WEEK 4 COVER SHEET - emanuel.k12.ga.us

7th Grade MATH WEEK 4

COVER SHEET

Swainsboro Middle School 7th Grade Math Print Assignments

Week 4 May 4th-May 8th 2020

Teacher Names and Email Addresses: Mrs. Martha Thomas: [email protected] Mrs. Antoineete Harris:[email protected] Mrs. Kewonica McBride:[email protected] Day 1 Monday, May 4, 2020 7th Grade Skills Practice: Unit 1 Number System 57(a-h), 59 Unit 2 Expressions and Equations 6,7 Day 2 Tuesday, May 5, 2020 7th Grade Skills Practice:Unit 2 Expressions and Equations 8,16,17 Unit 3 Ratio and Proportion 2,3,6,7 Day 3 Wednesday, May 6, 2020 7th Grade Skills Practice:Unit 3 Ratio and Proportion8, 17, 18, 19, 20, 22, 24, 31 Day 4 Thursday, May 7, 2020 7th Grade Skills Practice:Unit 3 Ratio and Proportion 41,43,48,50,56 Unit 4 Geometry 2,3,4,5,6,7,8,9 Day 5 Friday, May 8, 2020 7th Grade Skills Practice: Unit 4 Geometry 26,31,33,36,37,44,46,48,57,58,59,61

mailto:[email protected]

mailto:[email protected]

7th Grade Reading WEEK 4

COVER SHEET

ReadWorks.org Copyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.

Monday 5/4 Time Travel to Jamestown

by Jeff Ives

Four hundred years after its founding, Jamestown is a historical hot spot.

Jamestown Settlement Museum

Visitors to Jamestown Settlement can try on armor and talk to tour guides. More than 2.4 million people from across the country are

expected to attend Jamestown events.

Stepping into Jamestown Settlement museum in Virginia is like stepping into the past. And that's just what

thousands of people did in the spring of 2007. May 2007 marked the 400th anniversary of the founding of

Jamestown, the first permanent English settlement in North America. Organizers received thousands of visitors

on the weekend of May 11 to 13.

Jamestown is a tourist destination for people who want a front-row seat to American history. "The whole idea is

to give people an idea of Jamestown and the world in 1607," historian Tom Davidson told WR News. Davidson helped put together exhibits at the Jamestown museum for the anniversary.

Visitors to Jamestown Settlement can try on English armor and watch experts demonstrate how to fire muskets.

Tourists can also go aboard and explore replicas, or models, of the three ships that brought the first settlers to

present-day Virginia.

America's First Settlement

The story of Jamestown began on May 14, 1607, when about 100 English men and boys arrived in present-day

Virginia. They came seeking gold and other treasures. The settlers, called colonists, built a fort on the bank

of a river and named their colony Jamestown, after King James I of England.

The colonists were sent by merchants, or businesspeople, of the Virginia Company to make money in North

America. But the settlers faced many problems, including disease, starvation, and conflict with the area's

Powhatan people.

At first, settlers stayed close together for protection. "There were hundreds of people living inside a wooden-

walled fort," explains Davidson. Living in the fort helped the settlers defend themselves from attack, but it also

made hunting for food or growing crops difficult.

Captain John Smith was one of Jamestown's original leaders. He took command of the colony in 1608. When

the colony was in danger of running out of food, Smith gave an order: "He who does not work, will not eat."


Claudia Ramirez

The Godspeed spent five months crossing the Atlantic. The original Godspeed carried 39 passengers from England to Virginia, making

two stops along the way. The new Godspeed traveled from Maine to Virginia, stopping along the way to let visitors see the ship.

By 1613, Jamestown had expanded into a successful colony. At about that time, the settlers began to grow

tobacco. Tobacco was a cash crop, meaning that it could be sold in large amounts to England. In the

following years, the settlers pushed the Powhatan off the land and built tobacco plantations, or large farms.

Later, the Jamestown colonists brought slaves from Africa to work on the plantations.

Over time, Jamestown grew to become the colony of Virginia. Virginia was one of the 13 colonies that joined

in 1776 to rebel against England, starting the American Revolution (1775-1783).

Digging Up the Past

Much is known about Jamestown, yet more details are being discovered. For more than a hundred years,

experts thought the site of the original settlement had been destroyed by the James River. In 1994,

archaeologists, or scientists who study the remains left behind by past cultures, discovered what may be

Jamestown's original location.

"Visitors can see things being excavated that haven't seen the light of day in 400 years," Jamestown

spokesperson Mike Litterst told WR News. Scientists are currently looking for the foundation of the first

church that the Jamestown settlers built. If found, it will be the oldest English church ever discovered in the

United States.

The skeletons of two settlers have already been uncovered at the site. They are on display beneath a glass case,

exactly as they were found. Historians believe that one of the skeletons is that of Captain Bartholomew Gosnoll,

a member of Jamestown's original ruling council. Gosnoll and Jamestown Settlement had a lot of visitors in the

coming weeks for the 400th anniversary. "It's the biggest event we've had since 1957, when the [Jamestown]

museum first opened," said Litterst.


Culture Clash

When the English colonists first settled in what is now Virginia, a powerful Native American group had lived

on the land for hundreds of years. "There were about 20,000 Powhatan people there when the English arrived in

Jamestown," Virginia Indian culture expert Karenne Wood told WR News. She hoped that the 400th

anniversary of Jamestown will help shed light on the Powhatan's story.

When Jamestown began, the English and the Powhatan tried to trade with each other peacefully, but soon

fighting broke out over land and resources. Beginning in 1614, the fighting stopped for eight years when

Pocahontas, a daughter of the Powhatan chief, married Englishman John Rolfe. However, the fighting quickly

resumed as Jamestown expanded.

Over time, the Powhatan people lost their land to the English settlers. However, Virginia is home to many

Native American descendants today. "We have changed a lot," says Wood, "but we are still here."

Time Travel to Jamestown - Vocabulary in Context Questions

Name: ___________________________________ Date: _______________

1. What is the main idea of this passage?

A. The Jamestown Settlement Museum is having a celebration.

B. Jamestown was settled four hundred years ago.

C. The people of Jamestown and the Powhatan people had a difficult relationship.

D. Archaeologists are finding many historical artifacts of the original Jamestown settlement.

2. The author writes that tourists will see experts "demonstrate how to fire muskets." Muskets

are similar to

A. swords.

B. rifles.

C. bows and arrows.

D. bombs.

3. Mike Litterst said that visitors will see things being excavated. Excavated means

A. preserved.

B. restored.

C. put on display.

D. dug up.

4. Which of the following does not use the word replica correctly?

A. Jewelers made a replica of the necklace that Queen Elizabeth used to wear.

B. After the fire, the children tried to make a replica of their grandmother's quilt.

C. The sun is a replica of the Earth.

D. For her mother's birthday, she made a replica of her parents' wedding video.

5. Why did the author use the title Time Travel to Jamestown?

Name: Class:

Lasting Contributions-5/5:Tuesday

By Diana Childress 2018

The Atlantic slave trade lasted from the 16th to the 19th century. This was a time when Africans were forcibly brought to the

Americas to work as slaves. In this informational text, Diana Childress discusses the lasting impact that Africans had on these

nations. As you read, take notes on the traditions and practices that Africans brought from their homeland.

[1] People who move to a new country bring with them

customs and traditions from their homelands. The

millions of African people who survived forced

transport via the Middle Passage1across the

Atlantic were no exception. Although they came

from many different ethnic and language groups,

their shared experience of violent oppression served

to form strong bonds among them. Adapting and

preserving African culture was a survival

strategy that helped them retain2 pride in their

identities. The result was a unique legacy3 that greatly

enriched4 cultural life throughout the

Americas and around the world.

"Frenchmen Street, New Orleans, United States" by Robson

Language and Literature Hatsukami Morgan is licensed under CC0

To communicate with fellow captives who spoke different languages, slaves developed simplified

versions of their owners’ languages. Known as pidgin dialects, they soon colored the pronunciation,

vocabulary, and idioms used by the free people around them. This was especially true in the American

South. In some places, these dialects developed into new languages. One is Gullah, which is still spoken in

the coastal regions of South Carolina, Georgia, and northeast Florida. Others include Creole languages

that are based on French, English, and Portuguese. These are spoken throughout the Caribbean islands and

along the east coast of South America.

Because many communities made it illegal for enslaved people to learn to read, Africans would pass along

the history and social values of their homelands through storytelling. In West Africa, musicians and

storytellers, known as griots, had been doing this for generations. Many of the folktales that were handed

down orally by enslaved people became part of mainstream American culture. Among them are the Uncle

Remus stories, which the African-American poet James Weldon Johnson called “the greatest body of

folklore5 America has produced.”

Rhythm and Blues

Enslaved people also kept alive the polyrhythmic6 music of their native homelands. They did so using

homemade banjos, marimbas, gourd fiddles, hand drums, and other instruments that they based on the

ones they had left behind. Without musical notation, their complex music was passed down by example,

study, and repetition.

[5] Music was more than social entertainment. It was a means of self-expression and part of religious rituals.

All members of an enslaved community joined in the music-making by dancing, singing, clapping, or foot

stomping. These music and dance forms lived on long after slavery ended. For example, African music

inspired jazz, blues, ragtime, and hip hop. Afro-Cuban mambo, Afro-Brazilian samba, Argentine tango,

1 1.the sea journey from West Africa to the West Indies by which enslaved people were brought to the Americas 2 2.Retain (verb): to continue to have something 3 3.a lasting impact 4 4.Enrich (verb): to improve or enhance something 5 5.the traditional beliefs, customs, and stories of a community passed through the generations by word of mouth 6 6.the use of two or more conflicting rhythms

https://unsplash.com/photos/sEoR_ea8KoE

and many other musical forms and dances that are referred to as “Latin” have their roots in the rhythms

and instruments introduced to the Americas by Africans.

African music’s layered rhythms and distinctive choreography are also important elements of modern

classical music and modern dance. Even new forms of worship and belief arose from the religious rituals,

music, and dancing of enslaved communities. African rites7 with added elements of Catholic or Protestant

Christianity evolved into new religions. One is Voodoo, which is practiced in Haiti and Louisiana.

Another is Santeria, which is observed in Cuba and Puerto Rico. Still another is Candomble, with

members along the east coast of Brazil. Some of these African-based American religions have millions of

followers today.

Using traditional African features of percussion,8 syncopation,9 and improvisation,10 enslaved people also

composed new music. Songs of suffering led to their descendants creating what we now call the blues.

Christian hymns and Bible passages inspired heartfelt spirituals.11

Soul Food

The slave trade also introduced new foods to the Americas. Slave ships arriving in Africa from Europe or

North America needed to bring on board for the Middle Passage enough food to keep their human cargoes

healthy. When the ships arrived in the Americas, any food that had not been eaten would be unloaded with

the captives. As plantation owners were focused on cash crops such as sugar and cotton, they took little

interest in the “leftover” African foods. However, they often allowed enslaved people to grow these foods

for themselves.

These “leftovers” usually arrived in areas with tropical or subtropical climates that were similar to those of

West Africa. They also arrived with people who knew how to cultivate12 the plants from seeds and

cuttings. Thus, African foods took root in many parts of the Western Hemisphere. Enslaved people used

them to cook “memory dishes” to remind them of their lost homes.

[10] Today, many African dishes are popular in the Americas. Akaraje, which are fritters made of black-eyed

peas and filled with spicy shrimp, are a popular street food in Brazil. West African fufu, made of mashed

yams or other tubers topped with boiled vegetables, is made with plantains in the Caribbean. The same

dish is called mofongo in Puerto Rico, mangu in the Dominican Republic, and fufu de platanos in Cuba.

Louisiana is famous for gumbo, a stew with meats or fish and okra. It is also known for jambalaya, which

is made with rice, vegetables, and shrimp.

Throughout the southern United States, a casserole of black-eyed peas and rice called Hopping John is

eaten on January 1 to bring good luck in the new year. Other African foods — bananas, watermelons,

sesame seeds, yams, and eggplants, for example — are so familiar that it is easy to forget that they were

transplanted to the Americas by Africans brought here in slavery.

“Lasing Contributions” by Diana Childress, Dig, © by Carus Publishing Company. Reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly

prohibited.

7 7.religious ceremonies or acts 8 8.musical instruments that involve hitting an object or shaking it, such as drums and rattles 9 9.an off-beat rhythm 10 0.musical elements that are created without preparation or planning 11 1.religious songs 12 2.Cultivate (verb): to grow

Text-Dependent Questions Directions: For the following questions, choose the best answer or respond in complete sentences.

1. What is the central idea of the text?

A. Africans secretly developed many of the traditions that would become important to

the Americas.

B. Africans struggled to pass their traditions down because they were forbidden from

writing or reading.

C. When Africans were brought to the Americas, their culture became an important part

of many countries’ cultures.

D. When Africans left their homeland, they forgot the cultural traditions that were

important to their identity.

2. Which quote from the text highlights the influence that African cultures had on the Americas?

A. “communities made it illegal for enslaved people to learn to read” (Paragraph 3)

B. “Music was more than social entertainment.” (Paragraph 5)

C. “they took little interest in the ‘leftover’ African foods.” (Paragraph 8)

D. “Today, many African dishes are popular in the Americas.” (Paragraph 10)

3. How does the section “Language and Literature” contribute to the development of ideas in the

text? (Paragraphs 2-3)

A. It shows how language and literature have changed in Africa.

B. It shows how Africans contributed to language and literature in the Americas. C.

It shows how Africans were excluded from participating in language and

literature in the Americas.

D. It shows how African languages and literature were lost when Africans were brought

to the Americas.

4. What is the effect of the author comparing humans to “cargoes” in paragraph 8? A. It

suggests that enslaved people were expensive.

B. It emphasizes how valuable enslaved people were.

C. It emphasizes that enslaved people were viewed as goods.

D. It suggests that enslaved people were difficult to transport.

5. What is the most likely meaning of “transplanted” in paragraph 11?

A. brought

B. gifted C. left

D. lost

6. Which statement describes how the author organizes information in the text?

A. She describes how Africa’s culture was changed by the loss of so many people.

B. She compares America’s culture today to its culture when Africans first arrived.

C. She describes the different ways Africans contributed to culture in the Americas. D.

She compares how slaves from different areas of the world affected America’s

culture.

7. What is the connection between African oral storytelling and the preservation of African culture

in the Americas? Use evidence from the text to support your answer.

Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the text, the author describes literature, music, and food that originated in Africa and were

brought to America by enslaved Africans. How many of these examples are you familiar with?

Would you consider many of these examples to be a core part of American culture? Why or

why not?

2. In the text, the author describes how Africans kept their culture alive in America. How do

different groups of people keep cultural traditions from the past alive in America today? How is

this unique to America?

3. In the text, the author describes aspects of African culture that were passed down for

generations. What is something that is important to your culture that you plan to pass down?

Wednesday: 5/6-Wrapping Up a Little Bit of Trouble

by W.M. Akers

My brother, Davis, doesn't know a thing about Christmas. He thinks the whole point of the holiday is having fun

and singing songs and getting presents. He's wrong. Christmas is about wrapping paper, and that's all.

It's December 20. The tree is decorated, the lights are lit, and my bedroom closet is full of presents. These

aren't gifts for me-I don't really care about gifts for me-but gifts for my family. I got dad a dorky T-shirt with

some comic book character on it; I got mom a fancy new cooking knife; and I got my brother some records,

because he's a weirdo and he likes old records. And now it's time for my favorite part of the holiday season.

It's time to get out the wrapping paper.

I carry two rolls of our nicest paper into my room, balancing them carefully with some Scotch tape, scissors,

ribbon and labels. I make sure to point the scissors downward since my hands are a little too full to be carrying

so much at the same time. I drop the load onto my bedroom floor, holding my breath for a split second, hoping

the scissors don't land on my foot. They don't. Time to get to work.

I don't know if I love wrapping presents because I'm great at it, or if I'm great at wrapping presents because I

love it so much. Either way, it's one of the only relaxing things that happen during the crazy holiday season. For

15 or 20 minutes, I am in complete control. Any problem I might have-whether it's a corner that won't line up

right, a spot of untidy folding, or a limp ribbon-I can solve easily. All it takes is a little time, a little focus, and

an unwillingness to settle for second best.

My brother is different. In wrapping presents, like every other part of life, he's always happy to be second best.

I wrap his presents first, because records present no real challenge. Just a few seconds of work, and they are

securely packaged-their wrapping paper exterior far more beautiful than the ugly album covers underneath. I'm

just finishing when Davis wanders into my bedroom.

"Hey Gloria," he says.

"You're supposed to knock! It's Christmas. I'm wrapping presents in here!"

"Well you're done wrapping mine, aren't you? I mean, those are obviously records." "Yes, they're

records."

"Don't look so grumpy. If you want to surprise people, you have to wrap a little more creatively. Since you're

done wrapping my present, and I'm done wrapping yours, can I come in here and wrap with you?"

"Fine."

Davis returns a few minutes later lugging a guitar case, a shopping bag, bongo drums, and an umbrella.

"What's all that junk for?" I ask.

"I don't use wrapping paper anymore."

"Good. You'd only waste it."

"That's a fact. What did you get Dad?" I show him the dorky T-shirt. "He's gonna love that. I got him this old

map of the city. They were selling at the flea market. It only cost $2!"

"An old map? That's a pretty crummy present."

"No, think about it! He's always talking about how the city was different when he was a kid-all the roads that

have changed and stuff. Now he can remember!"

"Hmm. That is pretty good. What about Mom?"

"I made her this cutting board out of some driftwood I found. Pretty neat, huh?"

"You washed that, right?"

"Nah-it's saltwater. It's clean."

I shudder and make a mental note to wash the cutting board before Mom tries to use it. "You should probably

sand it down more. She'll get splinters."

"Good idea."

"Who are the bongo drums for? Please don't give those to Mom. She hates noise."

"Nah, these are for Dad. Watch." He stuffs Dad's map into the bottom of the bongo drums. "Bam! Now it's

wrapped."

"That doesn't count as wrapping a present."

"Don't think of it as wrapping, then. I hid it. The important thing is he can't tell what it is by looking at it." He

opens the guitar case and nestles the cutting board inside. "Now this is wrapped, too."

"So Mom is going to think you got her a guitar?"

"And then she opens it, and it's this awesome cutting board!"

I can't help but smile. "What are you doing with the umbrella?"

"Well I couldn't just get Dad a $2 map. So mom and I picked out this super nice, gigantic umbrella for him to

keep in his car. You know, because he hates getting rained on."

"Everyone hates getting rained on."

"I don't know how to wrap it, though."

"Just lay it down, roll out some paper, and fold it carefully. I'll show you."

"I'm sorry, but that's just...boring. I've got it! He's going to know it's an umbrella no matter what, right? So why

don't we have some fun with that?"

"What do you mean?" I've barely finished asking the question before the umbrella pops open in my face. "You

are not going to wrap the umbrella like that! You'll use up all the rest of the wrapping paper."

"So finish what you've got to do, and then we'll do it. Come on, Sis. It's Christmas. You are allowed to have

fun."

I can't let him know it, but it does seem funny. So when I finish wrapping the knife and the T-shirt, I hand the

wrapping paper over to him.

"Tape the end of the roll down there," he commands, "and we'll just pass the roll around the umbrella until it's

all wrapped up."

"That's gonna look messy."

"It's gonna look hilarious."

So, I follow his instructions. We use the rest of that roll and part of the other one, not to mention all the scotch

tape. None of the corners are tidy. None of the edges line up. It's the messiest present I've ever wrapped. It's also

probably the best.

"It looks like a five-feet-tall diamond," I say. "Dad's gonna think we got him a giant diamond! This is perfect."

"Yeah...only, one thing."

"What?"

"How are we going to get it through your doorway?"

Name: ___________________________________ Date: _______________

1. According to Gloria, what is Christmas about?

A. wrapping paper

B. getting presents

C. having fun

D. singing songs

2. The narrator is the person who is telling the story. Who is the narrator in this text?

A. Mom

B. Dad

C. Gloria

D. Davis

3. Read this paragraph from the text:

"I don't know if I love wrapping presents because I'm great at it, or if I'm great at wrapping

presents because I love it so much. Either way, it's one of the only relaxing things that

happen during the crazy holiday season. For 15 or 20 minutes, I am in complete control. Any

problem I might have-whether it's a corner that won't line up right, a spot of untidy folding,

or a limp ribbon-I can solve easily. All it takes is a little time, a little focus, and an

unwillingness to settle for second best."

Based on this evidence, what conclusion can you draw about Gloria?

A. Gloria thinks being in control is relaxing.

B. Gloria does not like solving problems.

C. Gloria is very easygoing and laid-back.

D. Gloria does not like the holiday season.

4. Based on the text, what does Davis think is the most important part of wrapping presents?

A. making sure the present is a surprise

B. making sure the wrapping looks neat

C. making sure the wrapping is colorful

D. making sure the present looks like a guitar

5. What is this passage mainly about?

A. Christmas decorations

B. trading gifts

C. last-minute shopping

D. wrapping presents

6. Read these sentences from the text.

"My brother is different. In wrapping presents, like every other part of life, he's always

happy to be second best."

Why might the author have included this description of Gloria's brother?

A. to imply that everyone thinks Gloria is better at wrapping than her brother is

B. to show that Gloria thinks she is better at wrapping than her brother is

C. to make the reader feel bad for Gloria's brother because he is happy to be second

best

D. to offer proof that Gloria's brother is a much happier person than Gloria is

7. Choose the answer that best completes the sentence.

Gloria and Davis are both wrapping presents, ____ they don't wrap them the same way.

A. but

B. like

C. also

D. so

8. What does the umbrella look like after Gloria and Davis finish wrapping it?

9. At the beginning of the text, Gloria takes wrapping presents very seriously. What

evidence from the text supports this conclusion?

10. How does Gloria's view of wrapping presents change by the end of the story? Use

evidence from the text to support your answer.

Oh Nuts!-Thursday: 5/7

Chestnut and Daisy were two young squirrels. They were born in the

same spring month. They had been best friends ever since.

The two friends had fun all summer. They raced each other along the

top of the long fence around the park. They climbed to the tops of the

tallest trees. They took naps under the raspberry bush. They ate

delicious scraps of food that people left behind in the park.

Then fall came. Chestnut didn't want to play anymore. He spent every

day collecting the nuts that fell from the trees. Then he buried them all

over the park. "Nuts, nuts, nuts," said Daisy. "Can't you think about

anything else?"

"But winter is coming soon," Chestnut warned her. "We'll need

something to eat then."

"We can eat scraps that people leave behind, like we always do,"

Daisy said. "Maybe we can," Chestnut said. "But I'd rather be safe

than sorry."

So Chestnut kept collecting nuts. But Daisy ran along the top of the

fence by herself. She climbed the tops of the tallest trees. She took lots

of naps.

Then winter came. People stopped coming to the park. There were no

scraps of food to eat. Daisy became very hungry. But Chestnut had

plenty of nuts to eat. "Chestnut, can I please have some of your nuts?"

Daisy asked.

"Of course you can," Chestnut said. "Just promise you'll help me

collect nuts next fall."

"I will!" Daisy promised. "You were right all along!"

Weekly Reader Corporation.

Oh Nuts! - Theme Questions

Name: ___________________________________ Date: _______________

1. The theme of this passage is

A. planning ahead.

B. getting enough to eat.

C. friendship.

D. the change in seasons.

2. This passage is a

A. a poem.

B. fiction.

C. nonfiction.

D. a letter.

3. Which detail supports the theme?

A. Chestnut and Daisy were good friends.

B. Chestnut and Daisy lived in a park.

C. Chestnut collected a lot of nuts when it was fall.

D. Chestnut and Daisy raced on the top of a fence.

4. The moral of the story is

A. it is more important to work than play.

B. you will be glad when you plan ahead.

C. it is important to enjoy life.

D. friends make sure to share with each other.

5. How would you describe Daisy? Why?

Citing Textual Evidence—Friday 5/8 14 Questions

1. Stephen and Joseph Montgolfier were papermakers, but they had been interested in flying for many years. One night, in 1782, Joseph noticed something that gave him an idea. He was sitting in front of the fire when he saw some small pieces of scorched paper being carried up the chimney.Soon afterwards, the brothers conducted an experiment. They lit a fire under a small silk bag, which was open at the bottom; at once, the bag rose to the ceiling. After this, Stephen and Joseph conducted many more experiments, both indoors and in the open air. Eventually, they built a huge balloon of linen and paper. On June 5th, 1783, they launched their balloon in the village of Annonay. Which sentence in this article provides text evidence for the inference that the Montgolfier brothers used hot air to lift their balloon?

a) Eventually, they built a huge balloon of linen and paper.

b) They lit a fire under a small silk bag, which was open at the bottom; at once the bag rose to

the ceiling.

c) On June 5th, 1783, they launched their balloon in the village of Annonay.

d) One night, in 1782, Joseph noticed something that gave him an idea. 2. Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was "presentable," as Alice had often said. What type of work does Paul do? a)A lawyer

b)a construction worker

c)a doctor

d)a garbage man 3. Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied

to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was "presentable," as Alice had often said. Based on the text, how do you know Paul works in construction? a)He has tools

b)He goes straight up the stairs to shower

c)His boots are muddy and his overalls are dusty

d)He wears a hat 4. Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was "presentable," as Alice had often said. What type of person is Alice? a)Care free and calm

b)meticulous and controlling

c)messy and sloppy

d)sad and angry 5. Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after he was "presentable," as Alice had often said. What type of relationship do Paul and Alice have? a)They are brother and sister

b)They are neighbors

c)They are colleagues

d)They are husband and wife

6. Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something else to do." She began to unpack the picnic basket that was on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom sighed. Why is Max upset?

a)It is raining and he cannot go outside

b)He is hungry

c)He is scared of thunderstorms

d)He is bored 7. Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something else to do." She began to unpack the picnic basket that was on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom sighed. What line in the text tell you that Max is upset it is raining? a)He says, "I don't wanna sandwich?"

b)Dropping his kite from his hand, Max broke out into a full sob

c)Thunder struck and rain poured

d)Mom sighed 8. Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something else to do." She began to unpack the picnic basket that was on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom sighed. What was Mom planning on doing with Max today? a)Taking Max to the Zoo

b)Going to the mall

c)Taking Max to a movie

d)Taking Max on a picnic 9. Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something else to do." She began to unpack the picnic basket that was on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom sighed. What lines from the text support the idea that Mom and Max were going to go on a picnic? a)She began to unpack the picnic basket

b)Max stares blankly out the window

c)Mom offers Max a sandwich

d)His mother conforted him

10. Claim or Evidence: You will produce enough saliva in your life time to fill up two swimming pools. a)Claim

b)Evidence

11. Claim or Evidence: Dogs make better pets than cats. a)Claim

b)Evidence

12. What type of evidence is this: Dr. Jones stated, "When students are given healthy options at school, they are more likely to eat a well-balanced meal." a)Fact

b)Statistic

c)Quote

d)Example

13. Which piece of evidence could BEST be used to prove this claim: The government SHOULD decide what students eat for lunch. a)School lunches, on average have only about 550 calories;however, lunches brought from home have about 850 calories.

b)The GAO report said that students in one district refused to eat school lunches for three weeks.

c)The rules make lunches cheap for students, but they cost schools money.

14. Which piece of evidence could be used to BEST support this claim: High school students should be required to wear uniforms. a)When adding everything up, a school uniform could end up costing more than $200.

b)A student reported, "Allowing us to wear our own clothes gives us a chance to show our unique style and independence."

c)At one school that recently required students to wear uniforms, attendence rates went up, and behavior incidents went down.

d)School uniforms can be ordered online .

7th Grade ELA WEEK 4

COVER SHEET

Lesson 4-MONDAY 5/4

Simple and Compound Sentences

Introduction Sentences can be described according to the number and type of clauses

in them. Remember that a clause is a group of words that contains both a subject and a

predicate. An independent clause is a clause that can stand alone as its own sentence.

• A simple sentence contains one independent clause.

subject predicate

[My great-grandmother Lucy] [was born in Oklahoma in 1911.]

• A compound sentence is made up of two or more independent clauses. Those

clauses are joined by a coordinating conjunction such as and, or, so, but, or yet, with a

comma between the first clause and the conjunction.

independent clause 1 independent clause 2

Lucy’s sister Rosene was born in 1913, and her other sister, Rotha, was born in 1915.

Write simple next to each simple sentence. Write compound next to each compound sentence,

then circle the conjunction that joins the two clauses.

Hint 1 Lucy’s mother and father were both schoolteachers.

A simple sentence can have a compound 2 They traveled all over Oklahoma, yet Lucy and her

sisters never subject or compound minded or complained. predicate.

Compound subject: 3 As a young girl, Lucy was always one of the best students in

My brother and I loved

Grandma Lucy. her class.

Compound predicate:

She wrote music and Schools were segregated in Oklahoma in the early 1900s, 4

played the piano. so Lucy and her sisters attended schools for black children.

Both sentences are simple sentences.

Independent Practice

For numbers 1–3, choose the sentence that

answers each question.

1 Which of these is a simple sentence?

A Great-Grandma Lucy married

Richmond Bell in 1937, and they moved

to Arizona.

B There was little work in

Oklahoma, but in Arizona they got jobs

picking cotton.

C The work was difficult, yet

Lucy was glad to have a job.

2 She and Richmond worked hard and

saved their money. Which of these is a

compound sentence? A Lucy and Richmond

heard about work in California.

B They could buy some land and a

house in California’s Central Valley. C

Folks were struggling to survive in

most places, but in California they had jobs.

D Lucy and Richmond packed up, hopped

on a train, and went west.

3 Which of these is a compound

sentence?

A The couple found a house in the town of Dos

Palos.

B Dos Palos was a small community, but

the land was good for farming. C Lucy

and Richmond bought a cow, raised chickens,

and grew vegetables.

D Their first child was born in Dos Palos in

the summer of 1945.

For numbers 4 and 5, choose the answer that

correctly combines each pair of simple

sentences into a compound sentence.

4 World War II began. Richmond joined the army.

A World War II began but

Richmond joined the army.

B World War II began, Richmond

joined the army.

C World War II began, and,

Richmond joined the army.

D World War II began, and Richmond joined

the army.

E 5 With the men away, many jobs were

open to women. Lucy became a librarian.

A With the men away, many jobs

were open to women, so Lucy became a

librarian.

B With the men away, many jobs

were open to women, Lucy became a

librarian.

C With the men away, many jobs

were open to women, so, Lucy became a

librarian.

D With the men away, many jobs

were open to women so, Lucy became a

librarian.

4/15/2020 Phrases and clauses | Print - Quizizz

https://quizizz.com/print/quiz/5a969c7c125b8300191edd74 3/13

© 2020 Curriculum Associates, LLC. All rights reserved. Grade 7 • Packet 1, Section 1 15

Sentence Structure Review Tuesday: 5/5-Questions and Answers 1. I have only one independent clause and no dependent clauses.

o A. Complex

o B. Compound

o C. Compound-complex

o D. Simple

2. I am a sentence with one independent clause and one or more dependent clauses.

o A. Complex

o B. Compound


o D. Simple

3. I am a sentence with two independent clauses and one or more dependent clauses.

o A. Complex

o B. Compound


o D. Simple

4. I am a word that joins words, phrases, and clauses.

o A. Conjunction

o B. Noun

o C. Verb

5. The bus slowed and pulled up to the curb in front of a T-shirt shop.

o A. Complex

o B. Compound


o D. Simple

6. Other small stores lined both sides of the street for the next few blocks, and Chris quickly scanned the names on the storefronts nearby.

o A. Complex

o B. Compound


o D. Simple

7. Pat put his glasses on, too.

https://www.proprofs.com/discuss/q/753952/am-sentence-with-two-independent-clauses-and-one-or-more-dep



o A. Complex

o B. Compound


o D. Simple

8. A few people strolled by them while they stood on the sidewalk glancing around, but nobody seemed especially curious.

o A. Complex

o B. Compound


o D. Simple

9. I am a sentence with two independent clauses and a coordinating conjunction or a semicolon that separates the clauses.

o A. Complex

o B. Compound


o D. Simple

10. I contain a subject and verb and cannot stand alone by myself. Subordinating conjunction usually comes before me in a sentence.

o A. Dependent clause

o B. Independent clause

11. I am a clause with a subject and a verb, and I make sense all by myself.



12. Identify the sentence structure: After Prince Charming put the glass slipper on her foot, Cinderella went to the palace and lived happily ever after.

o A. Complex

o B. Compound


o D. Simple

13. Identify the sentence structure: Hank the Cowdog chased Pete the Barn cat into Sally Mae's Iris patch, and she was mad!

o A. Complex

o B. Compound




o D. Simple

14. Identify the sentence structure: After school on Thursday, I threw snowballs at three funny boys.

o A. Complex

o B. Compound


o D. Simple

15. Identify the sentence structure in the following: Mrs. Johnson writes in her journal as she listens to a U2 album, and she prefers to do this on cloudy days.

o A. Complex

o B. Compound


o D. Simple

16. Identify the sentence structure: Birds fly, and they migrate towards the south when it is wintertime.

o A. Complex

o B. Compound


o D. Simple

17. Identify the type of clause underlined in the following sentence: Bugs Bunny was a great philosopher and trickster in his Warner Bros. cartoons.



18. Identify the type of clause underlined in the following sentence: Whenever Daddy plays a saxophone solo at the concert, he stands up.



19. Identify the type of clause underlined in the following: The plants that scare me are the ones who sing "Feed Me" in a ghoulish manner.



https://www.proprofs.com/discuss/q/1379195/identify-the-sentence-structureafter-school-thursday-threw-s

https://www.proprofs.com/discuss/q/1379195/identify-the-sentence-structureafter-school-thursday-threw-s

https://www.proprofs.com/discuss/q/1393146/identify-sentence-structure-followingmrs-johnson-writes-jour

https://www.proprofs.com/discuss/q/1393146/identify-sentence-structure-followingmrs-johnson-writes-jour

https://www.proprofs.com/discuss/q/1393142/identify-the-sentence-structurebirds-fly-and-they-migrate-to

https://www.proprofs.com/discuss/q/1393142/identify-the-sentence-structurebirds-fly-and-they-migrate-to

https://www.proprofs.com/discuss/q/514516/identify-clause-underlined-following-sentencebugs-bunny-grea

https://www.proprofs.com/discuss/q/514516/identify-clause-underlined-following-sentencebugs-bunny-grea

https://www.proprofs.com/discuss/q/1210493/identify-clause-underlined-following-sentencewhenever-daddy-

https://www.proprofs.com/discuss/q/1210493/identify-clause-underlined-following-sentencewhenever-daddy-

https://www.proprofs.com/discuss/q/101259/identify-type-clause-underlined-followingthe-plants-that-sca

https://www.proprofs.com/discuss/q/101259/identify-type-clause-underlined-followingthe-plants-that-sca



20. Identify the sentence structure: When my students prepare for their quizzes and tests, I am not surprised by their success and mastery of the concept even though I know they are more than capable.

o A. Complex

o B. Compound


o D. Simple

https://www.proprofs.com/discuss/q/1392998/identify-the-sentence-structurewhen-students-prepare-their-q





Sentence Structure (Quiz) | Grammar | EnglishClub

Wednesday: 5/6--We will meet again 🧼

Sentence Structure Quiz (EnglishClub)

1. A simple sentence consists of

a) one independent thought b) one independent clause

2. An independent clause contains

a) a subject and a verb b) a subject and an object

3. A compound sentence consists of

a) one or more independent clauses b) two or more independent clauses

4. Independent clauses can be joined by using

a) a coordinating conjunction b) a subordinating conjunction

5. Which is a compound sentence?

a) I like walking on the beach with my dog. b) I like walking but my dog likes

running. 6. A complex sentence consists of an independent clause plus

a) a subordinating conjunction b) a dependent clause

7. A dependent clause can begin with a relative pronoun or a

a) a subordinating conjunction b) a coordinating

conjunction 8. "I like him because he’s funny." Which is

the dependent clause?

a) I like him b) because he’s funny

https://www.englishclub.com/efl/jo/discussion/the-queens-coronavirus-broadcast-we-will-meet-again/

https://www.englishclub.com/efl/jo/discussion/the-queens-coronavirus-broadcast-we-will-meet-again/



9. Which is a complex sentence?

a) I was late because I missed my train. b) We got up late so I missed my

train.

10. A compound-complex sentence consists of two or more independent clauses

and

a) one or more dependent clauses b) two or more dependent clauses

https://www.englishclub.com/grammar/sentence/sentence-structure-quiz.htm



Thursday: 5/7

Writing Sentences: Simple, Complex, and Compound

Level: Middle School

Fill in the blanks beside each sentence with the correct sentence type: simple, complex, or

compound . If it is a compound sentence, circle the coordinating conjunction. If it is a

complex sentence, circle the subordinating conjunction. 1. She has a blue backpack.

2. We went to the park, and we had hot dogs on the grill.

3. The children finished their work, and they played on the computer.

4. I tried to speak Spanish, and my friend tried to speak Spanish.

5. Erica likes to read her book in the morning.

6. She is reading her book because she is done doing her homework.

7. The teacher gave back the student’s homework after she noticed it was full of

errors.

To identify a sentence correctly, you need to know the difference between simple, complex, and compound sentences.

● A simple sentence, also called an independent clause, contains a subject and a predicate, and it expresses a complete thought. ● A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinating conjunction such as “because,” “since,” “after,” or “though.” ● A compound sentence contains two independent clauses joined by a coordinating conjunction. The coordinating conjunctions are as follows: for, and, or, but, nor, yet, so.



1. What is a clause?

a) a group of words related to the subject or b) subject and predicate working together. predicate.

2. What is a phrase?



a) a group of words related to the subject or b) subject and predicate working together. predicate.

3. Is the following underlined part a phrase or a clause?Hiding under

the table, the dog knew he was bad.

a) Phrase b) Clause

4. In the following sentence, what is the underlined part?

Linda, a girl in my class, was absent today.

a) Phrase b) Clause

5. In the following sentence, what is the underlined part?I study hard

so I get good grades.

a) Phrase b) Clause

6. In the following sentence, is the underlined part a dependent clause

or independent clause:I study hard so I

get good grades.

a) Independent clause b) Dependent clause

7. Is the following underlined part a dependent or independent

clause?After the game, we went to McDonalds.

a) Dependent clause b) Independent clause

8. Which of the following words are NOT a conjunction?

a) tob) for

c) andd) or

e) but



9. Cannot stand by themselves; Do not express a complete thought.

a) Independent clause b) Dependent clause

10. Can stand by itself or with a dependent clause.

a) Prepositional phrase b) Dependent clause

c) independent clause

11. How often do you check PADLET?

a) I don't check padlet. b) Every night

c) 1-2 times per week.

12. What is the required number of hours you should be reading your

independent novels per week?

a) 30 minutes b) 1 hour

c) 2 hours

13. How many Flipgrids should you have completed on your

independent novel?

a) 1 b) 2

c) 3



Answer Key 1. b 5. b 9. b 13. b

2. a 6. a 10. c

3. a 7. a 11. b

4. a 8. a 12. c

7th Grade Science WEEK 4

COVER SHEET

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

U.N. report says climate change is rapidlyhurting the Earth's land

Rows of soybean plants in a field near Bennington, Nebraska. A report by the United Nations released on Thursday, August 8, 2019, saysthat human-caused climate change is dramatically degrading the planet’s land, while the way people use the Earth is making global warmingworse. Photo by: Nati Harnik/AP Photo

GENEVA, Switzerland — Human-caused climate change is dramatically hurting the Earth's land,

says the United Nations (U.N.). The new U.N. report also says people's use of the land is causing

further problems.

These land problems create a vicious cycle that's already making food more expensive and scarce.

The food available is also becoming lower in healthy nutrients.

The problem is becoming worse at a faster pace, said NASA climate scientist Cynthia Rosenzweig.

She was a co-author of the U.N. report. The report was released on August 8.

"The threat of climate change affecting people's food on their dinner table is

increasing," Rosenzweig said.

By Associated Press, adapted by Newsela staff on 08.15.19Word Count 910Level 1050L


However, people can change the way they eat. They can also change how they farm and manage

forests. These steps could help save the planet from a far warmer future, scientists said.

Earth's land is only 30 percent of the globe. Yet the land is warming twice as fast as the planet as a

whole. While heat-trapping gases, such as carbon dioxide, are causing problems in the

atmosphere, the land has been less talked about as part of climate change.

Changes Need To Happen Soon

The U.N. special report was created by more than 100 scientists and approved by diplomats from

nations around the world. It was presented at an August 8 meeting at the World Meteorological

Organization headquarters in Geneva, Switzerland. The report proposed fixes and made more

serious warnings.

"The way we use land is both part of the problem and also part of the solution," said Valerie

Masson-Delmotte, a French climate scientist who helped with the study. "Land management can

help secure a future that is comfortable."

Scientists in Geneva emphasized both the seriousness of the problem and the need to make

changes soon.

"We don't want a message of despair," said Jim Skea, a professor in London, England, who also

contributed to the report. "We want to get across the message that every action makes a

difference."

Still, the message hit home hard for some of the authors.

"I've lost a lot of sleep about what the science is saying. As a person, it's pretty scary," said Koko

Warner, a manager in the U.N. Climate Change group. She helped write a chapter in the report on

risk management and decision-making. "We need to act urgently."

"Climate Change Is Slamming The Land"

The report said climate change already has caused deserts to grow and permafrost to thaw.

Permafrost is a frozen layer beneath the Earth's surface. The report also blamed climate change for

making forests more at risk to drought, fire, pests and disease. Climate change has added to the

forces that have reduced the number of species on Earth, too.

"Climate change is really slamming the land," said World Resources Institute researcher Kelly

Levin, who wasn't part of the study.

The future could be worse.

The report said the reliability of food is likely to decrease with more extreme weather events, such

as flooding or drought. Drought is a long period of low rainfall. It results in a water shortage.

Extreme weather can harm animals and crops, which in turn hurts natural food chains and

supplies.

"The potential risk of multi-breadbasket failure is increasing," NASA's Rosenzweig said about the

danger to many crops. "Just to give examples, the crop yields were affected in Europe just in the

last two weeks."


Scientists had long thought one of the few benefits of higher levels of carbon dioxide was making

plants grow more and the world greener, Rosenzweig said. However, numerous studies show high

levels of carbon dioxide reduce protein and nutrients in many crops.

Better Farming Practices Can Help

Rosenzweig gave the example of wheat. In experiments showing high levels of carbon dioxide in

the air, wheat has 6 to 13 percent less protein, 4 to 7 percent less zinc and 5 to 8 percent less iron.

Yet better farming practices — such as better fertilizer applications — have the potential to fight

global warming, too. Farming changes could reduce carbon dioxide pollution by 18 percent by

2050, the report said.

If people change their diets by reducing consumption of red meat and increasing plant-based

foods, such as fruits and vegetables, the world can save as much as another 15 percent of current

carbon dioxide emissions by 2050. It would also make people more healthy, Rosenzweig said.

Reducing food waste can better fight climate change, too. The report said between 2010 and 2016,

global food waste accounted for 8 to 10 percent of heat-trapping emissions.

One Quarter Of Our Food Is Lost Or Wasted

"Currently 25 to 30 percent of total food produced is lost or wasted," the report said. Fixing that

would free millions of square miles of land.

Agriculture and work in forests together results in about 23 percent of the heat-trapping gases

warming the Earth. This is slightly less than gases from cars, trucks, boats and planes. With

transporting food, energy costs and packaging, that grows to 37 percent, the report said.

Overall land emissions are increasing, especially because forests in the Amazon are being cut

down in Brazil, Colombia and Peru. The way humans breathe oxygen, trees take in carbon dioxide.

This natural process helps reduce carbon dioxide in the air.

"We ought to recognize that we have profound limits on the amount of land available and we have

to be careful," said Chris Field, a Stanford University environmental sciences chief who wasn't part

of the report.


Quiz

1 One of the article’s CENTRAL ideas is that climate change is hurting the Earth's land.

How does the author introduce this CENTRAL idea?

(A) by highlighting experts who agree and disagree with the claim

(B) by explaining what people are doing to slow down climate change

(C) by describing the findings from a United Nations report

(D) by illustrating how food waste is contributing to the problem

2 Which statement would be MOST important to include in a summary of the article?

(A) Climate change can lead to droughts which cause water shortages in certain areas.

(B) Climate change is what caused crop yields in Europe to drop in the last two weeks.

(C) Climate change and problems with the land can make food more scarce and expensive.

(D) Climate change happens when carbon dioxide causes heat to be trapped in the atmosphere.

3 How does food waste affect climate change?

(A) Reducing food waste contributes to the creation of heat-trapping emissions and slows down climatechange.

(B) Reducing food waste contributes to the creation of heat-trapping emissions and increases climatechange.

(C) Increased food waste contributes to the creation of heat-trapping emissions and slows down climatechange.

(D) Increased food waste contributes to the creation of heat-trapping emissions and increases climatechange.

4 According to the article, why did the U.N. report include information about red meat and plant-based food consumption?

(A) to give recommendations of actions people can take to curb the rate of climate change and its effects

(B) to explain that animal-based food products are hurt more by climate change than plant-based foodproducts

(C) to highlight how red meat and plant-based food products now have less protein and nutrients thanbefore

(D) to illustrate that increasing consumption of animal-based and plant-based products can lead to less foodwaste


You sleep to recharge your brain, and supportlearning and memory

Image 1. A man turns in for a night of sleep. There are plenty of theories about why humans sleep, but nobody really knows for sure. Photoby: Getty Images Getty Images

If you tried to explain sleep to an alien, it might make what we humans do every night seem

bizarre. Yes, we get to experience dreaming during sleep, along with rejuvenating rest, but we also

become completely defenseless and are open to attack. Sleep, then, starts to seem strange and

pointless.

Sleep, however, is not useless. Theories on sleep state that it reenergizes the body's cells, clears

waste from the brain, and supports learning and memory. Sleep can even regulate mood and

appetite. Yet what precisely happens in our head when it hits the pillow?

Philosophers have tried to describe and explain sleep for thousands of years. Aristotle was an

ancient Greek philosopher who lived over two thousand years ago. He described sleep and waking

as opposite experiences, characterized by either the absence or presence of perception. Aristotle

thought that sleep happened as a result of breathing after eating. Maybe, he suggested, those

By Scientific American, adapted by Newsela staff on 03.22.19Word Count 871Level 1020L


exhalations thickened and heated our blood, which then rose to the brain to be cooled, before

finally journeying to the heart.

Aristotle's ideas about why sleep happened were a little off, but he had the brain part right.

Scientists use electroencephalography, or EEG, to measure brain wave activities during sleep.

Brain waves are the electrical activity our brains produce. They change in height and number

depending on what we are doing. Scientists have categorized sleep into two states, called non-REM

and REM, which repeat every 90 minutes several times during the night. Non-REM can also be

called NREM and further divided into stages S1, S2, S3 and S4.

"Light" Sleep Stages

When drowsy but still awake, brain waves become slower and increase in height, slowly matching

up with each other. The first two stages of NREM sleep are relatively "light" stages. The brain

waves slow down and increase in height, forming what are called theta waves. Waking up from

these stages of sleep is fairly easy, and sleepers might not recognize they were asleep at all.

Stages 3 and 4 of NREM sleep are the deepest and hardest to wake up from. These stages have

delta waves, which are the slowest and highest brain waves, and also the most unlike waking brain

waves. Sleep walking and talking mostly happens during delta sleep.

During NREM sleep, our brains continue to gather information through our senses. As sleep

becomes deeper, we respond less to our environment and become less aware of what is going on.

The mind becomes focused inwards and is less tied down to the outside world.

REM sleep gets its name from the darting eye movements that accompany it, called Rapid Eye

Movement. During REM sleep, muscles go loose and the body is basically paralyzed. In REM

sleep, our brains look the same as when we are awake. It is also the sleep stage during which we

dream.

No Longer In Control

Dreams are not hallucinations. The brain behaves differently during hallucinations than during

dreams. During dreams, a part of our brains called the frontal cortex is disrupted. The frontal

cortex helps us control our behavior. It oversees actions like thinking, decision-making and

planning. Without the frontal cortex, there is less self-awareness and the brain is open to the

strange contents and logic of dreams. Outside information is cut off, creating a tight, self-

contained dream loop.

Why do we sleep, though? Scientists do not exactly

know, but they have several ideas. One theory has to

do with sleep playing an important role in memory

consolidation. In other words, sleep improves

memory's ability to stick. Research suggests REM

sleep strengthens the brain's ability to process

memories. This prepares memories for future use, and also filters out unnecessary ones. A study

published in 2014 states that sleep could help define important memories and make them distinct

from unimportant ones.


During sleep, the connections, or synapses, throughout the brain weaken. This is thought to

balance out the strengthening of connections that happens as we learn when we're awake. By

cutting away excess connections, sleep "cleans the slate" so we can learn again the next day.

Interfering with this scaling down process can, in some cases, lead to more intense and perhaps

unwanted memories.

Flushing Out Harmful Toxins

Another theory is that sleep is restorative and cleans out harmful toxins that can hurt the brain.

During sleep, the space between brain cells increases. This allows harmful toxic proteins to be

flushed out. In an October 2013 issue of the journal Science, researchers published the results of a

study hypothesizing that the brain uses sleep to flush out harmful waste. This waste removal

system, they suggest, is one of the major reasons why we sleep. By removing harmful waste from

the brain, sleep may stave off diseases like Alzheimer's, which is characterized by memory loss.

We do not have a precise definition of sleep's purpose, but we know it impacts different physical

and psychological activities, including cleaning up brain waste and turning information into

memory. Each of these theories can be used to explain why we sleep -- we just haven't worked it all

out yet. Give us a break, we're asleep most of the time.


Quiz

1 Which section from the article BEST explains how sleep can affect memories?

(A) Introduction [paragraphs 1-5]

(B) "Light Sleep Stages"

(C) "No Longer In Control"

(D) "Flushing Out Harmful Toxins"

2 Read the following paragraph from the section "Flushing Out Harmful Toxins."

Another theory is that sleep is restorative and cleans out harmful toxins that can hurt the brain.During sleep, the space between brain cells increases. This allows harmful toxic proteins to beflushed out. In an October 2013 issue of the journal Science, researchers published the results ofa study hypothesizing that the brain uses sleep to flush out harmful waste. This waste removalsystem, they suggest, is one of the major reasons why we sleep. By removing harmful wastefrom the brain, sleep may stave off diseases like Alzheimer's, which is characterized by memoryloss.

What conclusion is BEST supported by the paragraph above?

(A) Sleep might be an important tool to keep people healthy.

(B) People who sleep the most will not get Alzheimer's.

(C) The heath benefits of sleep are doubtful, but more research is needed.

(D) People who do not sleep enough always have poor memories.

3 The author includes information about the sleep stages first. Why does the author choose to provide information about dreamingnext?

(A) to suggest that REM sleep is more important than NREM sleep

(B) to show what happens to the body physically while a person is dreaming

(C) to demonstrate why people cannot usually remember their dreams

(D) to highlight one activity, dreaming, that happens during REM sleep

4 What is one reason why the author includes the information about Aristotle's beliefs about sleep?

(A) to explain why sleep is an unusual practice for human beings

(B) to show that people have tried to understand sleep for a long time

(C) to demonstrate that today's scientists learned about sleep from Aristotle

(D) to describe some of the connections between sleep and breathing


Curiosity changes the brain to boost memoryand learning

Image 1. A curious child in Vietnam in 2010. Being curious means wanting to know more. People who are curious are also better atremembering things. Photo by: Wagner T. Cassimiro/Flickr

What happens inside our brains when our curiosity is sparked? A study published in 2014 gives us

some ideas about what takes place.

Participants in the study were asked to rate how curious they were to find out the answer to a

specific trivia question. One question they were asked was, "What does the term 'dinosaur' actually

mean?"

The participants were then placed in a magnetic resonance imaging (MRI) machine. An MRI

machine measures brain activity. They were shown the trivia question again, followed by the

image of a person's face. They were asked to make a specific decision about the person. Then,

participants were shown the answer to the trivia question, which in the case of the dinosaur was

"terrible lizard."

After the MRI scan, the participants completed a surprise test on the answers to the trivia

questions. They were also tested on their ability to recognize the faces shown during the scan.

By The Conversation, adapted by Newsela staff on 08.07.19Word Count 756Level 1040L


The Curious Mind Is A Vortex For Information

The research had three major findings.

The first was that when people are curious to learn the answer to a question they are better at

learning that information. Most surprising though was that participants had greater recall of the

completely unrelated information — such as the face — shown at the same time. It seems that, in

the curious mind, more information is taken in no matter the subject.

Amy Reichelt is a psychology expert at the University of New South Wales. She shared her

thoughts about this first key finding: "This shows that when the brain is engaged more, by making

a task relevant and interesting, people learn more."

The second finding is that activity increases in the hippocampus when curiosity is stimulated. The

hippocampus is the region of the brain associated with memory. The third finding is that there is

increased activity in the regions of the brain associated with reward when curiosity is stimulated.

Fiona Kumfor is a researcher who studies how the emotions you experience during an event

determine how likely you are to remember it. Kumfor said that the work in this study agrees with

her findings. She also said that other motivational states, such as curiosity, also influence whether

information is likely to be remembered.

Motivations Matter

Behavioral neuroscience is the science of how a person's brain influences their behavior. Jee Hyun

Kim is a behavioral neuroscientist. She said more could be done to see whether the different levels

of curiosity and different motivations have an impact on memory and learning.

Extrinsic motivation describes behavior that is driven by goals that come from outside a person,

like when a person is motivated by the promise of a reward or the threat of being

punished. Intrinsic motivation describes behavior that is driven by rewards that come from inside

a person. Intrinsic motivation is when a person does something because it is naturally satisfying to

them. Curiosity is one example of intrinsic motivation.

Kim said scientists should be trying to figure out if people with low curiosity respond better to

extrinsic motivation. They should also work more to see if people with high intrinsic

motivation are better left to their own devices, she said.

"Finding such relationships, and how such intrinsic vs. extrinsic motivations may change due to

neurological disorders, will have more important practical implications," Kim said. Neurological

disorders are diseases suffered by the brain, spinal cord and nerves that connect them. Alzheimer's

and dementia are examples of neurological disorders. The diseases make it hard for people to

remember things and think. Most people with the diseases are elderly.

Kumfor adds that research into extrinsic rewards on memory is an important research area. She

said that other research has found that "the [benefits] of intrinsic reward and extrinsic reward are

not additive." In other words, she said: "Providing additional external rewards, when an individual

is already self-motivated is unlikely to have any extra benefit on memory." But external rewards

could be useful to people who are trying to learn something that isn't interesting or if they don't

have enough self-motivation.


Stimulating Curiosity

Reichelt said that "stimulating curiosity is really important across all ages, from schools to the

workplace and to elderly care." She said that stimulating curiosity can help children who struggle

to learn. It can increase their motivation. She noted that the new research is particularly

interesting when it comes to people with Alzheimer's or dementia. "Carrying out engaging tasks

can help people remember things that are important, and also encourage new learning," she said.


Quiz

1 Which of the following MOST accurately characterizes a curious person?

(A) They are motivated by external rewards or by fear of being punished.

(B) They are motivated by inner rewards when they get positive feedback.

(C) They are motivated by immediate gratification when left to their own devices.

(D) They are motivated by a personal satisfaction that comes from within.

2 What is the MOST LIKELY reason the author included information about emotions?

(A) The research on emotions shows which information is most likely to be remembered.

(B) Emotions, unlike curiosity, always influence which events we remember.

(C) The research on emotions helps explain what motivates most people.

(D) Emotions, like curiosity, influence how people remember different events.

3 Read the selection from the section "The Curious Mind Is A Vortex For Information."

She shared her thoughts about this first key finding: "This shows that when the brain is engagedmore, by making a task relevant and interesting, people learn more."

Which two words would BEST replace "engaged" and "relevant" in the selection above?

(A) attentive; memorable

(B) enthusiastic; urgent

(C) absorbed; pertinent

(D) occupied; correct

4 Read the paragraph from the section "Motivations Matter."

Extrinsic motivation describes behavior that is driven by goals that come from outside a person,like when a person is motivated by the promise of a reward or the threat of being punished.Intrinsic motivation describes behavior that is driven by rewards that come from inside a person.Intrinsic motivation is when a person does something because it is naturally satisfying to them.Curiosity is one example of intrinsic motivation.

Which phrase from the paragraph helps explain what motivation is?

(A) behavior that is driven

(B) promise of a reward

(C) from inside a person

(D) naturally satisfying


New hand-washing tool prevents germs fromspreading

A toddler at the Child Development Center gets a “germ inspection” after washing her hands at McConnell Air Force Base, Kansas, April 3,2018. In honor of National Public Health Week, medical technicians instructed children how to properly wash their hands and preventspreading germs. Photo by: U.S. Air Force/Amn Michaela R. Slanchik

You have probably seen signs in bathrooms that say "employees must wash their hands before

returning to work." Right now, this is as far as illness prevention efforts in restaurants go.

Engineers Christine Schindler and Dutch Waanders had a better idea.

"We thought, that's crazy, there should be something that scans people's hands to see if there's any

foodborne illness," says Schindler. "When people were saying that they've been waiting 10 years

for a product like this, that's when we left our jobs."

Schindler and Waanders both studied biomedical engineering at Duke University. They started

researching foodborne illnesses. They created a device called PathSpot last year, placing test

devices in restaurants starting in January.

Beams Of Light Bounce Off Microbes

By Smithsonian.com, adapted by Newsela staff on 09.06.18Word Count 850Level 1070L


The Pathspot uses beams of light, says Schindler. The light beams bounce off of microbes on a

person's hand. The reflection of the beams is received by the tablet's camera. The light reflects

slightly differently based on the shape of whatever it bounces off of, even tiny microbes.

A computer program knows the different ways that light can bounce back for different

contaminants. The program can recognize E. coli, salmonella, norovirus, hepatitis A and listeria.

The device turns red or green to show the presence or absence of contaminants. The device

mounts on the wall next to a sink.

Bad Hand-Washing

We are bad at washing our hands effectively, according to a Food and Drug Administration (FDA)

study released this summer.

The study watched 383 people prepare turkey burgers in test kitchens. Fewer than 3 percent of

participants washed their hands for the recommended 20 to 30 seconds. Then researchers

analyzed microbe samples from refrigerator handles, spice containers and salads. They found up

to 41 percent of them had been contaminated. The Centers for Disease Control and Prevention

says this sort of behavior contributes to the 48 million sicknesses, 128,000 hospitalizations and

3,000 deaths from food contamination in the United States yearly.

Ben Chapman is an associate professor and food safety professional at North Carolina State

University. Chapman says hand-washing failure can be broken into two categories: effectiveness

and compliance.

Chapman is one of the researchers on the FDA study. He is quick to point out that the study tested

people cooking in home kitchens, not people working in professional kitchens. Professional food

handlers are held to hand-washing standards by law.

Furthermore, the study has not yet shown the difference between effectiveness and compliance.

Someone who skipped a wash after handling poultry but before handling lettuce (a compliance

failure) and someone who did not wash long or well enough (an effectiveness failure) both count

as failing to wash appropriately. Only one of those people would be caught by a device like

PathSpot.

Routine Inspections Best Way To Measure Compliance

"We don't really have a great understanding of how compliant food handlers are with the law,"

says Chapman. "The best way we've measured it is through routine inspections."

PathSpot considers effectiveness the bigger issue, but Chapman thinks it is compliance. It is not so

much that people fail to wash their hands before food prep or after using the restroom, he says.

Rather, they are unaware of the washing that needs to take place in between the steps of food

preparation. For example, people should wash when they change from handling raw to ready-to-

eat food. People also might skip washes because they feel they do not have time.

In a 2010 study in the Journal of Food Protection, Chapman put video cameras in restaurant

kitchens. He used them to observe hand-washing practices. He found that workers washed their

hands more often and spread germs to food less frequently when food safety info sheets were

placed in kitchens. In some places, that washing is unnecessary because people do not always use


their hands, he says. Many fast food restaurants, for example, use tongs or other easily cleaned

tools to cook and move food.

Pilot Program Shows Success

Still, a clear answer to whether employees washed their hands well enough could be valuable. The

information could help improve employee practices. In a pilot program in 20 locations in Detroit,

New York City and Durham, North Carolina, PathSpot saw contamination rates decrease by 60

percent over a month, according to Schindler. The company also saw managers use information on

when, where and how hand-washing could be improved.

Schindler says the information from PathSpot can tell a restaurant how to better train their

employees and tell them what the employees need to change. Schindler hopes PathSpot will

inspire people to be excited about cleanliness.

PathSpot just received $2 million from investors. The company has applied for a patent. It plans to

focus on making the devices affordable and placing them in locations that need them. Schindler

envisions similar technology that could detect peanut oil in schools, flu in the workplace or staph

infections in hospitals.

"The thing that we really care about with this product is the ability for it to grow far beyond

detecting foodborne illness on hands to a system for instantaneous detection of illness at large,"

says Schindler.


Quiz

1 Which statement would be MOST important to include in a summary of the article?

(A) Christine Schindler and Dutch Waanders were both students at Duke University and studied biomedicalengineering.

(B) The spread of germs in food happens when there is ineffective hand-washing and failure to comply withfood safety rules.

(C) Fewer than 3 percent of participants in a study washed their hands for the recommended time and theycontaminated the kitchen.

(D) Many fast-food restaurant workers use tongs and do not need to wash their hands as often as otherrestaurant workers or people in their own kitchens.

2 One of the CENTRAL ideas is that the PathSpot device is designed to help detect microbes that can be spread with food. Howdoes the author introduce this CENTRAL idea?

(A) by describing the reason why the PathSpot inventors decided to make it and explaining how it works

(B) by highlighting the results of one study where the PathSpot effectively decreased contamination rates

(C) by comparing and contrasting the studies of PathSpot with Chapman's study of food-safety info sheets

(D) by explaining that Schindler and Waanders are planning to get a patent and $2 million in investments

3 How did the info sheets in the kitchen affect hand-washing practices and the spread of germs in Chapman’s study?

(A) The info sheets caused hand-washing to decrease and the spread of germs to increase.

(B) The info sheets caused hand-washing to increase and the spread of germs to decrease.

(C) The info sheets did not noticeably affect hand-washing practices or the spread of germs.

(D) The info sheets increased hand-washing but did not affect the spread of germs.

4 According to the article, which of the following MOST influenced Schindler and Waanders to develop the PathSpot?

(A) the hope that it would be able to detect peanut oils and other allergens at restaurants and schools

(B) the competition between themselves and Chapman to find a solution to foodborne illness at restaurants

(C) the need to detect when restaurant workers did not comply with safety procedures while making food

(D) the desire to make restaurant workers more interested in cleanliness and skilled at preventing illness


The food chain: who eats who in the wild

Image 1. An American alligator chows down on a blue crab. Photo by: Gareth Rasberry/Wikimedia Commons

The food chain describes who eats whom in the wild. Every living thing — from one-celled algae to

giant blue whales — needs food to survive. Each food chain is a possible pathway that energy and

nutrients can follow through the ecosystem.

For example, grass produces its own food from sunlight. A rabbit eats the grass, then a fox eats the

rabbit. When the fox dies, bacteria break down its body, returning it to the soil where it provides

nutrients for plants, like grass.

Of course, many different animals eat grass, and rabbits can eat other plants besides grass. Foxes,

in turn, can eat many types of animals and plants. Each of these living things can be a part of

multiple food chains. All of the interconnected and overlapping food chains in an ecosystem make

up a food web.

Trophic Levels

Organisms in food chains are grouped into categories called trophic levels. Roughly speaking,

these levels are divided into producers (first trophic level), consumers (second, third and fourth

By National Geographic Society on 05.09.19Word Count 679Level MAX


trophic levels) and decomposers.

Producers, also known as autotrophs, make their own

food. They make up the first level of every food chain.

Autotrophs are usually plants or one-celled

organisms. Nearly all autotrophs use a process called

photosynthesis to create "food" (a nutrient called

glucose) from sunlight, carbon dioxide and water.

Plants are the most familiar type of autotroph, but

there are many other kinds. Algae, whose larger forms

are known as seaweed, are autotrophic.

Phytoplankton, tiny organisms that live in the ocean, are also autotrophs. Some types of bacteria

are autotrophs. For example, bacteria living in active volcanoes use sulfur compounds to produce

their own food. This process is called chemosynthesis.

The second trophic level consists of organisms that

eat the producers. These are called primary

consumers, or herbivores. Deer, turtles and many

types of birds are herbivores. Secondary consumers

eat the herbivores. Tertiary consumers eat the

secondary consumers. There may be more levels of

consumers before a chain finally reaches its top

predator. Top predators, also called apex predators,

eat other consumers.

Consumers can be carnivores (animals that eat other

animals) or omnivores (animals that eat both plants and animals). Omnivores, like people,

consume many types of foods. People eat plants, such as vegetables and fruits. We also eat animals

and animal products, such as meat, milk and eggs. We eat fungi, such as mushrooms. We also eat

algae, in edible seaweeds like nori (used to wrap sushi rolls) and sea lettuce (used in salads).

Detritivores and decomposers are the final part of food chains. Detritivores are organisms that eat

nonliving plant and animal remains. For example, scavengers, such as vultures, eat dead animals.

Dung beetles eat animal feces.

Decomposers like fungi and bacteria complete the food chain. They turn organic wastes, such as

decaying plants, into inorganic materials, such as nutrient-rich soil. Decomposers complete the

cycle of life, returning nutrients to the soil or oceans for use by autotrophs. This starts a whole new

food chain.

Food Chains

Different habitats and ecosystems provide many possible food chains that make up a food web.

In one marine food chain, single-celled organisms called phytoplankton provide food for tiny

shrimp called krill. Krill provide the main food source for the blue whale, an animal on the third

trophic level.


In a grassland ecosystem, a grasshopper might eat

grass, a producer. The grasshopper might get eaten by

a rat, which in turn is consumed by a snake. Finally, a

hawk — an apex predator — swoops down and

snatches up the snake.

In a pond, the autotroph might be algae. A mosquito

larva eats the algae, and then perhaps a dragonfly

larva eats the young mosquito. The dragonfly larva

becomes food for a fish, which provides a tasty meal

for a raccoon.


Quiz

1 Which BEST describes why autotrophs begin every food chain?

(A) There are more of them than primary consumers.

(B) They are the only trophic level that can use the sun's energy to create glucose.

(C) They get their nutrients from detritivores and decomposers.

(D) They can reproduce faster than consumers.

2 Which paragraph from the article is BEST illustrated by Image 2?

(A) For example, grass produces its own food from sunlight. A rabbit eats the grass, then a fox eats therabbit. When the fox dies, bacteria break down its body, returning it to the soil where it provides nutrientsfor plants, like grass.

(B) In one marine food chain, single-celled organisms called phytoplankton provide food for tiny shrimpcalled krill. Krill provide the main food source for the blue whale, an animal on the third trophic level.

(C) In a grassland ecosystem, a grasshopper might eat grass, a producer. The grasshopper might get eatenby a rat, which in turn is consumed by a snake. Finally, a hawk — an apex predator — swoops downand snatches up the snake.

(D) In a pond, the autotroph might be algae. A mosquito larva eats the algae, and then perhaps a dragonflylarva eats the young mosquito. The dragonfly larva becomes food for a fish, which provides a tasty mealfor a raccoon.

3 Which animal in a pond food chain would be on the same trophic level as a snake in a grassland ecosystem?

(A) algae

(B) mosquito larva

(C) fish

(D) racoon

4 How does Image 1 develop an understanding of trophic levels?

(A) It shows a detritivore consuming animal remains.

(B) It shows a consumer eating a producer.

(C) It shows a producer making its own food.

(D) It shows a carnivore eating a consumer.

5 Which is an example of an apex predator?

(A) lion

(B) giraffe

(C) mouse

(D) fox


6 How does the author build an understanding of food chains?

(A) by describing the categories of organisms found within food chains and then giving examples of foodchains

(B) by describing how individual food chains work and then giving examples of complex food webs withinecosystems

(C) by showing the reader how each trophic level in a food chain works, starting with the "top" of the foodchain

(D) by showing the reader how food webs can be disrupted if food chains do not work properly

7 How are food webs more complex than food chains?

(A) Food webs are found in more ecosystems than food chains.

(B) Food webs are made of many food chains.

(C) Decomposers are only found in food webs, not in food chains.

(D) Food chains are made of many food webs.

8 Which sentence from the introduction [paragraphs 1-3] introduces a primary consumer to the reader?

(A) Every living thing — from one-celled algae to giant blue whales — needs food to survive.

(B) For example, grass produces its own food from sunlight.

(C) A rabbit eats the grass, then a fox eats the rabbit.

(D) When the fox dies, bacteria break down its body, returning it to the soil where it provides nutrients forplants, like grass.

7th Grade Social Studies

WEEK 4 COVER SHEET

7th Grade Social Studies Week 4

May 4-May 8, 2020

Day 1- May 4, 2020 – Challenge Yourself to see how many words you can

unscramble. Have relative or friend to join in with you. Also read the article: Israel

Geography. Write a summary of what you read and share with a relative.

Day 2 –May 5, 2020 – Read the article: Israel’s Religious and Ethnic Group and

complete the Bubble Map.

Day 3- May 6, 2020-Complete the Religious and Ethnic Group activity sheet.

Day 4- May 7, 2020- Read the article: “A Look at Israel’s Independence Day

Festival”. Answer the review question. Also read the article: “Israeli-Palestinian

Conflict: Timeline”. Complete the assignment: “Let’s Write”

Day 5- May 8, 2020- Read the articles: “Jordan River” and “Water Disputes”.

Complete the Trivia Puzzle activity sheet. Have a Great Weekend!

Name______________________________ Date______________________________

Day 1- May 4, 2020

SOCIAL STUDIES WORD SCRAMBLE

Directions: Challenge yourself! See how many words you can unscramble without looking at the word

bank.

1. yopohggre ___________________ 14. nurycto _____________________

2. yarift ________________________ 15. laylve _______________________

3. aonce________________________ 16. ongitv ______________________

4. ionentten _____________________ 17. tvene _______________________

5. mpas _________________________ 18. eatts ________________________

6. itracle ________________________ 19. alpaute ______________________

7. rvrie__________________________ 20. eprsever______________________

8. epasc _________________________ 21. nesertpdi_____________________

9. sbegal_________________________ 22. erhhsieepm___________________

10. ealeneileg______________________ 23. cehab________________________

11. nmanotiu______________________ 24. nylceec_______________________

12. xaygla_________________________ 25. amemdnnet___________________

13. iotsrhy________________________

________________________________________________________________________________

WORD BANK

state plateau event mountain ocean

hemisphere country geography river preserve

voting globes recycle president amendment

article galaxy space beach history

continent maps allegiance ratify valley

Israel's Geography Day 1- May 4, 2020

Israel is a small country in the middle east. It encompasses over 8,000 square miles, making it roughly the size

of New Jersey. Israel is located between the Jordan River and the Mediterranean Sea. It is home to two other

interesting bodies of water—the Sea of Galilee and the Dead Sea. The Sea of Galilee is a freshwater lake in

northern Israel. It is also famous for having the lowest elevation of all freshwater lakes in the world. The Sea of

Galilee is fed by underground springs as well as by the Jordan river, which runs through it. The Jordan River

also runs into, but not out of, the Dead Sea, which is about 63 miles south of the Sea of Galilee. Even though

these two bodies of water are so close together, and are both fed by the Jordan River, they don’t have much in

common. The Dead Sea is famous for having the lowest elevation of all saltwater lakes in the world. In fact, it is

so salty that neither plants or animals can live there!

The Dead Sea isn’t the only place in Israel that has a harsh environment. About half of Israel’s land is in the

Negev Desert, although only about eight percent of the population lives there. One of the largest cities in Israel,

Be’er Sheva, receives only about eight inches of rain per year. The southernmost city in Israel, Eilat, receives

around one inch per year!

In contrast to this dry desert are the snowy white tops of Mount Hermon in the northernmost part of Israel, with

the breathtaking waterfalls found at Israel Banias National Reserve. This kind of contrast is found throughout

Israel, where desert, fertile lands, plains and mountains are all just a short drive apart. In fact, you can drive

from the northern to the southern tip of Israel in about nine hours.

Israel’s temperate climate, combined with a variety of natural beauty, along with its historical and religious

significance, make the entire country attractive to tourists despite political unrest in the region

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Israel's Religious vs.

Ethnic Groups

Day 2- May 5, 2020

You probably remember that ethnicity is who you are, a genetic factor, and religion is what you believe. So,

while religion is a choice, ethnicity is not. The Middle East is made up of millions of people with a variety of

ethnicities and religions.

ETHNIC GROUPS

The most common ethnicity in the Middle East is the Arab. The native language is Arabic. Next are the Persians,

who live primarily in Iran, and whose native language is Persian. In Turkey, the primary ethnicity is the Turks,

and the language spoken is Turkish. In Israel, most people are Jewish, and speak Hebrew. Another important

ethnicity is the Kurds, which are distributed throughout Turkey, western Iran, northern Syria and northern Iraq.

The Kurds speak Kurdish, and live in the region Kurdistan.

RELIGIOUS GROUPS

There are three major religious categories in the Middle East: Islam, Judaism and Christianity. These share a

common beginning: a man named Abraham. Abraham lived about 4,000 years ago. His family’s religion was

polytheistic, meaning they worshipped many gods. Abraham spoke to God and became monotheistic, meaning

he worshipped only one god. Muslims (people whose religion is Islam), Jews (people whose religion is Judaism)

and Christians (people who believe Jesus Christ to be the Son of God) all recognize Abraham as a prophet who

spoke to God.

Judaism: Judaism has roots in the Middle East. Judaism has its basis explained in the Torah, a book of

scriptures that begins with writings by the prophet, Moses, a descendant of Abraham. Jews believe

that God will one day send a Messiah, or a savior, who will gather the 12 tribes back to Israel.

Christianity: Christians in the Middle East represent a small percentage of all people in this region.

Christians believe the Bible is a collection of writings by various prophets as well as the disciples of

Jesus. Christians believe that Jesus is the Messiah. They believe he will return one day, gathering the

12 tribes of Israel. Most Christians in the Middle East are called Coptic Christians, living in Egypt and

worshipping in churches that have been around since shortly after Jesus was killed and resurrected

(came back to life).

Islam: Muslims make up the majority of Middle Eastern religions. Muslims believe that a man named Muhammad was a prophet, and they believe his writings, the Quran, to be the word of Allah (their name for God). They, like many Jews, believe Jesus was a prophet. They typically support the idea of a government run by the church to enforce God’s laws. A Muslim leader is called a Caliph, and the area in which he rules is called a Caliphate. There are two major groups of Muslims in the Middle East—the Sunni and the Shia. Islam split into these two groups because of a dispute about who had the right to be the next Caliph after Muhammad died. Those who believed his friend should be the next Caliph became Sunni Muslims. Those who believed that Muhammad had chosen his son-in-law to be the next Caliph became Shia Muslims

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Day 2- May 5, 2020 In each of the three circles in the center of the page, write the names of the three major religions of the Middle East. Use the surrounding bubbles to write in at least two similarities and two differences between each of the religions. Refer back to this week’s issue of Studies Weekly for help.

Ethnicity or Religion?

Day 3- May 6, 2020

Read each sentence. Fill in the blanks with the word religion or ethnicity.

1. The most common __________________________ in the Middle East is Arab.

2. Islam is a __________________________.

3. __________________________ includes characteristics you were born into.

4. There are three major __________________________ in the Middle East.

5. Christianity is a __________________________.

6. A(n) __________________________ is Persian, who live primarily in Iran and speak Persian

as a native language.

7. __________________________ is a choice, it is what you believe.

8. Judaism is a __________________________.

9. In Turkey, the primary __________________________ is Turkic.

10. An important __________________________ is the Kurds, who reside in Turkey, Western

Iran, Northern Syria and Northern Iraq.

A Look at the Israel Independence Day Festival

Day 4 – May 7, 2020

People in Los Angeles gather together every year to celebrate two different Independence Days. One

of them, which you are probably familiar with, happens on July 4. But a different Independence Day fe

stival takes place every spring at a place called Woodley Park. It's the annual Israel Independence Day

Festival.

This festival features a wide variety of food and entertainment. Vendors in booths and tents provide tr

aditional Israeli dishes like spicy chickpea falafel served in a soft pita, or schwarma, which is like a sand

wich made with pita, cucumber, salad and many kinds of roasted spiced meats.

Three different stages in the park feature traditional music like klezmer music (a traditional Jewish mu

sic style, originally from eastern Europe) as well as dancing. If they wish, visitors can participate in man

y of the dances.

Vendors of all kinds offer many varieties of Israeli goods, things like handmade jewelry, pottery, ceram

ics and crafts. There are sometimes even matchmaking booths where old-

fashioned matchmakers attempt to make love-matches for any interested visitor.

But this isn't the only festival celebrating Israel's independence. There are hundreds of festivals that fo

cus on the celebration of this historic day. Every year on the fifth day of the Jewish month of Lyar, peo

ple all over the world from Israel to Los Angeles gather together to celebrate the official creation of th

e Jewish state of Israel in 1948. In Hebrew, this special day is called Yom Ha'atzmaut.

Review Question: Why is it important to celebrate historic events and heritage? Infer why you think the Hebrew celebrat

ion of Yom Ha'atzmaut is celebrated in Israel, Los Angeles and all around the world.

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Israeli-Palestinian Conflict: Timeline Day 4 – May 7, 2020

The Israeli-Palestinian conflict is long-

lived and has cost many people on both sides their lives. Over the course of the conflict, many countries, gover

nments and diplomatic bodies like the League of Nations and the United Nations have been involved or attem

pted to resolve the conflict. How far back does the conflict go? When did it begin? Take a look at the timeline o

f the modern history of the area to learn more about the origins of the conflict.

1517-1918: Palestine is part of Ottoman Empire.

October, 1915: Palestinians accept the McMahon-

Hussein Agreement. Many Palestinians say the agreement includes a promise from the British government that

Palestine would be given to the Arab-

Palestinians for helping Britain defeat and drive out the Ottoman Empire from the area.

November 1917: The Balfour Declaration is written, directly contradicting the McMahon-

Hussein Agreement for Arab-

Palestinians. This declaration states that the British government supports the creation of a homeland for Jews in

Palestine who are facing religious persecution in Europe.

July, 1922: The League of Nations places Palestine under the control of Great Britain. Great Britain begins facili

tating immigration of European Jews fleeing violent persecution into Palestine. This period of immigration is pa

rt of what’s known as the Zionist Movement.

1933-1936: Mass immigration of Jews into Palestine after the Nazi Party and Hitler gain control of Germany.

1939-

1945: WWII is fought. Jews across Europe face violence, forced relocation and execution at the hands of the

Nazi Party. Over 6 million Jews are murdered during this time.

November, 1947: The United Nations partitions Palestine into separate Jewish and Palestinian states. This parti

tion plan was intended to promote peace, but the Palestinians rejected it. They believed they shouldn’t be force

d to share the land that had been their home for centuries.

May, 1948: Jewish nationals declare Israel an independent state. This begins the First Arab-

Israeli War. At the end of this war, Israel gains more land. The areas of Palestine known as the West Bank and G

aza Strip are annexed by Jordan and Egypt, respectively.

From this point on, this area has seen a back and forth of escalating incidents of violence and war peppered

with periods of tense peace. Other countries in this area, like Syria, are also currently fighting foreign and civil w

ars. These conflicts are fought for complicated reasons and continue to create hard times for everyone in this

area.

Assignment: Let's Write This week you read about the Israeli/Palestinian conflict. Have you ever been in a conflict with a friend

,sibling or classmate over something? Write about the conflict and how you were able to resolve the si

tuation. Did a parent, teacher or other authority figure help you? Using as much detail as possible,

share your side of the conflict and how it made you feel, then write about the conflict from the

perspective of the person on the other side. Once you have completed your writing, check for correct

capitalization, punctuation and word choice.

Jordan River Day 5- May 8, 2020

The Jordan River runs through Southwest Asia or the Middle East and is considered one of the most

sacred rivers in the world. It is mentioned multiple times throughout the Bible and the Torah. The river

also served a very important physical purpose. It provided much-needed water in an arid

environment. The Jordan River still plays an important role in the world by acting as a border. This

famous river divides Israel and the West Bank from Jordan and Syria. Another fact about this river is

that it has the lowest elevation of any river on Earth. Despite being culturally important as a border

and the lowest river on Earth, the Jordan River isn’t very long. The river itself is only 124 miles long,

but winds through the Middle East toward the Dead Sea so drastically that it seems much longer.

There are tributaries that feed the Jordan River along its journey. A smaller river that feeds a larger

river is called a tributary.

Review Question:

What are the physical characteristics that define the Jordan River? How can a river be sacred to a

specific area?

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Water Disputes

Day 5- May 8, 2020

There’s no getting around it, living in the Middle East is hard. Agriculture can be found along rivers

and streams in the region, but the majority of the area is desert. This poses a problem since all living o

rganisms require water to live. How can an environment that receives less than ten inches of rainfall a

year sustain life? Humans need to drink water regularly and need water to irrigate their crops. Growin

g food in the desert leaves a person with limited options. Not many fruits, vegetables and grasses are

hearty enough to survive very far from a water source. As a result, humans in the Middle East have ge

nerally stayed close to water sources. Nomads make up a small percent of the population and that nu

mber is steadily declining. People have recently been flocking to major cities where water is more abu

ndant than the surrounding desert, putting more pressure on an already strained infrastructure. The ci

vil war in Syria has displaced millions of people. Jordan has so far received 600,000 fleeing Syrians. Th

e people of Jordan have been struggling to meet their water needs long before this influx of Syrians.

Now the situation is reaching a breaking point and tensions are flaring. Disputes over water have reac

hed the ears of the United Nations (U.N.) officials. In Jordan’s second largest city, Zarqa, a block war er

upted when a Syrian refugee allegedly tapped into a Jordanian’s water supply without permission. Do

n’t forget, human beings need food to survive too. More people mean more food, more food means

more crops and more crops means more water is needed for irrigation. This requirement further dimi

nishes the available water supply in the Middle East. Remember that the next time your teacher sugge

sts water saving habits like a shorter shower or watering your lawn less. In some places on this planet,

people fight for water.

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Trivia Puzzle Day 5 – May 8, 2020

Using all of the articles for the week, answer each question. Place the letter that is circled below to reveal a trivia

question. Please answer the question at the space on the bottom.

1. This is a small country in the Middle East ___ ___ ___ ___ ___ ____

2. This is famous for having the lowest elevation of all saltwater lakes in the world.

___ ___ ___ ___ ___ ___ ___

3. This can be conserved by taking shorter showers. ___ ___ ___ ___ ___

4. Traditional Israeli dish.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

5. This divides Israel and the West Bank from Jordan and Syria.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

6. These feed the Jordan River along its journey.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

7. This is a traditional Jewish music style, originally from Eastern Europe. ___ ___ ___ ___ ___ ___ ___

8. This is a word that can mean disagreement. Israelis and Palestinians have been in one for many years. ___

___ ___ ___ ___ ___ ___

9. About half of Israel’s land is here. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

What arid landform is common in the Middle East? ___ ___ ___ ___ ___ ___

WEEK 4 COVER SHEET - emanuel.k12.ga.us

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