Week 2: April 13-17

Learning Goal:

• I can learn the difference between summarizing and paraphrasing.
• I can recognize simple, compound, and complex sentences.
• I can read independently for pleasure.

Estimated Time for The Week: 90 minutes

Learn & Practice:

Follow this presentation to complete the learning activities for week 2.

1. Read for at least 30 minutes this week.
2. Watch and complete the level up tutorial and do the practice problems on paraphrasing.
3. Choose one of your favorite songs.
   • Paraphrase the chorus and see if your friends can guess which song it is.
4. Watch and complete the level up tutorial and do the practice problems on summarizing.
5. Read an article from the website Scholastic Learn at Home.
   • Summarize the article, then email a friend.
6. Watch and complete the level up tutorial and do the practice problems on sentence structure.
7. Sentence type practice on quizizz.
   • Challenge a friend on Facetime.
8. Dig Deeper- Find a favorite passage in what you are reading.
   • Practice paraphrasing the passage, and then summarize the passage.
   • Notice what is alike and what is different in each task.

Learning Goal: Students will analyze how resources may impact populations within an ecosystem.

I can identify the characteristics of a population and analyze how limited resources like food, water, and space may affect populations.

Estimated Time for The Week: 1 hours, 30 minutes total

Learn & Practice:

1. Watch Study Jams: Ecosystems and complete the Test Yourself.
2. Practice identifying abiotic and biotic with this Game.
3. Go outside and find one living organism. Observe it for a few minutes. Reflect on two abiotic (nonliving) and two biotic (living) things that affect your organism.
4. Read about ecological populations. Reflect: What makes a population different from an ecosystem or community?
5. Research a population of your choice. It can be a plant, insect, mammal, or any living population. Find out about your population. What do they eat? What is the size of the population? Where does the population live? Does the population compete with each other or other populations for resources?
6. Watch about how populations may compete. Competition in Ecosystems VIdeo
7. Complete the Barnacle Competition Simulation. Video Tutorial: Click here.
   • Read the Background Information. This covers multiple pages. Please use the arrow at the bottom to advance the page.
   • Follow the tutorial to learn how to work the simulation.
   • Once you are familiar with the simulation, let’s run the experiment. Make sure to use the bottom arrow to see your data.

- For the first experiment, use the preset values. Do not change anything and watch what happens over 10 days.

Question: What did you observe about barnacle placement and population size?

• Now change the settings. Set the sea level to 1 and the Belanus larvae to 3.5. Run the simulation for 10 days.

Question: What changes did you notice in barnacle placement and population size?

• Your choice: Change the settings as you want, and run your own experiment!

Learning Goal:

I can identify physical and political features, describe the relationship between elevation and climate, apply concepts of interdependence and trade, identify cultural traits, and identify major economic systems.

Estimated Time for The Week: 2.25 hours, 135 minutes total

Learn & Practice:

For the Google Slides to click-through the below directions, click here!

1. Andes and Pampas - Physical Features
   • Watch: Geographical Features of South America - Discovery Education
   • Practice: Physical Features Map Game. Scroll underneath the map and change the “Game mode” to “Learn.” Once you’re ready for a challenge, change the “Game mode” to “Pin.”
   • Reflect: If you could visit any of the physical features you learned about today, which would you visit and why?
2. Andes and Pampas- Vertical Climate Zones
   • Read: Ecosystems paragraph
   • Practice: Make a copy of the Vertical Climate Zones activity and then check your answers here
   • Reflect: What kind of things would you need to pack if you were going to hike at an altitude between 3,000 - 6,000 feet? What kind of things would you need to pack if you were going to hike above 12,000 feet?
3. Andes and Pampas- Globalization Food and Maps Extension
   • Watch: Lesson Introductory Video
   • Practice: Create your own Food Map
   • Connect: Share your map with a classmate! See if there is anything you have in common.
4. Andes and Pampas- Incas
   • Watch: Inca Empire Overview - Khan Academy
   • Practice: Explore This Inca Site. There is a lot to explore! Take time to investigate what interests you most.
   • Self-Check Quiz: Try This Quiz. See if you can score higher than 7/10!
5. Reflect
   • Watch the video about mercantilism.
   • Read the paragraph and graphic about mercantilism .
   • Reflect: Who benefited most from mercantilism? How do you think slavery would be affected by mercantilism?

Learning Goal: Explore the career of a Machinist.

I can explain what a Machinist does.

Estimated Time for The Week:

2 hours (120 minutes) total

Materials:

• Device with Internet access

Learn & Practice:

1. Make sure your logged into Discovery Education with your school account.
2. Click here for your DE Studio Board: Machinist on the career of a Machinist.
3. The Studio Board will guide you as you learn about the requirements to become a Machinist and their salary.
4. Brainstorm with a partner (if possible) the most effective materials available to build a vehicle (e.g., building blocks, Lego® pieces, cardboard).
5. Sketch or use a digital design studio to create a blueprint for your vehicle using the material you chose. Revise your blueprint, as needed, throughout the process. Include all parts of your design in the final blueprint.
6. Test the accuracy of your blueprint by trading with another machinist and testing each other’s blueprints.
7. Explore:
   • LEGO® Digital Designer: http://ldd.lego.com/en-us/. Students can use this design studio to develop an example model and blueprint out of LEGO® pieces.
   • How to make a blueprint for kids: https://www.youtube.com/watch?v=DSU9OPoJKvE. This video includes a student modeling how to create a blueprint using graph paper.
   • Share: Share your blueprint with your classmates and ask them to follow it to build your model vehicle. Watch them and record places where they struggle or pieces that are not correct. These are things that you should address when you modify your blueprint.
8. Extend your learning:
   • Use the same process to design and build specific pieces of a car (e.g., steering wheel, seat).
   • Use a molding material, such as clay or playdough, to create a mold for a piece of your car. Test your mold by filling it with water or jello and freezing. Once solid, remove it and assess.
   • Read about a Maury County, TN manufacturing plant that employs die makers and machinists: https://en.wikipedia.org/wiki/Spring_Hill_Manufacturing
   • Watch this video about an automobile factory in Austria: https://app.discoveryeducation.com/learn/videos/6cd20a84-d4a4-4182-9499-6303bf1131d2