Grades 6-8

Read: Choose a book, article, or online source (read for 30 minutes a day). Student’s choice! Any genre is fine - choose something that interests and/or challenges you.

Write: Respond text daily that you have read, heard, or viewed whether on paper, in a journal, or in digital form. You may choose to record your writing on loose leaf paper, a notebook, journal, or digitally.

Note the following in the order that makes sense to you:

• Write down 1 or 2 new words that are new to you. Try to write these words in an original sentence. Use these words three times in conversations that you have today. (social media counts)

• Copy a sentence or a line from what you have read that you find meaningful or powerful. Note: What do you like about this sentence? What does this sentence make you think about? Does this sentence contain figurative language (e.g., metaphor, personification) or literary devices (e.g., point of view, irony) that you can recognize?

• Respond to what you read overall. You may choose to make connections to your own experience or something you read, viewed, or listened to; generate questions you thought about while and after reading, or simply write something inspired by what you read.

At the end of the week:

Reflect and Write: Look through what you have written this week. Choose something you have written and rewrite or compose a new paragraph. Revise to demonstrate your best writing -- complete sentences, proper punctuation, precise word choice, and good organization with a topic sentence and relevant details.

Talk and Reflect

• Choose someone to share your revised paragraph with. This can be a family member or a friend, in person or online.

• Ask: What did you like about this paragraph? and How might I improve this piece of writing?

After you receive the feedback, consider the response. Remember, it's okay if you do not agree with the feedback. What is important is to consider it.

Record the following in your notes using the sentence stem:

After receiving the feedback, I feel _________ about my writing because ______.

Read through two of the daily math scenarios for Would You Rather Math 6-8. Think through your mathematical reasoning for choosing the scenario you did.

Write and explain your reasoning using mathematical ideas for justifying the scenario you chose.

Would You Rather User’s Guide

Math Practice: To be completed over a two-week period.

Update - March 23, 2020, 12:00 pm: Due to volume of individuals trying to access these Google Documents, they have been set to force copy. This allows each individual to create their own copy of the document. Once you have created the copy you will need to refresh the table contents at the top of the document to activate the links or you can scroll to the desired section.

Grade 6

Grade 7

Grade 8

Algebra I

Geometry

Algebra II

Activity 1 - Motion

Scientific Question: How do household objects move?

Observe: Choose a moving object such as a toy. Investigating the different ways that you can make it move. Observe its motion and measure (if you can).

Discuss: Have a conversation with someone and describe the motion of the object.

Write and Model: Write about the object's motion and draw or sketch a graph of the object's motion over time. Be sure to make a claim about the object’s motion, and support your claim with evidence and justification from your observations.

Activity 2 - Forces

Scientific Question: How do forces effect the motion of household objects?

Observe: Observe the same moving object again. Pay attention to the forces acting on the object as you make it move in different ways.

Discuss: Have a conversation with someone about the forces acting on the object as it experiences different types of motion.

Model and Write: Draw a diagram of at least two different types of motion with the forces shown as labeled arrows. Write about how the forces effect the motion of the object. Be sure to make a claim about the forces acting on the object, and support your claim with evidence and justification from your observations.

Activity 3 - Density

Scientific Question: How do the density of household items compare?

Observe: Collect objects that can be placed in water. Predict if the objects will sink, float on top, or float in the water. Observe what happens.

Discuss: Have a conversation about your predictions, observations and why you think this occured. Discuss how your findings relate to density, particles, and the equation for density (density = mass/volume).

Model and Write: Compare the density of the objects in writing. Explain how you know and reference the equation for density. Be sure to make a claim about the how the densities of the objects compare, and support your claim with evidence and justification from your observations.

Draw models comparing the arrangement of the particles of the materials that make up the object.

Extension: Write or discuss how the shape of the object effects its buoyancy. Draw a model of the forces acting on a floating object, including buoyancy.

Task 1 - Economics

Make a list of 5-10 things you or your family buys. Categorize each item as a need or a want.

Need | Want

Task 2 - Government and Economics

With an adult, watch a newscast. As you watch, determine if the news story can be categorized as dealing with government (political) or economics. Summarize that story.

Task 3 - Economics

Create a list of 5-10 businesses you go to on a regular basis. Summarize and categorize that type of goods or services you buy from that business.

Services | Goods

Task 4- Culture

Describe family traditions and customs that your family celebrates. Compare your family traditions and customs that your family celebrates with another families traditions and customs.

Task 5 - Science and Technology

Think of a form of technology you use in your home each day (microwave, A/C, phone, computer, etc). Write, draw or record a story about how your day would be different without this technology.

Talk and Reflect

• Choose someone to share your work with. This can be a family member or a friend, in person or online.

• Ask them: What did you like about this work? And how might I improve this work?

• After you receive that feedback, consider the response. Make improvements on your work based on the feedback that you think will improve the work. Remember, it's okay if you do not agree with the feedback. What is important is to consider it.

• French, Spanish, German: Complete the following Food Pyramid using vocabulary from the world language you are currently studying: Food Pyramid

• French, Spanish, German: Look at the menu in the language you are currently studying and write out the conversation between you and the waiter/waitress. Make sure to order at least 1 food item. French Menu - Spanish Menu - German Menu

• Chinese: Look at a Chinese menu and make a list of food items you like and Food items you do not like. You may wish to share your likes and dislikes with a sibling or a parent at home.

• ASL: Look at the menu from “Crêpe Crazy” in Austin. The staff at the restaurant are all deaf and you must sign in order to communicate with them. Imagine your interaction with them while ordering a meal. Look at their MENU. Alternative: Looking at the menu, sign the food items you like and the food items you do not like.

Repeat the daily reading and writing activities from Week 1.

At the end of the week, Reflect and Write:

Review what you have written this week and last.

Choose one of the following:

1. Write about the connections you see between one of more things that you read, viewed, or heard. How are these things alike or different? Is there a message or theme that they have in common? How could you explain the connection to someone else?

2. Compose an original piece of writing -- a story, an essay, a poem, a song, a piece of media or art -- inspired by what you have read or written over the last fortnight. In a paragraph, explain how this piece is connected to what you have written or read.

Talk and Reflect

• Choose someone(s) to share your composition with. These can be family members or friends, in person or online.

• If you want feedback, you can choose to ask: What did you like about this composition?

and

How did this make you feel?

Reflect:

In at least a paragraph, explain [write] what you have learned throughout your work on this project in the last week. This reflection can be about your reading and writing, or about yourself as a reader and a writer.

Read through two of the daily math scenarios for Would You Rather Math 6-8. Think through your mathematical reasoning for choosing the scenario you did.

Write and explain your reasoning using mathematical ideas for justifying the scenario you chose.

Would You Rather User’s Guide

Math Practice: To be completed over a two-week period.

Update - March 23, 2020, 12:00 pm: Due to volume of individuals trying to access these Google Documents, they have been set to force copy. This allows each individual to create their own copy of the document. Once you have created the copy you will need to refresh the table contents at the top of the document to activate the links or you can scroll to the desired section.

Grade 6

Grade 7

Grade 8

Algebra I

Geometry

Algebra II

Activity 1: Energy in Ecosystems

Scientific Question: How does energy flow through an ecosystem?

Think/Observe:

Choose an ecosystem. It can be one you already know about, it can be one you can research, or you can go even choose your own backyard. List all of the organisms you can think of/observe/research that are part of the ecosystem. Describe what organisms they eat and which organisms eat them.

Discuss: Discuss with someone how energy flows through your chosen ecosystem starting with the producers (plants that get their energy from the sun).

Write and Model: Make a model of the energy flow through your ecosystem. This can be a drawing, minecraft creation, made of toys, play doh creation, etc. Model how the total amount of energy at each trophic level changes.

Write an explanation of how your model shows the flow of energy in the ecosystem. Be sure to make a claim about energy flow through an ecosystem, and support your claim with evidence and justification from your observations.

Analyze: How do the organisms in the ecosystem you have chosen interact with abiotic factors in their environment? What might happen to the ecosystem if one of the abiotic factors were affected by humans?

Activity 2: Transfer of Energy

Design Problem: How can we slow the melting of an ice cube?

Design: Design and build a method to slow the melting of an ice cube with items that you find in your home. Test your method, make changes to your design, and test again.

Discuss: Talk about your design with someone. Tell them how you tested it, the changes you made to your design and why. Test any suggestions they make that you think are good.

Write and Model: Draw and label a picture of your final design. Explain why your final design is the best and how you know. Be sure to cite evidence from your tests. Explain how the design works to slow the transfer of thermal energy. Show how thermal energy is transferred on your labeled drawing.

Activity 3 - Energy Transformations

Scientific Question: How is energy transformed in household machines?

Observe: Choose any household machine (hair dryer, toaster, radio, TV, ipad, phone, oven, etc.). Observe it as it operates to perform its purpose. Identify the forms of energy that you observe (radiant/electromagnetic, thermal, electrical, chemical, mechanical, nuclear.)

Discuss: Talk with someone about the purpose of the machine, the forms of you observed, and how you know these forms of energy were present.

Write and Model: Draw energy chains for the different energy transformations you observed using arrows to show the transformation of one type of energy to another (Example diagram below). There are most likely more than one energy chain happening concurrently. Explain the energy transformations occuring in the machine in writing. Be sure to make a claim about how energy is transformed in the household machine, and support your claim with evidence and justification from your observations.

Task 6 - Citizenship

Citizens have roles and responsibilities. Write, draw or record a story for a younger person that describes some of the roles and responsibilities of citizens.

Task 7- History

Take an oral history. Interview a person (in your home or over the phone) who is from a different generation.

Sample Questions:

Where do you live?

Where were you born?

What holidays do you celebrate?

Task 8 - Geography

Make a map of your neighborhood. Be sure to include both physical and human features. Include any nearby businesses, parks, playgrounds, schools, roads, bodies of water, ect.

This map can be drawn or it can be a model. Include color and a key identifying features.

Task 9 - Economics and Geography

Raw materials- the basic material from which a product is made. For example, wood, wheat, cotton, iron, gold, etc.

Look at an item in your home. Create a list of raw materials that might be needed to make/ build this item.

Task 10 - Citizenship

What are some ways you can become engaged in your school, community, or state to make a difference?

Talk and Reflect

• Choose someone to share your work with. This can be a family member or a friend, in person or online.

• Ask them: What did you like about this work? And how might I improve this work?

• After you receive that feedback, consider the response. Make improvements on your work based on the feedback that you think will improve the work. Remember, it's okay if you do not agree with the feedback. What is important is to consider it.

Language Practice Choice Board: The activities included in this choice board were created to be intentionally generic and non-language specific so that the ideas are practical for students of multiple languages.