations #5 TOPIC: Heat Transfer Energy is all around us! For example, a desk lamp transfers electrical energy through a cord and transforms into light energy in the bulb and some thermal energy. Find a device in your home and draw a detailed diagram on a piece of paper showing the transformation of energy. Be sure to label your diagram. After, explain your drawing to an adult or sibling.

T

#7 TOPIC: Plate Tectonics

Watch the video over plate tectonics.

https://bit.ly/2y6SQ7J Play the online game!

Play again to improve your score! https://bit.ly/2JUg1oF

(pages 11-12)

Read the passage about heat transfer. Then, Instagram your learning on the graphic organizer. Draw a picture to represent what you learned and write a caption below in the “what I learned” section.

Don’t forget to #hashtag!

Explain your Instagram post to a family member!

T

#8 TOPIC: Data is Everywhere Access the website and complete the module. (site works best on a computer) https://bit.ly/3c96Hcu

Discuss the following with a family member: 1. Something you learned about data in your everyday life…

2. Something that surprised you…

Find a place in your backyard, neighborhood or in a park nearby. Use your senses to make observations. What do you hear?

See? Feel? Do you see animals or plants? What do you notice?

Record your observations by drawing a detailed picture and writing a paragraph.

B

#6 TOPIC: Metals, Nonmetals and Metalloids (page 13) Complete the “What am I” hand out. Need help? Read the OPTIONAL passage or watch the OPTIONAL video.

T

#9 TOPIC: Balanced and Unbalanced Forces

Watch the video over balanced and unbalanced https://bit.ly/3e5MkyF forces.

Play the online game!

Play again to improve your score! https://bit.ly/2Viqwan

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6th Grade - Week 5 Science CHOICE 1

# 1 Motion Graphs

Challenge: Choose 2+ segments (Ex. from point A to point B) on on the graph and calculate the speed. Include the actual speed for the segment(s) within your story.

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

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#2 Elements & Compounds

6th Grade - Week 5 Science CHOICE 2

Tic – Tac – Tally

Optional Video: https://bit.ly/2RA8Tlx

Not sure how to make “connections”?

See the example:

element

Oxygen

Carbon

CO2

molecule

Hydrogen

Periodic Table

H2O

compound

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6th Grade - Week 5 Science CHOICE 3 C h a pt e r 3 6

Exploring Your Environment

My Learnings Sketch the different objects you see or the place you visit:

My Nature Notebook

Things you “see” or observe in your environment:

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Copyright © 2012 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

TEACHING SCIENCE THROUGH TRADE BOOKS

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6th Grade - Week 5 Science CHOICE 5

There are three ways heat, or thermal energy, can be transferred Everything in the world is made up of atoms. These are the building blocks of all matter. Atoms are constantly moving. In a gas, they move around everywhere. In a solid, they move very little. The movement of atoms creates energy. This energy is called thermal energy.

All objects have thermal energy. Very hot objects like the sun have a lot of thermal energy. But cold objects like ice do not have much. The sun can give some of its thermal energy to ice. This is what causes an ice cube to melt on a sunny day. The thermal energy moves from the hot object to the cold object. This movement is called heat transfer. Heat transfer can happen in three different ways: through conduction, convection and radiation. These happen constantly in everyday life.

Conduction Conduction happens when two objects are touching each other. Thermal energy always passes from the hotter object to the colder one. When the objects reach the same temperature, the heat transfer stops. This is called thermal equilibrium.

Solids, liquids and gases can conduct heat. Think of a cold spoon in a hot cup of coffee. The molecules in the coffee move freely. The molecules in the spoon move just a little. The coffee molecules bump up against the spoon. They pass on some energy to the spoon molecules. The spoon gets warmer. The coffee gets cooler. After a while, the spoon and coffee reach the same temperature. Heat transfer stops. They are now in thermal equilibrium. The objects stay at this temperature unless something else adds or takes away heat from them.

Sometimes, air in the room draws heat from the coffee. Eventually, the coffee and spoon become the same temperature as the air.

Convection Convection is another type of heat transfer. It only happens in liquids and gases. Convection happens when heated molecules move from one place to another. They take heat with them as they move.

Think of a pot of water on a stove. Water at the bottom of the pot heats up first.

Water expands when it heats up. This means its molecules spread out. It becomes less dense. So, the hot water rises to the top. The cold water is more dense. It sinks to the bottom. Eventually, this water heats up, too. When it heats up, it moves to the top. These movements are like a cycle. They happen again and again. The repeated movements are called convection currents. Over time, more currents form. This allows heat to spread through the liquid.

Radiation The third type of heat transfer is radiation. It deals with the science of light. Light can act as both a particle and a wave. When it acts as a wave, it is known as an electromagnetic wave. There are many types of electromagnetic waves. Waves vibrate, or move up and down. Some waves vibrate quickly. They have high energy. Other waves vibrate slowly and have low energy. Radiation is the transfer of heat through electromagnetic waves. All objects release some heat as electromagnetic waves. Humans release energy as infrared light. We cannot see this wavelength of light, but we feel it as heat. Infrared radiation is commonly referred to as "heat rays."

Hotter objects release light that we can see. These objects include lightbulbs and campfires. They release high-energy light. “Instagram Your Learning� on the next page.

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Metals, Nonmetals, Metalloids Need help? Watch the OPTIONAL VIDEO or read Matter and Energy the OPTIONAL passage.

6th Grade - Week 5 Science CHOICE 6 Video: Passage:

https://bit.ly/2XujKBj

https://bit.ly/2V2Umkm

Metals, Nonmetals, Metalloids

What Am I? Identify each description as a metal, nonmetal, or metalloid. Fill in the right-hand column.

Description

What Am I? (Metal, Nonmetal, or Metalloid)

I am shiny and a good conductor of heat.

I am an insulator and have a dull luster.

I am a bad conductor of electricity and heat.

I am malleable, but do not have a shiny luster.

I am a good conductor of electricity and am malleable.

I can be found on the stair-step line on The Periodic Table of Elements.

I am not shiny and not malleable.

I can be found to the right of the stair-step line on The Periodic Table of Elements.

I am malleable and have a shiny luster.

I have properties of both metals and nonmetals.

I can be found to the left of the stair-step line on The Periodic Table of Elements.

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6th Grade- Week 5 Social Studies MONDAY AUSTRALIA & THE PACIFIC RIM: The Geography of the Region Use the bottom map to identify the following countries on the top map. If any of these is not already labeled on the top map, add a label for it.

Australia New Zealand Marshall Islands Fiji French Polynesia Guam

What are some differences you notice about these two maps?

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6th Grade- Week 5 Reading Language Arts TUESDAY

Practice:

Apply:

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6th Grade - Week 5 Math TUESDAY

PLOT THE COORDINATES 1 Plot the coordinates below, joining each coordinate as you plot them. Shade each set of coordinates once you have finished joining all the sets up.

SET 1: Brown (-8, -1), (-7, -2), (-7, -4), (-5, -6), (3, -6), (5, -4), (4, -6), (6, -6), (6, -2), (7, -1), (7, 0), (2, 0), (2, -2), (-5, -2), (-6, -1), (-8, -1) SET 2: Choose your own design (-5, 5), (-7, 4), (-7, 1), (-5, -2), (-3, -1), (-2, -1), (2, -2), (0, 2), (0, 4), (2, 5), (-5, 5) SET 3: Brown (-3, -2), (-2, -2), (-2, 7), (-3, 7), (-3, -2) SET 4: Choose your own design (-2, 7), (1, 7), (2, 6), (4, 6), (5, 5), (4, 5), (1, 6), (-2, 6), (-2, 7) Set 8: Choose your own design (4, 0), (4, 4), (8, 4), (7, 3), (8, 2), (4, 2)

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6th Grade- Week 5 Social Studies TUESDAY AUSTRALIA & THE PACIFIC RIM: Introduction to Australia & Its Climate Read the article below to learn more about Australia.

AUSTRALIA Wedged between the Indian and Pacific oceans, Australia is the only continent occupied entirely by a single country. It is an island continent and, like the island continent of Antarctica, it is located entirely in the Southern Hemisphere. Tasmania, a much smaller island off the southeast coast of Australia, is also considered to be a part of the continent.

Australia is sometimes called “the land down under” because it lies in the Southern Hemisphere almost halfway around the world from Great Britain, which was its mother country in the colonial era.

Australia is the flattest, most arid, and least populated of the inhabited continents. Although it is not a large continent, it is the world’s sixth largest country, after Russia, Canada, China, the United States, and Brazil. Australia’s land area is 32 times that of the United Kingdom and more than twice that of India. Yet only some 23 million people inhabit this vast area. Australia’s population is less than that of Texas.

Australia is famous for its vast sparsely settled areas called the Outback, with sweeping panoramas of desert, grassland, and rock formations.

The fame of the Outback is so strong that the stereotype of a white Australian man is that of a cowboylike loner exploring the Outback, much like Paul Hogan’s title character in the Crocodile Dundee film series. Meanwhile, stereotypes of Aboriginal peoples might picture them as illiterate, destitute, and forlorn, lounging perpetually beneath baobab and scrub trees, with no notion of the wider world around them. Although a small percentage of Australians may resemble those stereotypes, most do not. The vast majority of Australians of all ancestries live technologically sophisticated urbanized lives.

About the northern third of Australia lies in the tropics, north of the Tropic of Capricorn. The southern two-thirds of the country are in subtropical and middle latitudes. Deserts and semiarid landscapes cover most of the continent’s western and central portions. The best-watered areas are the eastern coasts of the mainland and the slopes of Tasmania. Australia has few mountain ranges of note, making it the lowest and flattest of the continents.

QUESTIONS: 1. Name at least three ways that Australia is unique.

2. What are some common misconceptions about the people of Australia?

3. If you had to describe the landscape and climate of Australia to a friend, what would you say?

For more information, read the entire article at: https://school.eb.com/levels/middle/article/Australia/273020 Access ID: j152907

Passcode: learn

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6th Grade- Week 5 Reading Language Arts WEDNESDAY/THURSDAY BrainPOP Students will use the QR code or link to access a BrainPOP. They can watch the movie and then complete the quiz.

Username: frenshipscience Password: tigers1

https://bit.ly/2x1R0Fl Poetry Write a poem about remote

learning, your feelings, your

family or whatever you want.

Use capitalization rules throughout the poem.

Article Hunt

Journal Entry

Respond to one of the following prompts in a journal entry.

Remember to use your capitalization rules.

• What each day is like for you—what’s hard, fun, stressful, restful, comforting, worrisome . . .

• Staying in contact with family, friends, and neighbors.

• Stories you’ve heard, experienced, or imagined.

Choice Board Students have the option to choose two of the following activities to complete. They will complete one on Wednesday and the other on Thursday. *Note-Some options have

Comic Strip Create a comic strip (at least 3 boxes) that tells a story about your experience with remote learning. Remember to include dialogue that uses the correct capitalization rules. Be creative!!!

Quizizz

Students can use the QR code or link to access the Quizizz.

They will not need to log in to participate within the program.

They can take the quiz as many times as needed to get a 100!

technology. If you do not have any at home, please choose another option.

https://bit.ly/2RkCKOG

Photo TIME!

Collage Find different sentences from

Find an article from the Take 2 photos of magazines, ads, newspapers, internet, a magazine, or whatever inspires you books, et.c. that use different newspaper. Highlight all this week. Write a capitalization rules. Highlight or the capitalization rules that caption for each photo circle where the rule is being are being followed. using capitalization rules.

Identify which rule is used used. Create a collage on a You can use any app or the most. separate sheet of paper with all

just write your captions on a separate sheet of paper.

the different sentences by cutting out the sentences or drawing your own.

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6th Grade- Week 5 Reading Language Arts WEDNESDAY/THURSDAY

Capitalization Rules-Special Cases Days, Months, and Holidays

Nationalities, Religions, and Languages

Days of the week, months and specific holidays are capitalized.

Examples:

Both nationalities and languages are capitalized.

*On Tuesday, we will take the unit test.

Examples:

*My favorite months of the year are September and May.

*The country spoke German fluently.

*I love how much I get to eat on

most prominent religion was Buddhist.

*Though they were all American, the

Thanksgiving.

Titles of People

Family-Relationship Terms

Do not capitalize a title used alone or

Capitalize a word showing family

following a person’s name. Unless a title is used in front in a direct address

relationship when used with a person’ name, but do not capitalize when the

(before the name), it’s usually capitalized.

word showing relationship is preceded by a possessive noun (my, your, his, her, us, their, our).

Examples: *I had to go talk to the principal today after what happened in English. *We sat next to Principal Smith at the assembly and had to behave.

Examples: *My talented Uncle Buford is a frogcalling champion in five countries. *We went over to Brad’s house and his mom made us cookies.

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6th Grade- Week 5 Social Studies WEDNESDAY AUSTRALIA & THE PACIFIC RIM: Australian Aboriginal Peoples Aboriginal peoples were the first people to live in Australia. Together with the Torres Strait Islander peoples, they are known as Indigenous Australians.

TRADITIONAL CULTURE The ancestors of today’s Aboriginal peoples came to Australia from Asia tens of thousands of years ago, making theirs one of the oldest living civilizations in the world. When Europeans began settling Australia in 1788, Aboriginal peoples occupied the entire continent. They had adapted successfully to a large range of environments. Respect for the land and all living creatures remains fundamental to Aboriginal culture today.

Because Aboriginal peoples were mainly nomadic, they did not accumulate a lot of material objects. Most of the items they carried from place to place were tools that were essential for maintaining their way of life. Men carried spears and spear throwers and, in some areas, boomerangs. These were used for hunting and fighting; spears were also used for fishing. Women had digging sticks for gathering food, and these also doubled as weapons.

At the time the first British settlers arrived in 1788, there were about 600 different Aboriginal groups across Australia. They each spoke their own dialect of one of the more than 200 Aboriginal languages.

Many Aboriginal people spoke two or more languages and could communicate with other groups.

Traditional Aboriginal art, music, and dance are closely linked with spiritual life and nature. Sacred ceremonies featured dramatic performances with complicated dance movements. Instrumental music in the north was provided by the didjeridu (a wind instrument in above right picture) and clapping sticks.

DREAMTIME Dreamtime is a term used to refer to the Aboriginal religion and culture. For the Aboriginal people, it dates back 65,000 years ago and is their story passed on orally from generation to generation about the creation of the universe and the people within it. It also explains how the Aboriginal people are to be connected to and respectful of nature. During the Dreamtime, the creators also explained the laws and rules the Aboriginal people should follow in life.

ABORIGINE TODAY Today, about one-third of Aboriginal Australians live in big cities. More than one-fifth live in towns and other urban areas, and about the same number live on farms, on ranches, and in other rural areas. Only about one-fifth still live in remote areas, where they rely in part on traditional skills as hunter-gatherers.

QUESTION: Although few of the Aboriginal people continue today to live the traditional lifestyle, what elements of traditional culture might still be found in those who live a more modern way of life?

OPTIONAL: Listen to the sounds of the didjeridu https://www.youtube.com/watch?v=yG9ZX1FS20A For more information, read the entire article at: https://school.eb.com/levels/middle/article/AustralianAboriginal-peoples/272686 Access ID: j152907 Passcode: learn

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6th Grade - Week 5 Math THURSDAY

Five Minute Multiplying Frenzy (H) Name:

Date: Multiply each row number by each column number.

(Range 2 to 12)

×

8

9

4

5

10

3

7

12

11

2

×

8

12

12

6

7

9

5

11

6

5

9

2

10

3

2

4

4

7

11

8

Time: ×

11

Score: 8

2

10

6

7

3

/100 9

4

12

× 6

2

9

7

2

6

12

11

11

12

10

9

7

8

4

5

3

3

5 Score:

/100

6

4

2

11

8

Time:

4

Time:

9

Time:

3

10

5

Score: 7

10

2

5

12

4

9

Score:

12

/100 6

3

8

/100

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6th Grade- Week 5 Social Studies THURSDAY AUSTRALIA & THE PACIFIC RIM: Animals of Australia A large part of the world’s fascination with Australia comes from the unusual animals that originate from there. Read to learn about just some of the unusual animals of Australia. (You will use what you learn in this article on Friday.)

KANGAROOS: Australia is home to more than 50 species of kangaroos and their close relatives. Among the diverse animals in the kangaroo family are tree kangaroos, wallaroos, wallabies, pademelons, quokkas, and rat kangaroos. Their sizes range from about a pound (0.5 kilogram) to 200 pounds (90 kilograms).

KOALAS: Koalas are tree-dwelling marsupials that feed almost exclusively on eucalyptus leaves. Their pouches inconveniently open backward (like those of their closest relative, the wombat). Koalas were once abundant in the eastern forests, but in the early 20th century hunters killed large numbers of them for their fur. Australian law now prohibits koala hunting.

TASMANIAN DEVIL: The Tasmanian devil is a slow-moving, clumsy doglike marsupial that lives only in Tasmania. Although it is widely regarded as a fierce killer of animals, it is actually a poor hunter. It usually feeds on carrion, or dead meat, much like a vulture. The Tasmanian devil has clawed toes and is mostly black with white bands.

DINGO: Although not native to Australia, the dingo, a type of wild dog, is still a significant part of the Australian animal world. Hunting alone or in packs, it eats kangaroos, wallabies, rabbits, and ground birds and has a special fondness for echidnas. In some parts of Australia, the dingo carries a bounty on its head.

CROCODILES: The seagoing estuarine, or saltwater, crocodile is found along the northern coasts of Australia. It lives in saltwater estuaries and river mouths. Crocodiles feed on fish, crabs, water rats, and occasionally larger prey, including horses, cattle, and humans. Crocodiles often drown and then dismember their prey.

SNAKES: Australia is the only continent where venomous snakes outnumber the nonvenomous ones.

However, only 20 or so of the continent’s more than 100 species of venomous snakes (including many sea snakes) can kill humans. Among the nonvenomous types are carpet snakes, file snakes, and several species of constricting python. The longest is the amethystine, or rock, python.

EMUS: The flightless, nomadic emu is the largest native bird and the second largest living bird in the world. It can be found almost anywhere in inland Australia. It may surpass 6.5 feet (2 meters) in height.

The emu is also fast. It accelerates in short bursts to 30 miles (48 kilometers) per hour.

PLATYPUS: The platypus uses its webbed feet and its broad, sensitive bill to nuzzle food from river bottoms. The males have a poisonous spur on each hind leg. Although the poison is not fatal to humans, it can cause agonizing pain.

ECHINDNA: The short-beaked echidna uses its snout to probe for termites and other insects, which stick to the saliva on its tongue. Heavily armored, the echidna has long sharp spines on the upper surfaces and sides of its body. The male has a retractable spur on each hind limb that releases a weak poison.

OPTIONAL: Read more about Australia’s animals https://school.eb.com/levels/middle/article/Australia/273020 Access ID: j152907

Passcode: learn

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6th Grade- Week 5 Reading Language Arts FRIDAY

Literary Comprehension: Instagram

•

• •

Choose a character from a story you have recently read and create an Instagram post that the character might have posted if he or she had an Instagram account. o Include a picture and comment The post must show the setting of the selection you read this week.

Cite a piece of evidence to support your “social media post” in the comments section.

Comment:

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6th Grade- Week 5 Social Studies FRIDAY AUSTRALIA & THE PACIFIC RIM: Apply what you have learned.

Use what you have learned this week to identify what is shown in each picture with the same number.

1.

______________________

2.

______________________

3.

______________________

4.

______________________

5.

______________________

6.

______________________

7.

______________________

8.

______________________

9.

______________________

2

1

4

5

3

6

7

10.______________________ 11.______________________ 12.______________________

9 8

WORD BANK: kangaroo Australia

12 0

11

10 0 didjaridu New Zealand Tazmanian Devil emu

platypus dingo

flag of Australia Outback

koala echinda

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CAREER AND TECHNICAL ELECTIVES Week 5 (April 27th – May 1st)

Technology Applications

Digital Design

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

CHOICE #1 https://www.youtube.com/watch?v=GV0iF3g32wM or QR code below Webcams are located all over the world. They can take us to places that we might not have the opportunity to go to and see people we are far away from. Watch the video above showing the top 25 webcams. Complete the following steps and questions.

1. Use the internet to choose a webcam that interests you. Copy and paste your address to your document.

2. Where is this webcam located? (ex. City, state, or a description of the location) 3. What do you see when you are looking at your webcam?

4. How is this helpful to people around the world?

5. Why did you choose this webcam?

6. Give an example of a time when you have used a webcam.

You can answer your questions on a WORD document or a piece of paper.

CHOICE #2 You have been given a webcam to place anywhere in the world. (School appropriate) This place should be interesting to students your age. This can be in nature, any city, to view animals……

1. Where would you put your webcam?

2. Why did you choose this location?

3. Do you think this will be interesting to others? Why? 4. What would others see if they choose to look through your webcam?

5. Give me an example of a time when you have used a webcam.

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 5” NOTE: If you are unable to submit your assignment online, or through Remind 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 5 (April 27-May 1) Make an Instructional Video (Example: How to bake a cake?)

1) Write down a rough draft of your step-by step instructions.

2) Storyboard your camera shots before actually shooting the video.

3) Shoot the video narrating as you go or add a voice over to the video when editing.

4) Include both an introduction and conclusion to your video.

Record your video on a phone or camera.

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

WEEK 5 (April 27-May 1) Interview an adult about their job & the importance of continuing education. List responses to the following: • Job Description: • How long have they done their job: • Skills needed: • Level of Education: • What additional training is required?

• Best part and hardest of the job: • Endorsement/Career Pathway: • Would you enjoy this career? Why or Why not?

• Why do they think it’s important for you to continue your education and training beyond high school?

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 5” 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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Yearbook Week 5 (April 27th – May 1st )

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

TOPIC: Yearbook Layout CHOICE #1

Using Word or Power Point, create a page all about you for the yearbook. The page needs to have photos, text, descriptions and be appealing to the eye. Make sure the page has an image of you, your likes, hobbies, friends, and favorites. You can copy and paste pictures from the internet. Make sure to include the following: Color Fonts (different sizes and shapes) Please make it Borders better than this!!!

Shapes text pictures Be sure to use the entire space.

Show your personality.

text

Upload your layout to Schoology Folder Remote Learning Week 5 or send them to teacher using Remind or by Email.

CHOICE #2 CONTINUE JOURNALING: Continue adding to your daily journal entries for every day of remote learning at home. Remember: each day will require one photo (or drawing) and a short journal entry.

You will need to respond to the topic each day and document it using your phone and a brief paragraph or a couple of lines describing the photo. Your Topic This Week: COLOR

Extension Activity for Additional Learning (Optional) Yearbook Marketing During COVID-19: Use a photo editor or graphics app to design a logo or advertisement that can be used on social media to promote selling this year’s book. Be creative!

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ART UNIT: Cartooning - Graphic Design LESSON PLAN: Comic book or comic strip design. Grade Level: 6th, 7th and 8th Grade Objectives: • • • •

Design an original cartoon character Understand the creative process and development of a cartoon from brainstorming to final draft Use the correct terminology associated with cartooning Recognize the different kinds of cartooning including a gag comic, comic strip, caricature, and a comic book

Materials: Scrap paper, Final Paper, Colored Pencils or markers, pencils, and eraser.

Resources:You can utilize these resources if you would like. It will help with your project.

• • •

www.youtube.com/watch?v=hLQo-410Gs (Illustrating and drawing tips: How to draw Comic Strips). www.youtube.com/watch?v=cplqBi_rwGy (How to draw cartoons with Christopher Hart).

Website: www.chrishartbooks.com

Vocabulary: gag, caricature, strip, comic book, panel, thumbnail sketch, plot, point of view, cropping, rule of thirds, caption, bubble, narrative.

Introduction/Motivation: Brainstorm your favorite cartoon character. Look at plot, what it’s about, what story it tells and any additional characters. Also look at environment.

Procedure: Write out a written description of the original character, name, personality, etc. Describe what type of events or circumstances the character might be involved in. Will the character have a supporting cast or a sidekick? Will the character have props or a special environment that they live in?

Begin making a rough draft of character and supporting cast. Upon completion begin your panel.

Panel – Look at different layouts of a comic strip. Create a rough draft template with a minimum of 3 action panels and a title panel. Below or above each panel jot down the ideas for the action or spoken plot. Sketch ideas in each panel. Think about point of view, size, cropping, and the rule of thirds when designing each panel.

Turn in rough draft for approval. Transfer rough draft to final draft paper. Draw lightly in pencil. Add lettering, detail and color. Finish with a fine point marker outline.

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Frenship Athletics/PE Remote Learning April 27-May 1

Day 1 Warm-Up 3 Min Jog/ 800 Jog 15 Bodyweight Squats 10 Spider – Man Lunges 5 Pushups 40 Mt Climbers X2 WORKOUT 4 MIN AMRAP/ 1 Min REST x 4 Rounds 3 Burpees 6 Pushups 9 Squats 12 Lunges 15 Plank Jacks ABS 50 Bicycles 20 Toe Taps 20 Situps :40 sec Plank X2

Day 2 Warm-Up 3 min jog/ 800 jog (10 Yards - Knee Pulls, High Knees, ButtKicks, Frankenstein, Side to Side Lunge, Toe Touches, Karoake R&L, Walkouts w Back Stretch) PLYOMETRICS 3x 8 Squat Jumps 3x8 Jump Lunges 2 x 5 Broad Jumps 2 x 20 Yds Bounding

WORKOUT Day 3 Endurance – 20 Min 4 Min Jog 1 Min Walk 1 Min Run 1 Min Walk 1 Min Run 1 Min Walk 1 Min Run 1 Min Walk 1:30 Run 1 Min Walk 2 Min Run 1 Min Walk 3 Min Run 1 Min Walk

Defensive Lane Slides 2 x 20 Touches Conditioning 4 x 200 :40 secs w/ 1min :30 Rest 4 x 100 :17 secs w :45 sec rest

Day 4 Warm-Up 3 Min Jog/ 800 Jog 10 Spider – Man Lunges 20 Side to Side Lunge 5 Pushups 10 Hip Bridges X2 WORKOUT

Day 5 Warm-Up 3 min jog/ 800 jog (10 Yards - Knee Pulls, High Knees, ButtKicks, Frankenstein, Side to Side Lunge, Toe Touches, Karoake R&L, Walkouts w Back Stretch) PLYOMETRICS

20 Min AMRAP 10 Pushups 20 Walking Lunges 10 Tricep Dips 20 Squats 10 Shoulder Taps in Plank (R+L = 1) 200 Run

200 Jumprope 3 x 8 Skaters 3 x 8 180 Jumps 2 x 8 Tuck Jumps

ABS 30 Russian Twists 15 Bent Leg Jackknife 10 SuperMans :20 sec Side Plank R &L X2

Conditioning 4 x 300 Shuttle (50yds. & back x 3 = 1 Shuttle) 1:10 Min w 2 Min Rest Stretch!

Fwd/Backpedal (10 yards) 2 x 10 Touches

Stretch!

For sport specific workouts---Contact your sport coaches.

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Theatre: April 27th - May 1st Activity 1 ~ Dinner Party …You are having a dinner party and your honored guest will be a favorite musician or band (alive or dead). Your goal is to make them your new best friend.

1) 2) 3) 4)

How will you do that?

What will you serve? Why? What are some topics of conversation?

What things will you avoid talking about?

Create a placemat for your dinner party featuring this artist include pictures, quotes, and song lyrics. Cover 100% of your sheet of paper.

Write about how the evening and dinner went, send a picture of your placemat and a YouTube, iTunes, Spotify etc. of your favorite song by that artist in an email to your teacher.

Activity 2 ~ Worst Case Scenario … How do you collaborate in a crisis?

In this case, each group must work together to create a list. But it’s not just any list, it’s a list of “must haves” under an extreme circumstance. How do you collaborate in a crisis? It’s time to find out.

Part One: Imagine your group (your family or at least 3 friends over the phone) is involved in a real-world worst-case scenario. As a group choose one of the following and decide on five musthave items that will help your group get to safety.

▪ ▪ ▪

Locked in a room in a burning building.

Trapped on a sinking ship Crash Landed on a desert island

▪ ▪

Locked in a room with a bomb about to go off Stuck on a mountain with a looming avalanche.

Your “must have” choices need to be a unanimous decision. What are your 5 “must haves”?

Part Two: Imagine your group is involved in an imaginary-world worst-case scenario. As a group choose one of the following and decide on five must-have items that will help your group get to safety.

▪ ▪ ▪

Hostile aliens are about to land.

A villainous superhero has control of the city.

The zombie apocalypse has started.

▪ ▪

Underground in a fight to the death with mole people A mysterious virus has spread across the world at an alarming rate and the world is shutting down.

What are your 5 “must haves”?

1. Reflect on this exercise. What did it say about collaboration and creative thinking?

2. How did your group work together?

3. What did you contribute? How did you listen to others?

Email your teacher your end products to both Activities.

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Frenship Band Remote Learning April 27th – May 1st 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: Key Signature, Bass Clef, 16th Note, Double Bar Line, Slur, Dotted Eighth Note, 2nd Ending, Forte, Repeat Sign, Accent, Tenuto

Day 4: Listening Assignment – Scan the QR and listen to the recording of Guardians of the Galaxy, arranged by Michael Brown.

This is a fun song for bands that features a medley of many songs from the movie Guardians of the Galaxy. On the YouTube video, you can see the band director's music, called a "Score". YES! WE SEE ALL THE MUSIC AT THE SAME TIME. As you look at the music, see how everything lines up vertically on the page. Most of this song is in 4/4 time. Try to conduct along by moving your hand with the beat like a conductor. Be sure to check out the time changes later in the music.

BONUS: Record yourself conducting, and send it to your director!

Day 5: Listening Assignment 2 – Listen to these two recordings of Simple Gifts: Shaker Songs mvt 2 written by Frank Ticheli. One is a college level band, the other is a high school band.

1) Which recording did you like better?

2) Why did you like that one better?

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CHOIR April 27th - May 1st Monday: Step 1: Take a Shower and Use soap Step 2: Sing in the shower but don’t get soap in your mouth. (or else you’ll be a soap opera) Tuesday: Listen to your favorite artist and choose a song they sing.

You may either learn the song and sing it with a karaoke track to anyone who will listen (can most likely be found on youtube)...or write about how this song has impacted your life. If you sing it to someone it could be on facetime, over the phone, recorded and sent as a message. Send some happiness to someone you love.

Wednesday and Thursday: Create a “Quarantunes” playlist.

MUST BE SCHOOL APPROPRIATE - “When in doubt, do without.”

All songs must be from the same genre. Genre: a category of artistic composition, as in music or literature, characterized by similarities in form, style or subject matter. Genres include but are not limited to movie music, Rock and Roll, Country, Pop, Musicals, etc.

Create a playlist with at least 15 songs from a specific genre on YouTube and share with your teacher by email. If you do not have access to YouTube write out the playlist or type it up and send a picture or a document to your teacher. (emails listed below) EXAMPLE: https://www.youtube.com/playlist?list=PLVmqjFTxPCFI3b3RRXryo0XMBZ3GsG_LW

TEK: Historical and cultural relevance. The student relates music to history, culture, and the world. compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

Friday: Find a “home concert” (school appropriate). These are on social media, PBS, youtube, tv etc. Watch the concert and write four sentences. EXAMPLE: https://www.youtube.com/watch?v=WfeLzQ1QA5U Sentence 1: I watched a home concert with _________ (insert artist/s) Sentence 2: write out one good thing in a complete sentence Sentence 3: write out one thing that could be improved upon.

Sentence 4: write what you would do to improve that one thing from sentence 3

Contacts your teacher: Frenship - Rduncan@frenship.us Heritage - Mkirby@frenship.us Terra Vista - Mbillett@frenship.us

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