Clover Park School District Creating Promising Futures. Grade 6 Family Resources March 18-25, 2020K-8 Remote Learning: A Guide for Clover Park Families Goals Clover Park School District’s highest priority is providing a safe and healthy learning environment. In this unique time when we are unable to serve your children face-to-face each day, we wish to provide you resources and tools to enable your child to retain and sustain his or her learning. Schedule for Remote Learning: Beginning Wednesday, March 18, remote learning packets will be available both online, for pick-up at your child's school, and for pick-up at food delivery stops throughout the district. New packets will be available each Wednesday (excluding Spring Break March 30-April 3). Resources for Remote Learnit Remote learning packets will include instructional activities for your child that provide additional practice with content that has already been taught in the classroom. The intent is for students to retain what they have learned and sustain their learning until we are able to reengage in face-to-face classroom instruction. Activities will not be turned in or graded. Prior to school closure, students will take home textbooks and other available materials from school to support their learning. Many of these materials may be linked to the activities outlined in packets. Should you need help with school supplies, basic school supplies will be available on each bus delivering meals throughout the district. Online resources linked in the District Learning Apps section of the district website will continue to be available to all students. Supporting Your Student: ‘© Set-up your child’s learning space in an area free of distractions and with access to school supplies. ‘+ Create a daily routine and schedule for your child. itis important for you to help your child(ren) ‘establish and maintain a routine and structure for their day. This includes a regular bedtime and wake-up time each day. * Make sure to plan for breaks during learning. Encourage your child to spend breaks away from screens and allow for physical activity and play. * Check-in with your child throughout the day. Start your child's day with a check-in to ensure they are clear about the plan for the day. ‘© Keep lines of communication open. If you have questions or concerns during this time, you may reach out to your building principal, teachers, and school counselors. ‘© Support your child’s independence as much as possible. Let students work through challenges of learning and solving problems. Productive struggle is essential to learning. Avoid quickly offering help or doing the thinking for your student. Remain positive about how your child is ‘approaching tasks and encourage them to try different strategies to solve problems when they are stuck.'* Help your child keep connected to the community and their friends. During times like these, personal connections and relationships help with managing stress and maintaining resilience. ‘Make efforts for your children to communicate and connect with friends. ‘* Talk with your child about what they are thinking and feeling during this unique time. ‘© Make sure your child stays physically active and has opportuni for movement and play. Updates ‘As we all work to navigate and manage this unique situation, make sure your contact information is up to date in Skyward, so you can be sure that you receive all communications from the district. Understanding Remote Learning Packets In each weekly packet, every subject area will have a coversheet outlining the learning for the week. ‘Move at your own pace through these weekly activities. Grades 6-8: Reading & Writing ‘© Activities are all within the Close Reader and Performance Assessment consumable text ‘© Each week, your child will engage in independent reading. This is reading any book of interest, rereading from the textbook, youth magazines, ReadWorks.org, etc. ‘¢ Students may access curriculum resources through District Learning Apps, HMH (Collections). Grades 6-8: Mathematics ‘+ Each week includes a set of activities reviewing important math concepts. Packets include an answer key for weekly problems. ‘+ Students may access curriculum resources through District Learning Apps, HMH (GoMath). Grades 6-8: Science Each week includes concept review, vocabulary practice, and science activities. * Science activities are grade level specific and can be shared with family and friends. Household items may be needed and will be detailed in each week's packet. Students may access curriculum resources through District Learning Apps, ThinkCentral. Grades 6-8: Social Studies ‘© Activities will include a combination of reading text(s) and responding in writing. ‘+ Allassociated reading will be included in each week's packet. '* Social Studies activities are grade-level specific and will help students make connections between their own lives and what they have studied in class,Clover Park School District Creating Promising Futures. English Language Arts‘School District meant English Language Arts At-Home Learning Learning Summary 6" Grade Students will use their Close Reader and Performance Assessment to complete 30 minutes of literacy work each day. Week 1 ‘© Re-Read Moby-Duck, pages 37-42 in your Close Reader © Complete the Graphic Organizer on the back of this page Repeated Reading ‘Text: “Book Review of Moby Duck” ‘© Explain why Hohn chose to search for the toy ducks. ite text evidence (lst information from the text) to support your answer. Reader Response |* A”sWer the following questions: (© What are the effects of ocean currents on plastic trash? (© How does the map help you understand this? Cite text evidence (list information from the text) to support your answer. ‘* Use the graphic organizer on the back of this page to track where the author uses cause-effect relationships and list examples of the effects. Comprehension Strategies Informative Essay: Analyze the Model pages 34-42. ei | ‘* Answer each Discuss and Decide section (pages 37, 39, 41) and cite text writing evidence (list information from the text) to support your answer, Performance | « Complete Terminology of Informative Essays examples (page 42) Assessment | © Write your claim and cite text evidence (list information from the text) to support it. (page 42) ‘© Students can access Collections online through the District Learning Apps for audio of the Close Reader Text Other 6" Grade Week 1cron ‘Moby Duck Cause and Effect Graphic Organizer English Language Arts At-Home Learning Cause 28,000 plastic ducks spill into the north Pacific. Effect (list information from the text) _ Donovan Hohn decides to write a book about the lost plastic ducks. Ocean currents in the north Pacific are circular. Plastic things are meant to be thrown away. 6 Grade Week 1Clover Park Schoo] District Creating Promising Futures. Students with Individual Educational PlansWeek 1 Language Arts Supports: 6" Grade The items given below are ways that you as the parent/student can modify assignments to your individual needs. RESOURCE Technology (suggestions if you have access to technology): ELA: Achieve 3000-(available through the district website)-Printed Article in packet District Website Learning Apps: http://www.cloverpark.k12.wa.us/Generalj HM: Collections-6 Grade-Close Reader-Moby Duck Khan Academy If more review is needed, students can access Quizlet (online vocabulary game)... https://auizlet.com/class/14036749/ ‘Typing Club: improving typing skills will help students who have difficulty putting thoughts to paper. Fluency Have students read through the fluency list (attached). Mark words students get incorrect and practice those words by reading them out loud. Vocabulary When reading Moby Duck 1. Highlight or underline all the words in the text you do not know. 2. Look up the meaning of the words. 3. Write a sentence using the word, or draw a picture that tells what the word is about (picture squares in this packet), Interaction with Text Options ‘See pg. 37 in Performance Assessment book for examples of cause and effect 1. Read the article Moby Duck (pg. 37)-see lesson summary ‘a. Partner Read...read with another person. Student must read at least one paragraph before switching. b. Break article into paragraphs and work through each paragraph individually. ©. Talk about the paragraph with another person 4d. Ask another person questions you might have about the paragraph. Underline areas in the text that are the cause (why something happens) of something. Circle areas in the text that are the effect (what happened because of the cause) of something. See Graphic Organizer to Instead of writing out your answers, draw a picture in the box that can show an answer to the questions. Performance Assessment: Pg. 42 1. Inthe claim section state which student model best showed what the term meant? Claim Starter: | think the best student model is... 2. What from the model proves your claim? Text Evidence Starter: | know this because... veer‘Week 1 Language Arts Supports: 6" Grade ‘Technology options available through CPSD website: http://www.cloverpark.k12.wa.us/General/DLA.aspx IxL: Math ‘Typing Club: Typing fluency will help students who have difficulty putting pen to paper. Prodigy: ‘Achieve 3000: -(available through the district website)-Printed Article in packet Quizlet: Vocabulary related to cooking: https://quizlet.com/381446963/fluffy-frut-dip-flash-cards/ Fluency Have students read through the fluency list (attached). Mark words students get incorrect and practice those words by reading them out loud. Comprehension: 1. Working with parents, follow a recipe to cook/make an item or a meal. Have student read recipe with you. 2. Take pictures of the meal and share them with your teacher via email or when you return, Writing: Write a review about your item/meal What did you make? Starter: made for . b. How did you decide what to make? Starter: | decided to make, because, . Did you like the item/meal? i. Starter: Yes/No, | Did your family like the meal? Would you make the meal again? Why? i. Starter: Yes/No, because. Life Skills ‘Technology options available through CPSD website: htt://www.cloverpark.k12.wa.us/General/DLA.aspx IXL: Math ‘Typing Club: Typing fluency will help students who have difficulty putting pen to paper. Fluency If students are verbal: Have students read through the fluency list (attached). Mark words students get incorrect and practice those words by reading them out loud. Reading The following sequence can be done each day. 1. Look at weather with your parents (can be looking out window if no technology is available], and answer the following questions (verbal is okay, if writing is not accessible). a. What day is today? i, MondayWeek 1 Language Arts Supports: 6" Grade li, Tuesday Wednesday iv. Thursday v. Friday b. What is the date today? i, Have students look at a calendar. You may need to help him/her find the date. What is the weather going to be like today? i, Sunny Rainy ili, Cloudy d. What kind of clothes should you wear today? Rain Jacket ‘Sweater Shorts ‘Students practice writing any of the items above. You can write it for them once, they can trace, and, then, write it twice on their own,3/16/2020, ‘Achieve3000: Lesson ACHIEVE3000° Printed by: Laura Lindh "THE LEADER IN DIFERENTIATED STRUCTION? Printed on: March 16, 2020 Foxes, Fires, and Cats—Oh My! Before Reading Poll People brought animals to Australia from other places, These animals were helpful to people. But they also caused new problems. What do you think? People should not change the environment. Agree Disagree Explain why you voted the way you did.sroveven ‘mamoveovey. wont SYDNEY, Australia . Australia has hundreds of land mammals. But a new study shows that many of these animals have died out. Scientists weren't sure why this happened. They wanted to find out. Scientists looked back to the year 1788. That's when the first settlers from Europe came to Australia. At that time, Australia had 273 different species of land mammals. Since then, 11 percent of these land mammals have ‘gone extinct, That's one or two species every 10 years. Why did this happen? Scientists found a few causes. One cause was new animals. Settlers brought the animals with them. The Photo credit and all related images: feral cat was one of these animals. The cats helped the settles by killing APIDepartment ofthe Environment, rats on ships. The red fox was another. Settlers hunted the foxes. But the ©. Potier ‘new animals also created problems. They killed Australian mammals. ‘Avid cat catches a bird in Australia. Wid cats and red foxes brought into ‘Australia caused problems. Another cause is wildfires, Australians used to set small fires. This was to ‘burn dry brush. That way, wildfires could not spread. Today, fewer small fires are set. This means that more wildfires spread. The fires hurt land mammals. The animals cannot hide. They are left out in the open. The foxes and cats can easily find them. Information for this story came from AP. Dictionary. brush (noun) smal plants, tees, and bushes covering the land extinet (adjective) _ no Tonger living anywhere in the world feral ext (noun) a cat that lives inthe wild mammal (noun) an animal that makes milk to fed its babies settler (noun) someone who comes to a new place to stay and finds land to live on31612020 ‘Achiove3000: Lesson PART 1 Question 1 Main Idea Facts New animals that Today, more were broughtto wildfires spread in Australiakilled Australia, so mammals there. animals haveno place to hide. Think about the news story. Which fits best in the empty box above? ® Scientists found out why some of Australia's animals died out © The frst setters from Europe came to Australia in 1788 © Feral cats helped some settlers by killing rats on ships. © Avstatia is known to have hundreds of land mammals Question 2 ‘Think about the news story. Why did settlers from Europe bring feral cats with them? @® ost mammals that ved in Australi © Tota rtson ships onthe way to Australia © okeep as pts once they arrived in Australia © share with the people who lived in Australia Question 3sneaue marmersowy. user Asottleris a @® country © Fie © Fx © Parson Question 4 ‘Think about the news story. The reader can tell that @® scien think wifes are good for animals, © Austin bas too many and mammals © Scientists do not want species odie out © Austin no longer lets people have cats spt Question 5 Let's say Ashley wants to know more about settlers who moved to Australia. She should look in, @® Aspeling book © A science book © A social studies book © Amat book Question 6 ‘The news story says: ‘Australians used to set small fires, This was to burn dry brush. That way, wildfires could not spread. Which must mean the opposite of small? @ tiny © Round © to © ime Question 7‘11672020 ‘Achieve3000: Lesson Look at these sentences from the news story. Which sentence tells why some animals have died out in Australia? @ Anew study shows that many..animals have died out © Aastalia has hundreds of and mammals © setters brought {some new] animals with them, © Scientists werent sre why this happened. Question 8 The news story does not say ® Lage wits hurt the land mammals © Asta no longer has land mammals © Many and mammals in Austaliahave ded out © one or two species are gone every 10 year“After Reading Poll Now that you have read the article, indicate whether you agree or disagree with this statement. People should not change the environment. Agree Disagree3716/2020 ‘Achieve3000: Lesson Explain why animals are dying out in Australia. What caused this problem? Use facts from the news story in your answer. Write your answer below.‘SYDNEY, Australia . For thousands of years, Australia’s plains, plateaus, and coastlines have swarmed with hundreds of species of land mammals. ‘Anew study, however, has revealed that many mammals in the “land down under" are going extinct. The main culprits appear to be a couple of non- native species with big appetites. The study was conducted by researchers at Australia's Charles Darwin University. They attempted to pinpoint the scope ofthe extinction problem and its possible causes. What ci they find? The researchers were aware that Australia was losing some ofits land mammal species. Stil they were surprised by the staggering numbers they found. Photo cei and ai ates wages AAPIDepariment ofthe Enirenment The researchers began by tracking the fate of Australia's land mammals noe ‘since 1788. This was when the first European settlers arrived. At that time, A feral cat catches a crimson roselis, there were 273 land mammal species endemic to Australia. Since then, the ‘bird in Australie. Reseerchers say study showed, 11 percent of those species have gone extinct. That's arate tatmuch of the Australian species! af one too species per decade, An addonal 21 peroent meet he ne cocked i te ualfications of "tveatened species’ as outined by the Intemational Union Calandtrered ta for Conservation of Nature, Another 15 percent meet the qualifications for listing as “nearthreatened species. "We knew it was bad," said John Woinarski. Woinarski is one of the study's authors. “But | think our tallies were much ‘worse than previously thought." ‘So what's causing Australia’s land mammals to die out? Many populations of Australian land mammals began declining after the introduction of two non-native species to the ‘continent by settlers: the feral cat and the red fox. The cats were introduced to Australia by sailors. They brought the felines on their ships to keep the onboard rat populations at bay. The red foxes were brought by settlers. The settlers had realized that in order to participate in one of their favorite sports—fox hunting—in their new home, they'd have to bring the foxes themselves. Australia's two newest species, however, created a problem for those already there. ‘The feral cats and red foxes turned out to be aggressive predators of many of Australia's small mammals. As the cat and fox populations grew, native mammal populations declined. Researchers noted that seven species of land mammals that were once widespread on the Australian maintand now live only on istands that the cats and foxes have yet to colonize. The researchers found, however, that the cats and foxes are not entirely to blame for the high extinction rate. A separate cause is the changing way in which the nation's often-fierce wildfires are managed. Inthe past, native Australians routinely set small fires to burn away the dry brush that can serve as tinder for wildfires. But that practice is less common today. As a result, wildfires start more often. They also spread more widely This leads to a loss of the food sources and hising places that protect small mammals from cats and foxes. ‘Stuart Pimm is a Duke University biologist and expert on present-day extinctions. Pimm called the study both thorough and important. It finally nails down the scope of Australia's extinction problem—and the reasons behind it, he said,3716/2020 ‘Achieve3000: Lesson "[The study] tells us that by being careless, particularly with invasive species, that we can do an extraordinary amount of environmental harm, even in places where there aren'ta lot of people,” Pimm said. ‘Australia's experience, Pimm added, should serve as a warning to everyone. “There are parts of the world where invasive species have gone [wild]. That tells us we need to be very careful not to bring in any more to do any more harm," he said. "We need to be better stewards [of the environment] so that we can share these wonderful animals with our children and grandchildren.” The Associated Press contributed to this story. Dictionary, aggressive (adjective) unftiendly, forceful, and combative culprit (noun) the cause of a problem endemic (adjective) ebundant and widespread in a particulr area extraordinary (adjective) beyond the usual seope (nown) range; extentsera raawereou Loses Stretch Activity PART Question 1 The best alternate headine for this article would be @® Feral Cas Were Introduced to Austin by Sitors © Aastraian study Proves Setters Hunted With Foxes © staggering Numbers of Land Mamnals Live in Australia © study Looks at Reasons for Decline of Australian Land Mammals Question 2 ‘According tothe article, why did settlers bring red foxes to Australia? ® The setters elized thatthe umber of small mammal in Australia were in detine and thought hat the foxes would hunt these animal’ predators © The seers brought the foxes on their ships as they traveled to Australi in ode to keep he onboard rt populations at ay © The senters were fond of fox hunting and realized shat in order to fox hunt in ther new home, they have to bring the foxes themselves. © The seers wanted o reduce the number of eral asin Australia and hoped thst the foxes would help them to achieve tis goal, Question 3 Which would be the closest synonym for the word extraordinary, as it's used in this article? @® Baeme © Perplexing © Approximate © Expected Question 4 ‘The reader can infer from the article that ® Aseatian ficial re making plans to introduce different non-native species to the consent © Avseatian oicils would ike to see more land mammal species mes th rteria for tng as “nerthreatened © Scientists were completely suprised withthe results ofthe study about Australi’ native land mazamal. © Scientists thought it was important to look at both environmental and bumin causes of Auswali’s land mammal deine. Question 5‘sn6/2020 ‘Achiove3000: Lesson This article would be most useful as a source for a student research project on © The positive impacts of wildies © The effet of non-native species on an island © Careers in the environmental sciences © Common challenges in esearch suaies Question 6 ‘The article states: ‘The feral cats and red foxes turned out to be aggressive predators of many of Australia's small mammals, AAs the cat and fox populations grew, native mammal populations declined. Which would be the closest antonym forthe word dectined? @® Weakened © cottpses © wavered © Increased Question 7 Which passage from the article best supports the idea that the results of the study were unsettling for researchers? ® The researchers began by tracking the ft of Ausra land mammals since 1788 © the sady was conducted by researchers from Australi the extinction problem and its possible causes © The researchers found...that the eats and ores ar not entirly to blame forthe high extinction rate Charles Darwin University. They attempted to pinpoint the scope of © The researchers wer aware tat Australia was losing some ofits land mammal species. Sil they were suprised bythe staggering numbers they found Question 8 ‘Which question is not answered by the article? @® What has changed abou the management of wildfires in Australis? ® Wry do some fel hatte study about and mammal decline in Australi is important? © How di fra eats come to populate the Australian mainland? © How many red foxes were brought to Australia by ceters forthe sport of fox hunting?138 Cause and Effect Cause Effect Cause Effect x w hat _conelusron can Implications You araw FIGURE 72 Cause and Effect “Sovrce: © 2006 Pearson Achievement Solutions, a division of Person Edvston All igh served chapter 7 / Practice and ApplicationCause and Effect Cause Effect Cause Effect ‘Swe: © 2006 Pearson Achievement Solutions, ivtion of Pearson Education Al igh reserved. chapter 7 / Practice and Application+ Instructions: Draw pictures to show what you have learned from your reading. Add a caption to go with each picture.Instructions: Draw pictures to show what you have learned from your reading. Add a caption to go with each picture.WISD high Frequency Word Lists by Grade Level a ie Kifidergarten | 7283 Ba Word List Pep Word List 2 Word List 4 Word List 5 a a all as are after am am am back away because an an be by been before and and big came but could at at can come from going can can has did here just do do how get into mother go 90 if had litle over he he like have man then ' 1 me her our there in in my him play they is is not his put this it it on look said too like like see make saw two me me she now that went my my 0 of us were no no the one very when on on up or what where see see we out who wil so 0 you was your with the the to to up up we we you you ‘Adapted from: Pinnell,G. S., Fountas, I. C., & Giacobbe, M. E. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom. Chicago: Heinemann,together top under until walk. wall want way week winter world wrong year you're as, |. C., & Glacobbe, M. E. (1998). Word matters: teaching phonics and spelling in the reading/writing“2 ied Grade, is 2:20 Fourth Grade’, Word List Word List add fell mind ‘among heart passed air few miss animal high stand along fire more around himself state also free move asked hurt still baby full near became idea such being goes need began inside talk. below great nice bring instead teach best hand old build keep teacher better hard own couldn't kids than boat head pair cried killed that's body hear park. dinner kind think. oot hold past doing knew those buy hope plan draw leam throw care td real dream leave told ‘check job rest early letter took circle land room earth listen true class left save easy lived trying clean less seen everyone lives: tumed cold life set everything long wanted dark line ship filed looking warm died list show front making wasn't ary lost sick getting mean watch fact lot side group money wish fair lots small having next myself feet love soon heard nothing yourself ‘Adapted from: Pinnell, G. S., Fountas, I. C., & Giacobbe, M. E. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom. Chicago: Heinemann,‘soph tele (4") lite time time race earth write same water system, manner ‘one who, that which word machine ‘measuring name study of feeling fear sound light city ature mind wise heat distance ‘Adapted from: Pinnell,G. S., Fountas, I. C., & Giacobbe, M. E. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom. Chicago: Heinemann.«| Sich Fourth andiFifth Grade Academic English = Latin'Roots Root Meaning Example Meaning Example able/ible (4") able capable, edible ‘sect cut section ancelence (5) quality/action ‘conference sens feel sense audi (4) hear audible sign mark signature agri field agriculture spect (5") see spectacles aqua water aquarium temp time temporary cap head capital terr land territory dent tooth dentist tract pull tractor dict (4) speak dictate ur city urban form shape formula vac empty vacate grat please grateful vidivis (4%) see videolvision Ject (5%) throw eject volv roll ‘evolve liber free liberate loc place location tum light iluminate man hand manual mar ocean marina min small minimal miss send amiss mob move mobile mort death ‘mortician multi many multitude nat bom natural nov new novel opt best option ped foot pedal port (5") cary transport rupt (5") break rupture know science ‘Adapted from: Pinnell, G. S., Fountas, |. C, & Giacobbe, M. E. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom. Chicago: Heinemann.‘Adapted from: Pinnell, G. S., Fountas, |. C., & Glacobbe, M. E. (1998). Word matters: teaching phonics and spel classroom. Chicago: Heinemann. in the reading/writingHANDOUT 7.1 B Distress Tolerance: Self-Soothe Skills ‘A good way to remember these skills is to think of soothing your five senses, plus movement: Vision Hearing ‘Smell Taste Touch Movement Vision Go to your favorite place and take in all the sights; look at a photo album; “zone out” to a poster/picture; watch people; notice colors in a ‘sunset. Hearing —_Listen to your favorite music and play it over and over again; pay attention to sounds in nature (birds, rain, thunder, traffic); play an instrument or sing; listen to a sound machine. ‘Smell Put on your favorite lotion; light a scented candle; make cookies or Popcorn; smell fresh-brewed coffee; go to the park and smell the roses. Taste Eat some of your favorite foods; drink your favorite nonalcoholic beverage; have your favorite flavor of ice cream; really notice the food you eat; eat one thing mindfully; don't overdo it! Touch Take a long bath or shower; pet your dog or cat; get a massage; brush your hair; hug or be hugged; put a cold cloth on your head; change into your most comfortable clothes. Movement — Rock yourself gently; stretch; go for a run; do yoga or pilates; dance! ‘Adapted with permission from Rathus and Miller (2015). Copyright © The Gulford Press. From DBT Stil in School Slile Trening for Emotional Problem Soleing for Adolescente (DBT STEPS) by James J. Mazza, Elizabeth T. Dester-Mazza,AlceL. Miller, Jil H, Rathus, and Heather E. Murphy. Copyright © 2016 The Guilford Pree. Permission to photocopy this material is granted to purchasers of this book for personal use or use with individual stants (see copyright page for detail.Clover Park School District Creating Promising Futures. MathematicsName. Date. Class = Identifying Integers and Their Opposites Success a Problem 1 Is the number positive or negative? _—— (/ Spending s\ PS OoTEhI {means to [_Footsatt | h A ( =s ( ) take away. ( caning20 7 yards means to increase. \ ; \ +20 = L- 10 ft below { means “less sn 7 y Problem 2 ‘The opposite of 7 is ~7. They are the same distance from 0 on the number line. Tunits units -7-6-5-4-3-2-101234567 1. If spending money is represented by negative numbers, what would represent positive numbers? 2. The integers are the set of all whole numbers and (rigina content Copyright© by Hovhion Min Harcourt. Addons an changes tothe erga content are the eepensbtyof he instctr. 6Name, Date. Class cn Identifying Integers and Their Opposites Reteach - Positive numbers are greater than 0. Use a positive number to represent a gain or increase. Include the positive sign (+). an increase of 10 points +10 a flower growth of 2inches +2 a gain of 15 yards in football +15 Negative numbers are less than 0. Use a negative number to represent a loss or decrease. Also use a negative number to represent a value below or less than a certain value. Include the negative sign (-). a bank withdrawal of $30 -30 a decrease of 9points -9 2° below zero -2 + 4 —+t +—+ -4-3-2-1 012 3 4 56 negative numbers positive numbers Opposites are the same distance from zero on the number line, but in different directions. ~3 and 3 are opposites because each number is 3 units from zero on a number line. Integers are the set of all whole numbers, zero, and their opposites. Name a positive or negative number to represent each situation. 1. an increase of 3 points 2. spending $10 3. earning $25 4, aloss of 5 yards Write each integer and its opposite. Then graph them on the number line. +t tt tt 10-9 -8 -7 -6-5-4-3-2-1 0 1 234567 8910 5.-1 6.9 7.6 8. -5 origina content Copight © by Houghton Mifin Harcourt Aeon and changes tthe gl content ae the responsibly of he nsetor 2Name. Date. tesson) Comparing and Ordering Integers Success Class ‘Who won? Negative numbers are to the left of 0. David Berganio A number is less than all numbers to the right of it. ers at ol oF Positive numbers are to the right of 0. a 0 RARER EER o \s-4<~-3? yes Is-4<0? yes Is-4<2? yes Is -5<-4? yes 8 Is -5<-8? yes -9: Is-5 <0? yes 10: ls-8<-2? yes “1 How do you know? 12 The golfer The numbers are less than the 13 with the numbers to the right of them on a lowest number number line. UL of strokes -18S, sergio wins, -16e/ Garcia 1. How can -3 be greater than -5 if 3 is less than 5? (rgina content Copyright © by Houghton Miia Hetcoun Addons an changes othe egal content ae be espensbityof enatucte 3Name Date Class tesson) Comparing and Ordering Integers Reteach You can use a number line to compare integers. ‘As you move right on a number line, the values of the integers increase. ‘As you move /eft on a number line, the values of the integers decrease. Compare ~4 and 2. -5-4-3-2-10123 45 ~4 is to the left of 2, so -4 <2. Use the number line above to compare the integers. Write < or >. 1 1O-4 2-5() 2 3302 440-4 Dl 7. You can also use a number line to order integers. Order -3, 4, and -1 from least to greatest. 012345 List the numbers in the order in which they appear from left to right. ‘The integers in order from least to greatest are ~3, ~1, 4. Order the integers from least to greatest. 7. -2,-5,-1 8. 0,-5,5 9. -5,2,-3 10. 3,-1,-4 11. 3,-5,0 12, -2,-4,1 Orginal content Copight © by Houghton Min Harcourt. Aston and changes tthe orginal content are the eepensblty ofthe inset. 4Name Date. Class Absolute Value AEM Success Problem 1 Compare the absolute values of -7 and 7. The absolute value of a number is its distance from 0 on a number line. | 7 units \ Tunis \ OR ttt te > opted olor, Hl=7 (W=7 The absolute values of ~7 and 7 are equal: |-7|=|7). Problem 2 ‘When people speak, they often use absolute values instead of negative numbers. Complete the table. 1. Situation |Numbers We Write |Absolute Value| Words We Say bought _ ' esivaneee -30 |-30|=30 ‘spent $30" 8-foot drop 8 “dropped 8 feet” S-point loss _ “lost 5 points” Use the number line above to find the absolute values. 2. absolute value of -6 3.4 - oe 5. absolute value of O__ 6. absolute value of -2 7. = 8. What do you notice about |-2) and |2/? (rina content Copyraht © by Houghton Mii Hstour.Aditone and changes to the origina content are te respon ofthe insect. 5Name. Date. Class (tessov) Absolute Value KEM Reteach The absolute value of any number is its distance from 0 on the number line. Since distance is always positive or 0, absolute value is always positive or 0. Find the absolute value of -7 and 7. Match. You can use the letters more than once. 1. absolute value of 15 __ a-7 2. negative integer_ b.7 3. opposite of -7_ ©. 15 4, opposite of 7___ 4. -15 5. -15|__ Find each absolute value. 6. |-3) 7. |5| 8. L7| 9. [6] 10. {0 11. 2) 12. 10] 13. EI 14, 0.8] ‘Answer the question. 15. Abby has been absent from class. How would you explain to her what absolute value is? Use the number line and an example in your explanation, (ainal content Copyrght ©by Houghton Mifin Harcourt. Adtions and changes othe rina content are the responsibly of he net 6Name Date. Class uss) Greatest Common Factor Success Problem 1 Find the factors of 16 and 24. What are the factors of 247 4, 2, 3, 4, 6, 8, 12, 24 What are the factors of 167 1,2,4, 8, 16 Factors of 16:1,2, 4, 8, and 16 Factors of 24: 1,2,3,4,6,8,12, and 24 Problem 2 Find the greatest common factor (or GCF) of 16 and 24. What are the common factors? ——> 1, 2, 4, and 8 What is the greatest common factor? ——> 8 ‘Answer the questions. 1, What are the three steps in finding the GCF of two numbers? Step 1 Step 2: Step 3: 2. How do you know that 8 is the GCF of 16 and 247 3. How would you find the GCF of three numbers? Show how using 16, 24, and 32. (renal content Copyright © by Houghton Mifin Harcourt Adon and changes tothe rigal content ae the respons of he insur = :Name Date asc) (tesson) Greatest Common Factor Reteach — The greatest common factor, or GCF, is the largest number that is the factor of two or more numbers. To find the GCF, first write the factors of each number. Example Find the GCF of 18 and 24. Solution Write the factors of 18 and 24. Highlight the largest number that is common to both lists of factors. Factors of 18: 1, 2, 3, 6, 9, and 18 Factors of 24: 1, 2, 3, 4, 6, 8, 12, and 24 ‘The GCF of 18 and 24 is 6. This process works the same way for more than two numbers. Find the GCF. 1. 32and 48 2. 18 and 36 3. 28, 56, and 84 4, 30, 45, and 75 The distributive principle can be used with the GCF to rewrite a sum of two or more numbers. Example Solution Write 30 + 70 as the product of the GCF ba sound Oerde so Step 4 Find the GCF of 30 and 70. Factors of 30: 1, 2, 3, 5, 6, 10, 15, and 30 Factors of 70: 1, 2, 5, 7, 10, 14, 35, and 70. The GCF is 10. Step 2 Write “10 x (2 +2).” To find the questions marks, divide: 30 + 10 = 3; 70+10=7 Step 3 So, 30 +70 can be written as 10x (3 +7). Rewrite each sum as a product of the GCF and a new sum. 5.944 6. 100 + 350= 7. 12+18+21= ton ar he respons of he netName. Date. Class sw Least Common Multiple Success Problem 1 What is the least common multiple (LCM) of 6 and 9? Use a number line. Write the multiples of 6 above the line. 6: 6 12 18 24 30 5 b erg LCM Write the multiples of 9 below the line. ‘What is the LCM according to the number line? Problem 2 What is the feast common multiple (LCM) of 3, 5, and 6? 5 6 Use a table. Make a column for each number. Write the multiples, OU | Ww 1. How did you use the number line to find the LCM of 6 and 9? 2. Find the LCM of 8 and 12 using either method. (rina content Copyright © by Hovalon Nin Harcourt. Addons end changes tothe gal content are he etponsibily of the instruct 9Name Date. Class _ Least Common Mul Reteach ‘The smallest number that is a multiple of two or more numbers is called the least common multiple (LCM) of those numbers. To find the least common multiple of 3, 6, and 8, list the multiples for each number and put a circle around the LCM in the three lists. Multiples of 3: 3, 6, 9, 12, 15, 18, 21, Multiples of 6: 6, 12, 18,| Multiples of 8: 8, 16 (24,32, 40, 48, 56 So 24 is the LCM of 3, 6, and 8. List the multiples of each number to help you find the least common multiple of each group. 1, 2and9 2. 4and6 3. 4 and 10 Multiples of 2: Multiples of 4: Multiples of 4: Multiples of 9: Multiples of 6: Multiples of 10: Lom: Lom: Lom: 4, 2,5, and6 5. 3,4,and9 6. 8, 10, and 12 Multiples of 2: Multiples of 3: Multiples of 8: Multiples of 5: Multiples of 4: Multiples of 10: Multiples of 6: Multiples of 9: Multiples of 12: Lom: Lom: Lom: 7. Pads of paper come 4 to a box, pencils come 27 to a box, and erasers come 12 to a box. What is the least number of kits that can be made with paper, pencils, and erasers with no supplies left over? Corina content Copyright© by Houghton Mifin Harcourt Aton and changes othe original content te espenslty ofthe nsructor. 10Name Date, Class __ UNIT 1: Numbers MODULE 1 Integers LESSON LESSON 1 Sues Success 1.-5,5 1. saving money 2.6 2. their opposites 3.4 4.3 Reteach 0 1.43 0r3 Go 2.10 lo 3.425 or 25 8. They both have an absolute value of 2. 4-5 Reteach For Exercises 5-8, see number line below. | 1.¢ 5.131 2.aord 6.9;-9 a 7.6;-6 ca) 8.-5:5 5.¢ 63 7.5 LESSON 1-2 ae Success 9.6 1. -3is to the right of -5 on the number 10.0 line. 11.2 Reteach va 1> 13. 3 es aS 14.0.8 " 16. Sample answer: The absolute value of a 4> number is the number's distance from 0 5.> ‘on the number line. Since the distance is é< positive or 0, absolute value is always positive or 0. For example |-5|= 5 and 7.-6,-2,-4 me I51=5. 8.-5,0,5 ara LESSON 2-4 10. -4,-1,3 11. -6,0,3 Success o _ 1, Step 1: Write the factors of each number. Step 2: Name the common factors of both numbers, othe orignal content are he responsi of he Instruct.Name, Date. Class Step 3: Name the greatest common factor of ‘common factor of 16 and 24. oot eee 3. Step 1: Write the factors. 2. The GCF is 8 because 8 is the largest ect 24:1, 2, 3, 4, 6, 8, 12, and 24 32: 1, 2, 4, 8, 16, and 32 Step 2: Name the common factors. 1,2,4,and8 Step 3: Name the GCF, 8 Reteach 1.16 2.18 3.28 4.15 5.3 x (345) 6.50 x (2+7) 7.3% (44647) LESSON 2.2 Success 1. Find where on the number line the multiples of 6 and 9 are the same, 2. Answers will vary; the LOM is 24, Reteach 1.2,4,6,8, 10, 12..18; 9, 18, 27, 36 2.4,8, 12.056, 12.05 12 3. 4,8, 12, 16, 20..; 10, 20... 20 4. 2, 4, 6...26, 28, 30... 5, 10, 18, 20, 25, 30. 6, 12, 18, 24, 30; 30 5.3, 6, 9..33, 36... 4, 8, 12...28, 32, 36; 9, 18, 27, 36; 36 6. 8, 16, 24...112, 120; 10, 20...110, 120; 12, 24, 36...108, 120; 120 7. Pads: 4, 8, 12, 16..100, 104, 108 (27 boxes) Penails: 27, 54, 81, 108... (4 boxes) Erasers: 12, 24, 36, 48, 60, 72, 84, 96, 108... (9 boxes) LCM is 108, so 108 kits made from 27 boxes of pads, 4 boxes of pencils, and 9 boxes of erasers. 318 Crna content Copyright © by Houghton Min Harcourt. Addons and changes tothe aig contet ae the respensy of hiner 2Clover Park School District Creating Promising Futures. Students with Individual Educational Plans‘special Education Math Supplemental packet 6" Grade. Week 1 The items given below are ways that you as a parent/student can modify assignments to your individual needs. Technology options available through CPSD website: http://www.cloverpark.k12,wa.us/General/DLA.aspx 1KL: Math Khan Academy: if reteaching or review in live format it needed Prodigy: students know how to log-in Resource: Technology option for working on decimals: Quizlet: httos://auizlet.com/438776038/decimal-flash-cards/ Fluency: With playing cards, students can play Fluency WAR. Directions: With another person, divide the deck evenly between two people. Each player flips a card. The first person to correctly add/subtract/multiply/divide (decided before game starts) gets both cards. Blank Multiplication chart attached. Have student fil out as much of the multiplication chart as they can without looking at the answer key. Resoure : Students have been working on understanding and wor 1g with positive and negative integers. One of the worksheets attached is a number line that spans the negative and positive numbers. Negative numbers are like subtracting. Functional Transition Fluency: *Calendar: Today is...worksheet attached (do this activity every day) *Skip counting worksheets *Addition & Subtraction Puzzle ‘Math Concepts: Measurement Have students prepare a meal with you. Have the student use measuring cups to measure items. This reinforces the use of fractions. If students have difficulty with this, have students fil the pre-determined measuring utensil, explain why you used that utensil and show them the abbreviation for the utensil. Si Calendar: Today is.. work sheet attached (do this activity every day) \Vocational/Math Matching: Have students help you put away dishes. Have them count the silverware as they put them away, and match the silverware with the correct group.Super Teacher Worksheets - www.superteacherworksheets.comANSWER KEY Multiplication Table Help Multiplication Max fill in the multiplication table below. oO;1}o/o0;/o0;/0};/0;}/0/}/0/0)/0 Ke) Ol mol nn rol] a!) &] wl]n Super Teacher Worksheets - www.superteacherworksheets.comName: ———— 2 a. Label these integers on the number line: -6, 8, -9, 0, 2, -2 -10 10 b. Label these integers on the number line: -7, -1, 0, 4, 7, -5 <+— | + | | |] HH HE HHH > 3 ¢. Onanumber line, positive numbers are located of zero. (right or left) d. On anumber line, negative numbers are located of zero. (right or left) e. On anumber line, -5 would be located of. (right or left) f. On anumber line, -30 would be located of -20. (right or left) Super Teacher Worksheets - www.super'eacherworksheets.comName: Subtracting Integers Move left on a number line to subtract a Move right on a number line to subtract a positive integer. negative integer. 2-4=2 -2-(-5) =2 4-72 65 -4-3-2-10123 456 eee tht cpp 65-43-2-10123 456 “0-55 . 65-43-2-10123 456 # 1-35 65432-10123 456 * -4-(-4) = -6 -5 -4 -3 --2-10 1234 5 6 Super Teacher Worksheets - www.superieacherworksheels.comName:. Count by 5s ‘Count by 5s an the missing numbers on the number lines. ee Me ON, Cero LOMO “Oo a “OU Super Teacher Worksheets - www.superieacherworksheels.comName: Skip Count by 2s Write the missing numbers. Cs) OH@O]@ OOO @OOIO O'S!'0'O ‘Super Teacher Worksheets - www.superteacherworksheets.comANSWER KEY Skip Count by 2s Write the missing numbers. 30 (S) @Q@|@|e Q1®|@|© @Q1@|@|@ Super Teacher Worksheets - www.superteacherworksheels.comName: 3-Digit Addition (no regrouping) Addition Shark Attack Add to find the sums. Then solve the riddle by matching the letters to the blank lines below. @) 321 & 561 +122 +128 943 W 453 [EF] 621 (B) 334 +5430 +176 +621 t) 741 (f 400 (t) 321 {—) 532 WW) 509 +245 + 54 +326 +220 E A) 534 © 330 ® 820 ©) 686 ® 143 alo: Gos 3 + is E + lo ho What is a shark’s favorite game? 689 729 949 979 986 964 996 454 884 797 944 858 443 955 799 366 Super Teacher Worksheets - www.superteacherworksheets.comName: 2-Digit Subtraction (no regrouping) The Horse Needs a Doctor! Subtract to find the differences. Then match the letters to the blanks below to solve the riddle. (s) 27 @ 59 64 213 76 722 (H) 87 (45 (P) 56 231 225 233 (E) 49 [A] 68 (R]) 62 218 7s 750. ul] H] 83 fo) 75 -40 iad. eZ) Where did the farmer take his sick horse? ‘ll 13 12) 14 31 23, 20 42 «61 43 Super Teacher Worksheets - ww w.superteacherworksheets.comSchool District Creating Promising Futures. Science6% Grade Science At-Home Learning For week of March 18, 2020 6" Grade This week we are reviewing ideas in Earth Space Science: ‘© Earth's Days and Years ‘This week's lesson comes from Science Fusion Space Science Guiding Question How are Earth’s days, years, and seasons related to the way Earth moves in space? Main Science Ideas ‘* The Earth rotates on its tilted axis (23.5°) once an Earth day. The Earth-moon system orbits (makes one revolution) the sun once an Earth Year * The Earth's rotation axis is tilted with respect to its orbital plane around the sun. The North Pole is always pointed to the North Star. Two conditions, the temperature and daylight hours are affected by the tilt of the Earth’s axis. See page 144 for details. Science Activities 1. Draw a model of the earth, moon and sun. Using arrows, show the apparent motion of the sun, the moon, and the Earth. 2. Draw a model representing the earth/moon/sun relationship in summer and in winter. Compare the two models. 3. Drawan earth/sun model showing how the sun hits the earth. Using your model explain why the temperature and length of day vary depending where you are on earth and the time of year. Other Read more about Earth’s Days and Years and look at the pictures and diagrams. Compare you diagrams to the diagrams attached. © Length of Day and year: : pages 142-143 © Condition’s that are affected by the tilt of the Earth, pages 144- 145. 2020 6* Science At-Home Learning, W16" Grade Science At-Home Learning Learning Activities for the week of March 18, 2020 Learning Activities Activity 1 Draw a model of the earth, moon and sun on a piece of paper and call this your initial model. Do this before you read or look at anything. This is your current understanding, There is no right or wrong answer. Use arrows and words, show the apparent motion of each object in your model In one sentence describe what determines the length of the day and a year. Activity 2 Read pages 142 and 143. Compare your model above to the pictures on page 143 and 144. How is your model the same or different and why. Review your sentence above about what determines the length of day and year. Rewrite your sentence to include the four bold vocabulary words. Activity 3 Draw a model of the earth/sun showing how the sun hits the earth. There is no right or wrong answer, this is your current understanding Look at your drawing and explain why the temperature and length of day vary depending where you are on Earth and the time of year. Using your drawing explain to a friend or family member why the temperature is colder in the winter and warmer in the summer. Activity 4 Read Pages 142-143. Now that you have read what conditions are affected by the tilt of Earth’s axis, review your earth/sun drawing. Compare your drawings to the pictures on page 142-143. What are the two important, conditions on Earth that are affected by the tilt of the Earth’s axis? Activity 5 Why is summer hotter in Lakewood than in the winter time? Where is the sun positioned in the sky in the winter vs summer time? What effects do season have on the lengths of shadow in your area? Come up with a way to measure a shadow for five days. Find a yard stick, broom, stick or some object that you can use to measure a shadow. Pick a time during the day and measure the length of the shadow at the same time every day. Another way to do this to find a shadow outdoors. At noon everyday find the top of the shadow and place a marker like a small rock. Do this for five days. What happens to the shadow? Try measuring your own shadow every day. 2020 Science At-Home LearningWhat determines the length of a day? Ree ctvoResdin] Each planet spins on its axis. Earth’s axis (ACKesis) is an imaginary es -_ straight line that runs from the North Pole to the South Pole. The 5 Identify As you read, underline spinning of a body, such as a planet, on its axis is called rotation, tthe places on Earth’s surface at The time it takes a planet to complete one full rotation on its axis is which the ends of Earth's axis led a day would be. - The Time It Takes for Earth to Rotate Once Earth rotates in a counterclockwise motion around its axis when viewed from above the North Pole. This means that as a location on Earth's equator rotates from west to east, the sun appears to rise in the east. The sun then appears to cross the sky and set in the west. ‘As Earth rotates, only one-half of Earth faces the sun at any given time. People on the half of Earth facing the sun experience daylight. This period of time in daylight is called daytime. People on the half of Earth that faces away from the sun experience darkness. This period of time in darkness is called nighttime. Earth’s rotation is used to measure time. Earth completes one rotation on its axis in 24 hours, or in one day. Most locations on Earthis surface move through daylight and darkness in that time. Earth's motion is used to measure the length of an Earth day. 142 Unit 3 The Earth-Moon-Sun System ‘oe Mm act Poblsing Company© Houpan Mam acu obi Conga What determines the length of a year? As Earth rotates on its axis, Earth also revolves around the sun. Although you cannot feel Earth moving, itis traveling around the sun at an average speed of nearly 30 km/s. The motion of a body that travels around another body in space is called revolution (rehevuh+LOOshun). Earth completes a full revolution around the sun in 365 % days, or about one year. We have divided the year into 12 months, each month lasting from 28 to 31 days. Earth’s orbit is not quite a perfect circle. In January, Earth 6 Infer How Isa leap year, In which a day Is added to every fourth is about 2.5 million kilometers closer to the sun than it is in year related to the time It takes July. You may be surprised that this distance makes only a tiny Earth to revolve around the sun? difference in temperatures on Earth. ‘Apply Imagine that Earth's current position is at point A below. Write the label Bto show Earth's position 6 months from now in the same dlagram. ‘craig tose Lesson 1 Earth's Days, Years, and Seasons 143What conditions are affected by the tilt of Earth’s axis? Earth’s axis is tilted at 23.5°, Earth’s axis always points toward the North Star as Earth revolves around the sun. Thus, during each revolution, the North Pole may be tilted toward the sun or away from the sun, as seen below. When the North Pole is tilted toward the sun, the Northern Hemisphere (HEHMslhesfeer) has longer cone Crean periods of daylight than does the Southern Hemisphere. When the some throughout Earths North Pole is tilted away from the sun, the opposite is true. stbit around the sum Temperature ‘The angle at which the sun's rays strike each ‘part of Earthis surface changes as Earth moves in its orbit. When the North Pole is tilted toward 8 Apply Which location on the illustration of Earth. below receives more direct rays from the sun? the sun, the sun’s rays strike the Northern da ‘Hemisphere more directly. Thus, the region Os receives a higher concentration of solar energy Cithey receive equal amounts, and is warmer. When the North Pole is tilted 9 Identify Which location Is cooler? away from the sun, the sun's rays strike the Northern Hemisphere less directly. When the sunlight is less direct, the solar energy is less concentrated and the region is cooler. The spherical shape of Earth also affects Rea ‘how the sun warms up an area. Temperatures & are high at point A in the diagram. This is é because the sun's rays hit Barth’s surface at a right angle and are focused in a small area. ‘Toward the poles, the sun's rays hit Earth's surface at a lesser angle. Therefore, the rays are spread out over a larger area and the temperatures are cooler. 144 Unit 3 The Earth-Moon-Sun System ‘vxghon Mims Horo Pug CompanyDaylight Hours Allocations on Earth experience an average of 12 hours of light a day. However, the actual number of daylight hours on any given day of the year varies with location. Areas around Earth's equator receive about 12 hours of light a day. Areas on Earth’ surface that i are tilted toward the sun have more hours of daylight. These areas | travel a longer path through the lit part of Earth than areas at the equator. Areas on Earth’s surface that are tilted away from the sun have less than 12 hours of light a day. These areas travel a shorter path through the lit part of Earth, as shown below. During summer in the Northern Hemisphere, & ‘About twelve hours later, the person in the Northern person has already had many daylight hours by the Hemisphere is close to daylight again, while the time a person in the Southern Hemisphere reaches _person in the Southern Hemisphere still has many faylight. hours of darkness left. Midnight Sun Seen ae . 10 Synthesize Why Isn't the area In the photo very Melee aan aa Hemisphere, warm even though the sun Is up all night long? you move north of the equator. Areas north of a the Arctic Circle have 24 hours of daylight, called the “midnight sun, as seen in the photo. At the same time, areas south of the Antarctic Circle receive 24 hours of darkness, or “polar night” When it is winter in the Northern Hemisphere, conditions in the polar areas are reversed. This composite image shows that the sun never set on this Arctic summer day.Clover Park School District Creating Promising Futures. Social StudiesClover Park School Distt Social Studies At-Home Learning Grade 6 for week of March 23, 2020 This week we are reviewing ideas in Ancient Histo Y You will review the role of myths in Ancient Greek History. 6" Grade Guiding _| What is the origin relevance of myths in Ancient Greek Culture and ? Giestionce | |meeets Critical Thinking ‘Analyze the structure and meaning of the text to identify, draw conclusions, cite evidence, and evaluate critical questions. Text References The Role of Myths in Ancient Greece (from Greek Mythology) text provided in packet. Other 2020 At-Home Learning Social StudiesClover Park School Distict Activities Learning Activities 1 Review text provided _ 7 2 Review the Analyze Structure and Cite Evidence Notes at the end of the text. E) Complete the Analyze the Text Responses at the conclusion of the text. : 2020 At-Home Learning Social StudiesSimone Payment has college degrees in both psychology and education. She has taught elementary school, worked in book publishing, and worked for a health care company. Payment is the author of dozens of books for children and young adults. She has written biographies of both historical and contemporary characters. She has also written nonfiction books about a wide variety of subjects, including Greek mythology, the pony express, famous movie monsters, and robotics. SETTING A PURPOSE As you read, focus on the origin of myths and on understanding the relevance of myths in ancient Greek culture. M :ny cultures have stories that have been passed down through the ages. These stories—called myths—are tales of gods and goddesses, monsters, and adventure. The myths from ancient Greece may be the best known of all cultures’ mythologies, and perhaps the most exciting. The myths of the Greeks, which have been told for thousands of years, are still enjoyed today. What we call classical Greece (from the sixth to the fourth centuries BC) gave future civilizations more than just stories. The ancient Greeks made huge contributions to modern to culture in Greece and elsewhere. In fact, ancient Greece is often called the cradle of Western civilization. This is because so much of modern life is based on contributions from the Greeks. The United States current system of government, democracy, came from Greek civilization. The Olympics30 so began in ancient Greece. Great Greek thinkers made revolutionary discoveries in astronomy, biology, and inedicine. Ancient Greeks also wrote stories and plays that are still read and performed today. Their art and architecture also live on in modern times. Ancient Greece was not in the exact location where Greece is today. It included parts of what are now Turkey and Italy. There were dense forests and steep, rocky cliffs along the coast. Inland, there were snow-covered mountains. Many islands dotted the Aegean Sea off the eastern coast of Greece. In the earliest days of Greece, the country was divided into small, individually governed areas called city-states. City-states were often separated by forests or mountains and ‘were far apart, and the dialects spoken in each city-state varied. Because of these barriers, people did not travel much, so city-states did not frequently interact. If you were born in a particular city-state, you would usually live there your whole life, Asa result, each city-state had its own myths that most residents knew and told over and over again. Starting in the fourth century be, Alexander the Great (the king of Macedon, a part of Greece) began invading other countries. His successes brought Greeks together politically. Some city-states began to work together, sometimes against a common enemy. By that time, they also shared a common language. People began to travel and move to other city-states. They also began to travel outside of Greece. This travel helped spread Greek myths around the country and to other countries. Everyday life was not always easy in ancient Greece. People did not live as long as they do now. Life was more difficult, with no modern conveniences such as heat or running water. People had to kill animals and farm for food. The hardships in their daily lives led the ancient Greeks to look to their gods and goddesses for help. They believed that the immortal gods and goddesses had a great deal of power. The gods and goddesses could be helpful to humans if the humans showed them the proper respect. To show respect to the gods and goddesses, Greeks worshipped at their local temples. They wanted to stay in good favor with the higher powers for fear that they might be punished. They also believed that the gods and goddesses might punish not just them but their whole community.70 20 90 In addition to regular visits to local temples, Greeks also held special festivals to honor specific gods or goddesses. Each god and goddess worshipped by the Greeks played a specific role in life. The word “myth” comes from the Greek word mythos, which literally means “story.” However myths were much more than simple stories to the Greeks. They were an important part of Greek life. They were passed from person to person and from generation to generation. Myths tell several types of stories. Some are tales of adventure based on actual events. For example, Homer's The Tliad is based on the Trojan War, a ten-year war between the Greeks and the people of the Turkish city of Troy. Myths were more than just accounts of exciting occurrences. They also told stories about such n events as the creation of human beings. In ancien Greece, there was no one text, such as the Bible or the Koran, to explain everything about a particular religion's view of the world. Instead, myths served the purpose of providing answers. ‘Myths also taught important lessons. For example, they might have warned against being too proud. One version of the Greek myth of Arachne tells how Arachne was turned into a spider for bragging about her weaving skills. The ancient Greeks also created myths to help them make sense of natural phenomenasy that they could explain in no other way. For example, the Greeks did not understand why earthquakes occurred. A story about the god Poseidon punishing his enemies by shaking the ground underneath them offered Greeks an answer. Poseidon was also believed to control the sea. His changing moods could explain why the sea was calm one day and stormy the next. Different Cultures, Similar Myths If you study ancient cultures, you can see that many of them have myths. Myths are often similar from culture to culture. This is most likely because there are certain qualities of life that are important or meaningful to people everywhere.100 Mount olympusis the highest mountain in Greece. ti regarded as the home of gods and ‘goddesses in Greek mythology. The gods and goddesses were known as Olympians who, according to myth, claimed the mountain after winning a war. Asa result, Mount Olympus became a symbol of ancient cultural development in Greece. Each culture creates myths that reflect its beliefs, which are often a result of its circumstances. For example, myths may be influenced by the geography of the country in which a civilization lives. Mount Olympus, a towering, snow-covered mountain in Greece, became known as the home of the gods in Greek mythology. The top of the mountain was so high and so unreachable to the Greeks that they said the gods and goddesses must live there. Myths are also personalized by what is important to a particular country or culture,How Myths Spread Many of the Greek myths were based on people and events from even earlier times. In the very early days of Greece (about 2000 be), Greeks had huge fleets of ships and attacked neighboring countries. About 1,000 years later, Greece had entered a less heroic era. People were poor and life was hard, so they told stories of a more exciting time. Men called bards (poets or story-tellers) would memorize the stories and then uo travel around the countryside, telling these tales. During the time when each city-state was isolated from the others, stories varied. Bards might change the story slightly, adding their own exciting details. Eventually, myths were written down in a format similar toa poem. Some of the myths, when written down, were up to 1,000 lines long. Homer (circa eighth or ninth century BC) ‘was one of the most famous bards. He wrote two landmark works, The Iliad and The Odyssey. The Iliad tells the story of the Trojan War. The Odyssey tells the many adventures of 120 the Greek hero Odysseus. Two other famous written myths are Theogony and Works and Days by Hesiod (circa 800 BC). Theogony is the story of the creation of the gods. Works and Days offers advice on how to farm or on which days to do certain things, like cut your fingernails. Also included in Works and Days are myths, such as the story of Pandora. Greeks heard myths at an early age. Eldersisj would tell the stories to young children. Sometimes the stories were used as warnings to get children to behave. Young children also learned about myths at school, although in most places in 130 ancient Greece, only boys went to school. Adults heard myths at social gatherings and informal meetings. Myths were also recited as a part of rituals at religious temples. In addition, bards might tell myths—or even sing them—for wealthy people or kings. The theater was an important part of Greek life, and sometimes choirs would perform myths as plays.Analyze Structure n A pattern of organization is the way ideas and information are arranged in a nonfiction text. One common pattern of organization authors use is central (main) idea and supporting details. The central, or most important, ideais supported by details, words, phrases, or sentences that tell more about the central idea. if you look. t lines 94-102 in ‘The Role of Myths," you can tell that the first sentence of the paragraph expresses the central idea that each culture creates myths that reflect its beliefs. The sentences that follow give details about how the geography of ancient Greece helped shape these beliefs. Questions such as the following will help you analyze the central idea and supporting details as a pattern of organization: + For an individual paragreph: What is the central idea? How are the detai!s arranged to tell more about the central idea? + For sections under headings: What central idea does the author discuss » this section? How do details add more information? + How does a section or paragraph fit into the overall structure of the text? How does it help develop the writer's ideas? Rt Cite Evidence When you analyze a text, you examine It carefully for a reason, such as to igure out its structure, to determine an author's point of view, or to see how weil e writer presents and supports a claim To support your analysis of a text, you need to cite textual evidence. This means that you have to identify specific pieces of relevant information from the text to support your ideas. When you cite evidence, you show that your analysis connects to the text in a logical way. Keep in mind these points: * The evidence needs to clearly support your anaiysis or idea. For example, if you are analyzing how geography helped form Greek mythology In “The Role of Myths," you might cite evidence that includes Information from lines 26-34. ‘+ Whether you are presenting your analysis orally or in written form, it 1s a good Idea to use linking words and phrases, such as for example, because, or this shows. Linking words and phrases help emphasize to readers or listeners how your idea is connected to the text. * Ifin your writing you quote directly from the text to cite evidence for your ideas, set off the quoted material with quotation marks.i Mbstiee Analyzing the Text Cite Text Evidence. Support your responses with evidence from the text. 1, Identify Review lines 8-20. identify the central idee in this paragraph What details support the central idea? 2. Identify Patterns Reread lines 26-57. What is the ceniral idea of the first paragraph, and whet details tell more about it? Teli whether the next two. paragraphs foliow a similiar pattern of organization. 3. Draw Conclusions Reread lines 82-89, Based on what you learn in this paragraph, now woulc you Gescribe the character or personality of the god Poseidon? 4, Cite Evidence Review ines 103-736 in the section "How Myths Spread." Identify evidence that supports the conclusion that myths were intertwined with every part of the lives of the ancient Greeks. 5. Cite Evidence Review lines 114-152. Cite evidence to support the conclusion that myths helped to preserve Greek culture. 6. Evaluate How does the author's use of subheadings, or tities that indicate the beginning of a new topic, contribute to the pattern of organization used in “The Role of Myths in lent Greece"? Tel! whether you think this pattern of organization is effective anc why.