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Grade 7
April 20th, 2020
These and other resources are also available digitally on the
HemetLearnsTogether.org website.
If a student has a 504 plan or receives mild/mod SAI services, please refer to the
accommodations packet.
7th Grade English Language Arts
for the week of April 20th, 2020
At times, it can be difficult to determine when to use a comma or when to remove it. Use the following lesson to identify and correct common comma errors.
Rule 1: Use a comma before conjunctions. A comma should always precede the conjunctions and, but, or, for, nor, so, and yet that join independent clauses in a compound sentence.
EXAMPLE Ancient Egyptians’ written language was hieroglyphics, and it was not decoded for centuries.Ancient scribes could read and write hieroglyphics, but most other Egyptians could not.
Rule 2: Use commas to separate elements in a series. A comma should separate the nouns, verbs, adjectives, or phrases in a series of three or more. A conjunction should come between the last items in the series.
EXAMPLE Nouns: Symbols of birds, lions, and snakes appear in hieroglyphics. Phrases: Hieroglyphics could be read from left to right, from right to left, or from top to bottom.
Rule 3: Use commas between coordinating adjectives. Adjectives of equal rank are called coordinating adjectives. Notice when two adjectives modify the same noun. Then check whether the adjectives have equal weight, in which case, a comma is needed.
EXAMPLE Hieroglyphics used colorful, elaborate symbols.
Rule 4: Use commas to set off interrupters. Use a comma after an introductory word or phrase or around any word or phrase that breaks the flow of thought. Also set off the name of any person directly addressed.
EXAMPLE Introductory Phrase: After 2,000 years of study, no one could read hieroglyphics.Interruptor: The stone provided, at long last, a key to hieroglyphics.Direct Address: Your class, Alex, would be thrilled with this discovery.
STUDENT LESSON SUMMARY
Missing or Misplaced CommasELA L.7.2a, ELD PI.7.10
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 1 Missing or Misplaced Commas
Missing or Misplaced Commas continued
Rule 5: Use commas with appositives or clauses that add extra information. An appositive is a word or phrase that identifies or renames a noun or pronoun. Do not use commas when the appositive makes the meaning clear or when a clause is essential to a sentence.
EXAMPLE Extra Appositive: Jean Champollion, a French scholar, deciphered the Rosetta Stone.Essential Appositive: French scholar Jean Champollion deci-phered the Rosetta Stone.Extra Clause: The Rosetta Stone, which was found in 1799, provided a key to hieroglyphics.Essential Clause: The scholar whom I read about was Jean Champollion.
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 2 Missing or Misplaced Commas
Practice and Apply Rewrite the following sentences, adding commas where they are needed and removing them where they are not.
HINT: There may be more than one comma error in a single sentence.
1. Some cultures lived in America for centuries but then they disappeared.
2. These cultures left tools pottery and other artifacts behind.
3. They also left carvings, and paintings on rocks called rock art.
4. These rock carvings which are sometimes called petroglyphs show human
figures animals and some designs that are not easily explained.
5. Artists created petroglyphs with small pointed rocks, or flat stones.
6. They used these tools as knives picks and chisels to carve shapes on stones.
7. Pictographs (rock paintings) on the other hand were made with paint from
berries, or vegetables.
8. Native American artists may have painted for pleasure or they may have
painted to communicate with one another.
PRACTICE WORKSHEET A
Missing or Misplaced Commas
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 3 Missing or Misplaced Commas
Missing or Misplaced Commas continued
9. In any case the fascinating historic pictures are like a form of code to us.
10. Which one of these pictographs Elena do you think is most appealing?
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 4 Missing or Misplaced Commas
PRACTICE WORKSHEET B
Missing or Misplaced Commas
A. Practice and Apply Rewrite the following sentences, adding commas where needed. HINT: There may be more than one comma error in a sentence.
1. The Inca people as you may be aware lived in the Andes mountains.
2. The accomplishments of the Inca included remarkable sophisticated
architecture engineering and road construction.
3. Inca teams of runners who carried messages from the capital to distant
towns relied on the roads to make their journeys bearable.
4. In addition to possessing superior physical fitness the messengers needed
good memories.
5. Inca messages were not written down and the messengers had to recite
them from memory.
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 5 Missing or Misplaced Commas
Missing or Misplaced Commas continued
B. Practice and Apply Rewrite the following paragraph to correct comma errors.
(6.) When you have your next haircut readers think of ancient Persia. (7.) A Persian king once had to get a message to his military leader a Persian general. (8.) The king shaved a man’s head tattooed a message on his bare scalp and told the man to let the hair grow back. (9.) The man then traveled to find the general but no one knew he carried a message. (10.) When he reached the general however he delivered his message. (11.) Yes you guessed it. (12.) He had his head shaved again!
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 6 Missing or Misplaced Commas
Review Use a comma . . .•before a conjunction, such as and or but, joining independent clauses•after every item in a series or list, except the last•between adjectives of equal rank modifying one noun• to set off interrupters, introductory elements, or a direct address• to set off nonessential appositives and nonessential clauses
Practice and Apply Rewrite the following sentences. Add commas where they are needed. Remove them where they are not.
1. An fascinating, long-forgotten form of communication which was used by
the ancient Celts is called the ogham alphabet.
2. This alphabet was used in inscriptions, on stones and more than 350 of such
stones have survived.
3. The stones are found in Ireland Wales Scotland England and on the Isle
of Man.
4. While ogham was in use (about 600 B.C. to A.D. 700) few people could read,
and write.
5. To write a message in ogham, a person would draw or chisel a long straight
line.
6. Each letter would be represented by one to five short lines, which might
extend to the left of to the right of or completely through the long line.
RETEACHING WORKSHEET
Missing or Misplaced Commas
Copyright © by Houghton Mifflin Harcourt Publishing Company
California Standards Support and Enrichment 7 Missing or Misplaced Commas
#HemetLearnsTogether
Grade 7 MATH Enrichment for the Week of 4/20/20
Dear Parents, Guardians and Students- At HUSD the safety and education of our students is of highest importance in times like this. We are excited that during this time of being off of school that you are continuing to trust us in your child’s education. We are happy to provide resources during this time including this packet of elected work in math that your child can practice and sharpen previous learned skills that will have a lasting impact on their education. Each week you will be provided with the optional packet of work to complete in your free time at home. Continue to check hemetusd.org so that you can be provided with the most up to date information. It is our pleasure to continue to support your child during this time. #HemetLearnsTogether Sincerely,
~HUSD Instructional Support Math Team
Games to Play at home:
● Tic-Tac-Toe ● Chess ● Rummy
● Crazy 8 ● Connect 4 ● Solitaire
Skills to Practice Daily at Home: ❏ Multiply and divide integers ❏ Multiply and divide fractions
Topics Covered in this week’s work: ❏ Extend and work with a
given pattern ❏ Recognize and extend a
number pattern in a geometric situation
❏ Find and express a rule from a pattern
Try It At Home Game: Dots and Boxes
Materials: ❏ Pencil(s) ❏ Paper (or pre-made dot grid)
How to Play: ● Make your dot grid (if you are not using a pre-made grid). A 2x2 grid
works well for novice players and a 5x5 grid for experts.
● Players take turns adding a single horizontal or vertical line between two-unjoined adjacent dots.
● The player who completes the fourth side of a 1x1 box earns one point and gets another turn. Players write their initials in the boxes to indicate who completed each.
● Dots and Boxes ends when there are no more lines that can be placed.
● The winner is the player with the most boxes completed.
Family Challenge: Share with your family tonight the answer to this question. ● What is your favorite
activity outside of school? ● Do any of your family
members like the same activity either now or when they were your age?
Cups
1. Complete the table.
Number of white cups 2 4 6 8
Height of stack of white cups in cm 10 14 18 22
2. The height of a stack of 12 white plastic cups is 30 cm. Every time you add 2 cups the height of the stack
increases by 4 cm.
3. The height of one cup is 8 cm. Since every time you add 2 cups the height of the stack increases by 4 cm, when
you add 1 cup the height of the stack increases by 2 cm. So if you take once up away from the stack of 2 cups,
the height of the stack decreases by 2 cm making the height of 1 cup 8 cm because 10 - 2 = 8.
4. Fill in the missing numbers in Tom’s table for brown cups.
Number of brown cups 2 3 4 5 6 7
Height of stack of brown cups in cm 10 13 16 19 22 25
5. The height of 1 brown cup is 7 cm. Every time you add 1 cup to the stack the height of the stack increases by 3
cm. This can be seen by looking at the change from 6 cups to 7 cups as the height of the stacks changes from 22
cm to 25 cm which is an increase of 3 cm.
6. A rule to calculate the height of a stack of any number of brown cups is to add 3 cm every time you add a cup
starting at 7 cm (the height of 1 cup). If we let n = number of cups in the stack the rule can be written as
or (n )7 + 3 − 1 n ) .7 + ( − 1 × 3
7. A stack of 10 brown plastic cups is taller than a stack of 10 white plastic cups because for each brown cup you
add the stack increases by 3 cm and it only increases by 2 cm when you add 1 cup to its stack. So, with 10 brown
cups the height is cm and 10 white cups is only 26 cm.(10 ) 47 + 3 − 1 = 3
Hexagons
1. The perimeter of 5 tiles will be 23 inches.
2. The perimeter of a row of 10 tiles will be 42
inches. Every time you add a tile the perimeter
increases by 4 inches. If you start with 1 tile that
has a perimeter of 6 inches and then add 9 more
tiles that is adding a total of inches to69 × 4 = 3
the perimeter and .6 26 + 3 = 4
3. or (n )p = 6 + 4 − 1 np = 4 + 2
4. The perimeter of a row of 25 hexagonal tiles is
102 inches.(24) 6 + 4 =
5. There are 16 hexagonal tiles in a row with a
perimeter of 66 inches.
n 64 + 2 = 6
n 64 + 2 − 2 = 6 − 2
n 44 = 6
44n = 4
64 6n = 1
Number of tiles in a row Perimeter in inches
1 6
2 10
3 14
4 18
CupsThis problem gives you the chance to:• extend and work with a given pattern• find and express the rule
Tom is stacking white plastic cups.He measures the height of each stack.
Tom makes a table to show the number of white cups in each stack and the height of each stack.
1. Fill in the missing numbers in Tom’s table.
2. Find the height of a stack of 12 white plastic cups. Explain how you figured it out.
3. Use Tom’s table to figure out the height of 1 cup. Explain how you figured it out.
Page 2 Cups Test 7: Form A
10 cm14 cm
18 cm
Stack 12 cups
Stack 24 cups
Stack 36 cups
Number of white cups 2Height of stack of white cups in cm 10 14
4 6 8
10
Tom also stacks some brown plastic cups. He makes a table to show different numbers ofbrown cups and the height of each stack.
4. Fill in the missing numbers in Tom’s table.
5. Use Tom’s table to figure out the height of 1 brown cup. Show how you did it.
6. Find a rule to calculate the height of a stack of any number of brown cups.
7. A stack of 2 white plastic cups is 10 centimeters high. A stack of 2 brown plastic cups is also 10 centimeters high.Explain why a stack of 10 brown plastic cups is taller than a stack of 10 white plastic cups.
Page 3 Cups Test 7: Form A
Number of brown cups 2Height of stack of brown cups in cm 10
3 422 25
5 6 7
Page 2Published by CTB/McGraw-Hill LLC. Copyright © 2003by Mathematics Assessment Resource Service. All rights reserved.
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Hexagons Test 7: Form A
Maria has some hexagonal tiles.Each side of a tile measures 1 inch.She arranges the tiles in rows; then she finds the perimeter of each row of tiles.
HexagonsThis problem gives you the chance to:• recognize and extend a number pattern in a geometric situation• find a rule for the pattern
Maria begins to make a table to show her results.
1. Fill in the empty spaces in Maria’s table of results.What will be the perimeter of 5 tiles? inches
1 tileperimeter = 6 in.
2 tilesperimeter = 10 in.
3 tiles
4 tiles
Number of tiles in a row
1
2
3
4
Perimeter in inches
6
10
07m_01-16_A03BAM 11/12/02, 10:11 AM2
Page 3Published by CTB/McGraw-Hill LLC. Copyright © 2003by Mathematics Assessment Resource Service. All rights reserved.
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10
2. Find the perimeter of a row of 10 tiles. inchesExplain how you figured it out.
3. Write a rule or formula for finding the perimeter of a row of hexagonal tileswhen you know the number of tiles in the row.Let n ! the number of tiles, and p ! the perimeter.
4. Find the perimeter of a row of 25 hexagonal tiles.Show your work. inches
Hexagons Test 7: Form A
5. The perimeter of a row of hexagonal tiles is 66 inches.How many tiles are in the row?
07m_01-16_A03BAM 11/12/02, 10:11 AM3
7th Grade History for the weekS of
April 13 & 20, 2020
“Dark Ages”
“Dark Ages” Lessons
Central Historical Question: Were the “Dark Ages” really dark?
Materials
• Dark Ages Documents A-G• Dark Ages Introduction
PowerPoint• Timeline• Guiding Questions• Claims Organizer
Instructions:
1) Do Now: Display and read the American Cyclopaedia quote from thePowerPoint slides handout.
a. Free write: Summarize the quote.b. Understand the key elements of the statement, including:
• What is meant by an “intellectual depression”?• What was the “barbarian supremacy”?• What is meant by the “revival of learning”?• How long did the Dark Ages last according to this
statement?c. Do you believe this statement? Why or why not?
• Did you notice the source?• Who wrote this? When? Why is such information important?• Point to note: The American Cyclopaedia: A Popular
Dictionary of General Knowledge was a multi-volume set of
encyclopedias published in New York and sold across the country in the years following the Civil War.
2) Use the PowerPoint slides handout to review more information about the term “Dark
Ages” and see the lesson’s questions:
Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
3) Round 1: Get out Documents A and B, guiding questions, and claimsorganizer.
a. Read Document A and answer guiding questions.
7th grade History - Distance Learning Enrichment Activities Weeks of April 13 & April 20, 2020
The Dark AgesThe past is often neatly partitioned in time periods and eras with generalized names meant to characterize what life was like during that time. In this multi-day lesson, students question the validity of using “Dark Ages” to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary sources highlighting different social, political, economic, cultural, and environmental facets of life in Europe during this period.
“Dark Ages”
• Points to note:• The textbook handout corroborates with the encyclopedia
entry that this was a period of decline and should be referred to as “Dark Ages.”
• The textbook handout includes the distinction of “early” Middle Ages and claims this period lasted from 476 to 1100. This is a different periodization than the encyclopedia.
b. Read Textbook B and answer guiding questions.• Points to note:
• The second textbook’s depiction of prosperity from 1000 to 1300 overlaps with the time periods described by the other 2 texts.
• The claim about population growth over the large period of time contradicts Textbook A’s account of this time.
• NOTE: Some may claim that Textbook B is most reliable simply because of its date. Push such thinking to connect the different textbook accounts to changes in historical interpretations of the Middle Ages over the past 60 years.
c. Get out Timeline. Use Timeline to review the periods of time mentioned by the 2 textbooks and the American Cyclopaedia. You will be using the Timeline to help organize information and events from the other documents you will be working with today.
4) First Claima. Create an initial response to the questions: Was the time period
between 400 AD and 1400 AD a “Dark Age” for Europe?Was this a time of cultural decay and decline?
b. List 2-3 points from either textbook to support your claims.5) Round 2: Get out Documents C and D.
a. Remember the purpose for reading documents is to address the question of whether or not the Middle Ages was a period of cultural decline.
b. Read documents and answer guiding questions.• Points to note:
• These documents were created before the time period described positively in Textbook B.
• The reliability of Document C is high, due in large part to its central purpose of simply recording events. This document seems to support Textbook A.
“Dark Ages”
• Document D both corroborates and contradicts Textbook A. The establishment of laws and rules for commerce runs counter to the textbook’s claim about lack of government order and indicates at least some structured economic activity rather than a “semi-barbaric” lack of order. However, the laws depict a harshly unequal social system and divisions between people of different towns
6) Second Claim
c. Record 2-3 events from each document or the approximate date of the document itself on the Timeline.
d. Get out Document E. (NOTE: This is an OPTIONAL document if you want to go deeper into the inquiry. Skip to step 5 for students to make their second claim if you don’t have time for Document E.)
e. Read Document E and answer guiding questions.• Points to note:
• The document seems to contradict the notion of intellectual decline mentioned in the American Cyclopaedia, as the monk is studying an ancient classic along with medicine and botany.
• However, the document seems to reflect how limited education was during this time period.
• Highlight issues of reliability. This is only one person’s account. This may not be representative of the time necessarily.
f. Create a second response to the questions: Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
g. List 2-3 points from the documents to support your claims.
7) Round 3: Get out Documents F and G.a. Remember the purpose of analyzing final documents is to address
the question of whether or not the Middle Ages was a period of cultural decline.
b. Analyze documents and answer guiding questions.• Points to note:
• The establishment of European universities and construction of Notre Dame began in the 12th century. This is a period of time included in the American Cyclopaedia’s description of the Dark Ages but not textbook A’s description, which ends in 1100.
“Dark Ages”
• Gothic architecture and the university system ofeducation counter claims this was a period of culturaldecline.
• Reliability of Wikipedia. Is this a reliable source? Whyor why not?
c. (OPTIONAL): Record 2-3 events from each document orthe approximate date of the document itself on the Timeline.
8) Final Claima. Drawing from evidence across the document set, create a final
response to the questions “Was the time period between 400 AD and 1400 AD a ‘Dark Age’ for Europe? Was this a time of cultural decay and decline?”
b. Include 4-5 pieces of evidence drawn from the entire document set to support your claim.
9) Reflection Questionsa. Did your claims change over the course of the lesson? How and
why?
b. Why has the term “Dark Ages” to describe the Middle Ages been debated by historians? Do you think it is a valid description? Why or why not? What is the best way to describe the Middle Ages?
c. Why do historians label time periods? What’s the danger in this?What are the challenges in trying to describe different periods of history?
d. What other sources would you analyze to continue exploring the issue of cultural progress or decline during the Middle Ages?
Citations:
Roehm, A., Buske, M., Webster, H. & Wesley, E. (1954). The Record of Mankind. Heath and Company. 131, 139.
Cassar, G.H., Goff, R.D., Holoka, J.P., Terry, J.J., Upshur, Jiu-Hwa (Eds.). (2002). World History Before 1600: The Development of Early Civilization. Stamford, CT: Cengage Learning. 195.
Robinson, J.H. (Ed.). (1904). Readings in European History: Vol. I. Boston: Ginn and co. Reprinted in Bernard, L. and Hodges, T.B. (Eds.). (1958). Readings in European History. New York: Macmillan. Downloaded from: Fordham Medieval Sourcebook: http://www.fordham.edu/halsall/source/xanten1.html
“Dark Ages”
Migne, J. (Ed.) (1862). Patrologiae Cursus Completus, Vols. XCVI, p. 1518, XCVII, pp. 194, 202, 287, reprinted in Cave R. & Coulson, H. (1965). A Source Book for Medieval Economic History. 131-132.
Richer of Rheims. Histoire de France, ed. by Latouche, R. (Paris, 1964), vol. 2, 225-230. Translation by Michael Markowski. Downloaded from: Fordham Medieval Sourcebook: http://www.fordham.edu/halsall/source/richer1.asp
400 AD
Middle Ages Timeline(“Dark Ages” according to the American Cyclopaedia, 1883)
1400 AD
476 Fall of Rome
1100 End of “Dark Ages” (Textbook A)
1000 Beginning of prosperity (Textbook B)
The “Dark Ages”
2
“The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 AD) to the revival of learning at about the beginning of the fifteenth (1400 AD), thus nearly corresponding in extent with the Middle Ages.”
- The American Cyclopaedia: A Popular Dictionary ofGeneral Knowledge, 1883
3
• The time period following the fall of Rome in Europe is sometimes known as the “Dark Ages.”
• The term implies that the time between the fall of the Roman Empire and the European Renaissance was a period of decline for Europe.
• This time is also called the Middle Ages because it falls in the middle of 2 important time periods: Classical Period (Greece & Rome) and the European Renaissance.
Background
4
• The metaphor of “dark” and “light” was originally used by Christians to describe the “darkness” people lived in before God sent Jesus Christ to bring “light” to the world.
• Petrarch was an Italian scholar during the 1300s who loved Greek and Roman writing.
• He used the terms “dark” and “light” to describe learninginstead of religion. He believed that Europe was in the “dark” after the “light” of the Greek and Roman empires were gone.
Why “Dark”?
5
Historians, and others, since Petrach continued to use the phrase “Dark Ages.”
They argued that during the centuries following the fall of the Roman Empire, Europe was in a state of cultural where. A time that:
• Did not support learning• Created very little culture (art, literature, architecture, etc.)• Was repeatedly invaded• Had no central government• Had a bad economy• Was basically a miserable place to live
Why “Dark”?
6
• Today many historians disagree with this term.
• They think it is not the proper way to describe this period of time.
• But, people continue to use term “Dark Ages.”
• What do you think:
Was Europe really in a “Dark Age” for almost 900 years?
Today
Central Historical QuestionWas the time period between 400 AD
and 1400 AD a “Dark Age” for Europe?
Was this a time of cultural decay and decline?
Document A: Textbook (Excerpt)
During the early Middle Ages much of Europe passed through a time of turmoil and confusion, of ignorance and lawlessness . . . The early Middle Ages may justly be called the Dark Age . . . During the early Middle Ages, from 476 to about 1100, European civilization slipped back into semi-barbarism. The chief cause of this decline was lack of a government which could keep order. The Germanic Kingdoms which had been set up by 476 were unable to suppress violence. There were so many highway robbers that travel became dangerous. Europe suffered a decline in commerce and manufacturing, in education, in literature and the arts, and in almost all that makes possible a high civilization. Cities grew smaller and in some cases practically disappeared, and western Europe became a region of poverty-stricken farming communities, each virtually isolated from the rest of the world. Source: Roehm, A., Buske, M., Webster, H. & Wesley, E,. (1954). The Record of Mankind. Heath and Company.
Document B: Textbook B (Excerpt)
From 1000 to 1300, the economy of Europe developed and prospered. Available farmland tripled, and the food supply increased notably, bringing up the population. Europeans re-settled lands that had been depopulated by the ninth- and tenth-century invasions and also opened new lands for farming . . . Technological improvements like the heavy plow, the shoulder collar for horses, metal horshoes, and more efficient water and windmills contributed to the jump in food supply. Between 500 and 1300 Europe’s population grew from 25 million to more than 70 million. Source: Cassar, G.H., Goff, R.D., Holoka, J.P., Terry, J.J., Upshur, Jiu-Hwa (Eds.). (2002). World History Before 1600: The Development of Early Civilization. Stamford, CT: Cengage Learning.
Document C: Abbey of Xanten Records (Modified)
The following document is from the yearly records of the Abbey of Xanten, a city in modern day Germany. An abbey is a place where Catholic monks and nuns live. The document describes Europe’s troubles in the mid ninth century. It focuses on invasions by heathens, or non-Christian barbarian tribes. Specifically, it mentions the Vikings, or “Northmen,” and Saracens, Arab tribes. Most of the names mentioned are cities or areas in Germany. Gaul is basically modern day France, and Christendom is the Christian part of Europe.
845 Twice in Worms there was an earthquake. In the same year the heathen broke in upon the Christians at many points, but more than twelve thousand of them died. Another party of invaders devastated Gaul, and more than six hundred of them died.
846 According to their custom, the Northmen plundered eastern and western Frisia and burned down the town of Dordrecht, with two other villages, before the eyes of Lothair [The Emperor]. He was in the castle of Nimwegen but could not punish the crime. The Northmen returned to their own country with many men and goods.
At this same time the Saracens killed all the Christians whom they found outside the walls of Rome. They also carried men and women away prisoners. Their crimes from day to day bring sorrow to Christians.
849 The heathen from the North caused trouble in Christendom as usual and grew greater in strength, but it is revolting to say more of this matter.
853 A great famine in Saxony so that many were forced to live on horse meat.
Source: Modified excerpt from the “Annals of Xanten,” probably written by the abbey’s monks in the middle of the 9th century.
Document D: Medieval Economic Laws (Modified)
The excerpts below come from different laws of the late 8th and early 9th centuries defining the worth of currency, regulating the exchange of currency, and establishing penalties for people breaking these laws. The first two come from what is today part of France and the third from what is now part of Germany.
Capitulary (Law) of Aix-la-Chapelle on the Value of Commodities, 797.
C.11. Be it noted how much the solidi (unit of currency) of the Saxons ought to be worth. It should be worth a young ox. One solidus should also be worth forty bushels of oats and fifteen bushels of rye. For those who live near to us, 1 solidi should be worth 1/2 sigla of honey. For people who live in the north, 1 solidi should be worth 2 sigla of honey.
Capitulary of Aix-la-Chapelle Concerning Adulterers of Money, 817.
C.19. Concerning false money, we have ordered that he who has been proved to have made it shall have his hand cut off. And he who does not obey this, if he is free, shall pay sixty solidi; if he be serf, let him have sixty lashes.
Capitulary of Frankfort on the Legality of Coinage, 794.
C.5. In all places, in all states, and in all markets, the new denarii shall be exchanged as money and be received by all . . . If any one refuses to negotiate a purchase or a sale, they can bring the case before the king. They can do this only if they are a free man. But if they are servile and they own a business, let them lose the business, or be stripped any publicly beaten in the presence of people. However, if he refuses to use the money for purchase or sale because he was ordered by his master, then the master shall pay 15 solidi.
Source: 8th Century Economic Laws, from: J. P. Migne, ed., Patrologiae Cursus Completus, (Paris, 1862), Vols. XCVI, p. 1518, XCVII, pp. 194, 202, 287, reprinted in Roy C. Cave & Herbert H. Coulson, A Source Book for Medieval Economic History, (1965) 131-132.
Document E: Journey to Chartres, 10th Century (Modified) The passage below is an excerpt from a history of France, written by a monk named Richer in the late 900s. In this passage, Richer describes how he went to the town of Chartres, in what is today France, to study. The passage illustrates medieval education, which was provided primarily at monasteries or church schools and was not available to most people.
While engaged in the study of the liberal arts, I wanted very much to learn logic through the works of Hippocrates (an ancient philosopher). One day a horseman from Chartres came to Rheims and we began to talk. He told me that Heribrand, a clerk of Chartres, had sent him here to bring a message to a monk named Richer. I told the messenger that I was Richer. He gave me the letter which I opened with some excitement. This was it! An invitation from Heribrand to come to Chartres and study with him.
Then I diligently began the study of the Aphorisms with Hippocrates with Heribrand, a highly cultured and scholarly man. I learned the ordinary symptoms of diseases and picked up a surface knowledge of ailments. This was not enough to satisfy my desires. I begged him to continue to guide my studies on a deeper level, for he was an expert in his art and in pharmaceutics, botany and surgery.
Source: Richer of Rheims. Histoire de France, ed. by Robert Latouche (Paris, 1964), vol. 2, 225-230, translated by Michael Markowski.
Document F: The Rise of Universities
Beginning in the early 11th century, universities were founded throughout Europe. Below is a list of the 10 oldest European universities in Europe. Attendance at these universities was limited to a small percentage of the population. However, universities introduced a new system of education, eventually replacing the monastery and church schools.
Source: “List of Oldest Universities in Continuous Operation,” Wikipedia. http://en.wikipedia.org/wiki/List_of_oldest_universities_in_continuous_operation
Year (approximately)
Current location Name
1088 Bologna, Italy University of Bologna 1150 Paris, France University of Paris
1167 (1254) Oxford, UK University of Oxford
1209 (1231) Cambridge, UK University of Cambridge 1218 Salamanca, Spain University of Salamanca 1222 Padua, Italy University of Padua
1224 Naples, Italy University of Naples Federico II 1229 Toulouse, France University of Toulouse 1240 Siena, Italy University of Siena
1241 Valladolid, Spain University of Valladolid
Document G: Gothic Cathedrals
Cathédrale Notre Dame de Paris, or Our Lady of Paris Cathedral, is one of the most famous gothic cathedrals in Europe. The gothic style of architecture was common in the late Middle Ages. Common features of gothic cathedrals included architectural innovations, including: large columns, high celings with ribbed vaults, flying buttresses, and large stained glass windows. Gothic cathedrals were usually the tallest and largest buildings in a city. Notre Dame is 420 ft. long, 226 ft. wide, and its two towers are 226 ft. high. Construction on the cathedral began in 1163 and was completed in 1345.
Source: View of Notre Dame from the River Seine, http://commons.wikimedia.org/wiki/File:Notredame_Paris.JPG
Flying buttress
Source: View of Notre Dame from the front, http://commons.wikimedia.org/wiki/File:Facade-notre-dame-paris-ciel-bleu.JPG
Source: View of Notre Dame’s South Rose Window, http://commons.wikimedia.org/wiki/File:GothicRayonnantRose003.jpg
Guiding Questions Round One
Textbook A 1. What type of document is this? 2. When was it written? 3. How long does this textbook suggest the “Dark Ages” lasted? 4. Why, according to this textbook, were the “early Middle Ages” a “Dark Age”?
5. What is similar and different about this account and the American Cyclopaedia entry?
Textbook B 1. What type of document is this? 2. When was it written? 3. What 2 periods of time does this excerpt describe? How does the textbook
describe them? 4. How does this textbook compare to textbook A and the American Cyclopaedia? 5. Which do you find more reliable? Why?
Round Two Document C: Abbey Records 1. When was this document written? By whom? 2. What kind of document is it? What do you think the purpose was for writing it? 3. Which textbook account (A or B) does this document corroborate, or more clearly
match, with? How and Why? 4. Do you think it is a reliable piece of evidence? Why or Why not? Document D: Medieval Economic Laws 1. When and where were these laws written? 2. What was the purpose of these laws? 3. Compare this document to textbook A. Do you think these laws reflect how the
textbook describes life in the Middle Ages? Why or why not?
Document E: Journey to Chartres (optional) 1. What type of document is this? When was it written? Why? 2. How did this monk get his education? What did he study? 3. How does this account compare to the other documents? In particular, the
American Cyclopaedia?
Round Three Document F and G: European Universities and Notre Dame Cathedral 1. In what century were the oldest European universities founded and the
construction of Notre Dame Cathedral begun? 2. Does the founding of universities and construction of Notre Dame conflict with or
match the textbook accounts of the Middle Ages? Explain. 3. Is Wikipedia a reliable source? Why or why not?
Claims Organizer
Was the time period beween 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
First Claim
List 2-3 points from either textbook that support your claim 1) 2) 3)
Second Claim List 2-3 pieces of evidence from these documents that support your claim 1) 2) 3)
Third Claim List 4-5 pieces of evidence from these documents that support your claim 1) 2) 3) 4) 5)
7th Grade Science - Predators and Prey Week 04/20/20 Reading:
● Annotate the article: Consume or be Consumed ○ Underline important ideas ○ Circle important words ○ Put a “?” next to something you want to know more about ○ Answer questions at the end of the article
Activity:
● Create a diagram of predator and prey relationships (food web) ○ Who Consumes Who Activity
Writing:
● Read the article: Carnivorous Plants ○ Answer the writing prompt at the end of the article.
Ciencia de Séptimo Grado - Depredadores y Presas Semana de 04/20/20 Lectura:
● Anotar el artículo: Consume or be Consumed ○ Subráye ideas importantes ○ Circúle palabras importantes ○ Ponga un "?" junto a algo que usted quiera saber más ○ Conteste las preguntas al final del artículo
Actividad:
● Cree un diagrama de las relaciones de depredador y presa (red alimentaria) ○ Who Consumes Who Activity
Escritura:
● Lea el artículo: Carnivorous Plants ○ Responda la pregunta al fin del artículo.
This Page Intentionally Left Blank
This article is available at 5 reading levels at https://newsela.com.
Consume or be consumed: breaking down thestructure of a food web
A food web consists of all the food chains in a single ecosystem. Each living thing in an ecosystem
is part of multiple food chains. Each food chain is one possible path that energy and nutrients may
take as they move through the ecosystem. All of the interconnected and overlapping food chains in
an ecosystem make up a food web.
Trophic Levels
Organisms in food webs are grouped into categories
called trophic levels. Roughly speaking, these levels
are divided into producers (first trophic
level), consumers and decomposers (last trophic
level).
Producers
Producers make up the first trophic level. Producers, also known as autotrophs, make their own
food and do not depend on any other organism for nutrition. Most autotrophs use a process
By National Geographic Society on 03.12.19Word Count 2,044Level MAX
This article is available at 5 reading levels at https://newsela.com.
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, not carbon dioxide, to produce their own food. This process is
called chemosynthesis.
Consumers
The next trophic levels are made up of animals that eat producers. These organisms are called
consumers.
Primary consumers are herbivores, who eat plants, algae and other producers. They are at the
second trophic level. In a grassland ecosystem, deer, mice and even elephants are herbivores. They
eat grasses, shrubs and trees. In a desert ecosystem, a mouse that eats seeds and fruits is a primary
consumer. In an ocean ecosystem, many types of fish and turtles are herbivores that eat algae
and seagrass. In kelp forests, seaweeds known as giant kelp provide shelter and food for an entire
ecosystem. Sea urchins are powerful primary consumers in kelp forests. These small herbivores
eat dozens of kilograms (pounds) of giant kelp every day.
Secondary consumers eat herbivores. They are at the third trophic level. In a desert ecosystem, a
secondary consumer may be a snake that eats a mouse. In the kelp forest, sea otters are secondary
consumers that hunt sea urchins as prey.
Tertiary consumers eat the secondary consumers and are at the fourth trophic level. In the desert
ecosystem, an owl or eagle may prey on the snake.
There may be more levels of consumers before a chain finally reaches its top predator. Top
predators, also called apex predators, eat other consumers. They may be at the fourth or fifth
trophic level and have no natural enemies except people. Lions are apex predators in the grassland
ecosystem. In the ocean, fish such as the great white shark are apex predators. In the desert,
bobcats and mountain lions are top predators.
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, and also algae, in edible seaweeds like nori (used to
wrap sushi rolls) and sea lettuce (used in salads). Bears are omnivores, too, because they eat
berries and mushrooms as well as animals such as salmon and deer.
Detritivores And Decomposers
Detritivores and decomposers make up the last part of food chains. Detritivores are organisms that
eat nonliving plant and animal remains. For example, scavengers such as vultures eat dead
animals while dung beetles eat animal feces.
Decomposers, like fungi and bacteria, complete the food chain by turning organic wastes, such
as decaying plants, into inorganic materials, such as nutrient-rich soil. They complete the cycle of
This article is available at 5 reading levels at https://newsela.com.
life, returning nutrients to the soil or oceans for use by
autotrophs. This starts a whole new series of food
chains.
Food Chains
Food webs connect many different food chains, and
many different trophic levels. Food webs can support
food chains that are either long and complicated or
very short.
For example, grass in a forest clearing produces its
own food through photosynthesis. A rabbit eats the grass, and then a fox eats the rabbit. When the
fox dies, decomposers such as worms and mushrooms break down its body, returning it to the soil
where it provides nutrients for plants like grass.
This short food chain is one part of the forests food web. Another food chain in the same
ecosystem might involve completely different organisms. A caterpillar may eat the leaves of a tree
in the forest. A bird such as a sparrow may eat the caterpillar, and a snake may then prey on the
sparrow. An eagle, an apex predator, may prey on the snake. Yet another bird, a vulture, consumes
the body of the dead eagle. Finally, bacteria in the soil decompose the remains. Algae and plankton
are the main producers in marine ecosystems. Tiny shrimp called krill eat the microscopic
plankton. The largest animal on Earth, the blue whale, preys on thousands of tons of krill every
day. Apex predators such as orcas prey on blue whales. As the bodies of large animals such as
whales sink to the seafloor, detritivores such as worms break down the material. The nutrients
released by the decaying flesh provide chemicals for algae and plankton to start a new series of
food chains.
Biomass
Food webs are defined by their biomass — the energy in living organisms. Autotrophs, the
producers in a food web, convert the suns energy into biomass. Biomass decreases with each
trophic level. There is always more biomass in lower trophic levels than in higher ones.
Because biomass decreases with each trophic level, there are always more autotrophs than
herbivores in a healthy food web. There are more herbivores than carnivores. An ecosystem cannot
support a large number of omnivores without supporting an even larger number of herbivores,
and an even larger number of autotrophs.
A healthy food web has an abundance of autotrophs, many herbivores and few carnivores and
omnivores. This balance helps the ecosystem maintain and recycle biomass.
Every link in a food web is connected to at least two others. The biomass of an ecosystem depends
on how balanced and connected its food web is. When one link in the food web is threatened, some
or all of the links are weakened or stressed, and the ecosystems biomass declines.
The loss of plant life usually leads to a decline in the herbivore population, for instance. Plant life
can decline due to drought, disease or human activity. Forests are cut down to provide lumber for
construction. Grasslands are paved over for shopping malls or parking lots.
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The loss of biomass on the second or third trophic level can also put a food web out of balance.
Consider what may happen if a salmon run — a river where salmon swim — is diverted. Salmon
runs can be diverted by landslides and earthquakes, as well as the construction of dams
and levees.
Biomass is lost as salmon are cut out of the rivers. Unable to eat salmon, omnivores like bears are
forced to rely more heavily on other food sources, such as ants. The areas' ant population shrinks.
Ants are usually scavengers and detritivores, so fewer nutrients are broken down in the soil. The
soil is unable to support as many autotrophs, so biomass is lost. Salmon themselves are predators
of insect larvae and smaller fish. Without salmon to keep their population in check, aquatic insects
may devastate local plant communities. Fewer plants survive, and biomass is lost.
A loss of organisms on higher trophic levels, such as carnivores, can also disrupt a food chain. In
the kelp forest, sea urchins are the primary consumer of kelp, and the sea otters prey on urchins. If
the sea otter population shrinks due to disease or hunting, urchins devastate the kelp forest.
Lacking a community of producers, biomass plummets. The entire kelp forest disappears. Such
areas are called urchin barrens.
Human activity can reduce the number of predators. In 1986, officials in Venezuela dammed the
Caroni River, creating an enormous lake about twice the size of Rhode Island. Hundreds of
hilltops turned into islands in this lake. With their habitats reduced to tiny islands, many
terrestrial predators weren't able to find enough food. As a result, prey animals like howler
monkeys, leaf-cutter ants and iguanas flourished. The ants became so numerous that they
destroyed the rain forest, killing all the trees and other plants. The food web surrounding the
Caroni River was destroyed.
Bioaccumulation
Biomass declines as you move up through the trophic levels. However, some types of materials,
especially toxic chemicals, increase with each trophic level in the food web, and usually collect in
the fat of animals.
When an herbivore eats a plant or other autotroph that is covered in pesticides, for example, those
pesticides are stored in the animal's fat. When a carnivore eats several of these herbivores, it takes
in the pesticide chemicals stored in its prey. This process is called bioaccumulation.
Bioaccumulation happens in aquatic ecosystems, too. Runoff from urban areas or farms can be full
of pollutants. Tiny producers such as algae, bacteria and seagrass absorb minute amounts of these
pollutants. Primary consumers, such as sea turtles and fish, eat the seagrass. They use the energy
and nutrients provided by the plants, but store the chemicals in their fatty tissue. Predators on the
third trophic level, such as sharks or tuna, eat the fish. By the time the tuna is consumed by
people, it may be storing a remarkable amount of bioaccumulated toxins.
Because of bioaccumulation, organisms in some polluted ecosystems are unsafe and not allowed to
be harvested. Oysters in the harbor of New York City, for instance, are unsafe to eat. The
pollutants in the harbor accumulate in oysters, a filter feeder.
In the 1940s and 1950s, a pesticide called DDT (dichloro-diphenyl-trichloroethane) was widely
used to kill insects that spread diseases. During World War II, the Allies used DDT
to eliminate typhus in Europe and control malaria in the South Pacific. Scientists believed they
This article is available at 5 reading levels at https://newsela.com.
had discovered a miracle drug. DDT was largely responsible for eliminating malaria in places like
Taiwan, the Caribbean and the Balkans. Sadly, DDT bioaccumulates in an ecosystem and causes
damage to the environment. DDT accumulates in soil and water, and some forms of DDT
decompose slowly. Worms, grasses, algae and fish accumulate DDT. Apex predators, such as
eagles, had high amount of DDT in their bodies, accumulated from the fish and small mammals
they prey on.
Birds with high amounts of DDT in their bodies lay eggs with extremely thin shells. These shells
would often break before the baby birds were ready to hatch.
DDT was a major reason for the decline of the bald eagle, an apex predator that feeds primarily on
fish and small rodents. Today, the use of DDT has been restricted. The food webs of which it is a
part have recovered in most parts of the country.
Fast Facts:
Lost Energy
Biomass shrinks with each trophic level due to the fact that 80 to 90 percent of an organism's
energy, or biomass, is lost as heat or waste. A predator consumes only the remaining biomass.
A Million To One
Marine food webs are usually longer than terrestrial food webs. Scientists estimate that if there are
a million producers, such as algae, phytoplankton and sea grass, in a food web, there may only be
10,000 herbivores. Such a food web may support 100 secondary consumers, such as tuna. All
these organisms support only one apex predator, such as a person.
Out For Blood
One of the earliest descriptions of food webs was given by the scientist Al-Jahiz, working in
Baghdad, Iraq, in the early 800s. Al-Jahiz wrote about mosquitoes preying on the blood of
elephants and hippos. Al-Jahiz understood that although mosquitoes preyed on other animals,
they were also prey to animals such as flies and small birds.
This article is available at 5 reading levels at https://newsela.com.
Quiz
1 What is the difference between photosynthesis and chemosynthesis?
(A) Photosynthetic producers use carbon dioxide while chemosynthetic producers use sulfur to createglucose.
(B) Photosynthesis is a process used by producers, while chemosynthesis is used by decomposers.
(C) Photosynthesis happens on land, chemosynthesis happens in the ocean.
(D) Photosynthesis is a chemical reaction that produces glucose, while chemosynthesis is a chemicalreaction that produces harmful DDT.
2 Read the following paragraph from the section "Producers."
Plants are the most familiar type of autotroph, but there are many other kinds. Algae, whoselarger forms are known as seaweed, are autotrophic. Phytoplankton, tiny organisms that live inthe ocean, are also autotrophs. Some types of bacteria are autotrophs. For example, bacterialiving in active volcanoes use sulfur, not carbon dioxide, to produce their own food. This processis called chemosynthesis.
What conclusion is BEST supported by this paragraph?
(A) There are many types of producers that use different chemicals in their environments to create energy.
(B) The process of chemosynthesis creates a much more efficient energy source than photosynthesis does.
(C) Scientists were surprised to learn that bacteria and other organisms could survive inside volcanoes.
(D) Some types of plants have been proven to exist as both producers and consumers in the same foodchain.
3 What would happen if all of the foxes (secondary consumers) were hunted until they were gone in a forest ecosystem?
(A) The primary consumers would take their place in the food web.
(B) Only the other secondary consumers would be affected.
(C) The entire food web would become unbalanced.
(D) There would not be much of an effect on the ecosystem.
4 Read the following sentences from the article.
1. A healthy food web has an abundance of autotrophs, many herbivores and few carnivoresand omnivores.
2. When an herbivore eats a plant or other autotroph that is covered in pesticides, for example,those pesticides are stored in the animal's fat.
3. By the time the tuna is consumed by people, it may be storing a remarkable amount ofbioaccumulated toxins.
4. Biomass shrinks with each trophic level due to the fact that 80 to 90 percent of anorganism's energy, or biomass, is lost as heat or waste.
Which two sentences taken together provide the BEST evidence to support the idea that the bottom of the food chain candirectly affect the top of the food chain?
(A) 1 and 2
(B) 2 and 3
(C) 3 and 4
(D) 1 and 4
This article is available at 5 reading levels at https://newsela.com.
5 Which answer BEST describes why apex predators are most affected by bioaccumulation?
(A) Pesticides and pollution builds up as you move up in trophic levels.
(B) Apex predators are the only trophic level that are exposed to pollution and pesticides.
(C) There are less apex predators than any other trophic level.
(D) Lower trophic levels eat a variety of prey, apex predators only eat one type of prey.
6 According to the article, what is one way that the loss of biomass on the second or third trophic level, like salmon, might affect afood web's balance?
(A) It could put the food web out of balance by eliminating apex predators that keep smaller animals likemonkeys, iguanas and ants in check.
(B) It could put the food web out of balance by allowing too much photosynthesis to occur, which increasesthe number of producers and adds biomass to the ecosystem.
(C) It could put the food web out of balance by eliminating plants and other producers that are responsiblefor turning decaying matter into nutrients in the soil.
(D) It could put the food web out of balance by causing larger consumers to rely more on other foodsources, which then leads to decrease of an ecosystem's biomass.
7 While mostly too small to be seen, decomposers are often considered to be the most essential part of a balanced food web orecosystem. Why is this?
(A) Decomposers eat sick and dying organisms, keeping the ecosystem healthy.
(B) Decomposers recycle nutrients in the ecosystem by decaying and breaking down dead animals andplants.
(C) Decomposers are eaten by primary consumers when there are not enough plants.
(D) Decomposers reduce biomass of consumers if it becomes out of balance.
8 According to the article, what is one reason why the government decided to restrict the use of DDT?
(A) The number of people getting typhus and malaria from insects was growing during World War II.
(B) The population of bald eagles was declining because the toxin caused them to lay eggs with thin shells.
(C) The filter-feeding oysters in New York Harbor were becoming polluted due to the runoff of urbanpesticides.
(D) The terrestrial predators surrounding the Caroni River declined because they lacked enough food.
This article is available at 5 reading levels at https://newsela.com.
Answer Key
1 What is the difference between photosynthesis and chemosynthesis?
(A) Photosynthetic producers use carbon dioxide while chemosynthetic producers use sulfur tocreate glucose.
(B) Photosynthesis is a process used by producers, while chemosynthesis is used by decomposers.
(C) Photosynthesis happens on land, chemosynthesis happens in the ocean.
(D) Photosynthesis is a chemical reaction that produces glucose, while chemosynthesis is a chemicalreaction that produces harmful DDT.
2 Read the following paragraph from the section "Producers."
Plants are the most familiar type of autotroph, but there are many other kinds. Algae, whoselarger forms are known as seaweed, are autotrophic. Phytoplankton, tiny organisms that live inthe ocean, are also autotrophs. Some types of bacteria are autotrophs. For example, bacterialiving in active volcanoes use sulfur, not carbon dioxide, to produce their own food. This processis called chemosynthesis.
What conclusion is BEST supported by this paragraph?
(A) There are many types of producers that use different chemicals in their environments to createenergy.
(B) The process of chemosynthesis creates a much more efficient energy source than photosynthesis does.
(C) Scientists were surprised to learn that bacteria and other organisms could survive inside volcanoes.
(D) Some types of plants have been proven to exist as both producers and consumers in the same foodchain.
3 What would happen if all of the foxes (secondary consumers) were hunted until they were gone in a forest ecosystem?
(A) The primary consumers would take their place in the food web.
(B) Only the other secondary consumers would be affected.
(C) The entire food web would become unbalanced.
(D) There would not be much of an effect on the ecosystem.
This article is available at 5 reading levels at https://newsela.com.
4 Read the following sentences from the article.
1. A healthy food web has an abundance of autotrophs, many herbivores and few carnivoresand omnivores.
2. When an herbivore eats a plant or other autotroph that is covered in pesticides, for example,those pesticides are stored in the animal's fat.
3. By the time the tuna is consumed by people, it may be storing a remarkable amount ofbioaccumulated toxins.
4. Biomass shrinks with each trophic level due to the fact that 80 to 90 percent of anorganism's energy, or biomass, is lost as heat or waste.
Which two sentences taken together provide the BEST evidence to support the idea that the bottom of the food chain candirectly affect the top of the food chain?
(A) 1 and 2
(B) 2 and 3
(C) 3 and 4
(D) 1 and 4
5 Which answer BEST describes why apex predators are most affected by bioaccumulation?
(A) Pesticides and pollution builds up as you move up in trophic levels.
(B) Apex predators are the only trophic level that are exposed to pollution and pesticides.
(C) There are less apex predators than any other trophic level.
(D) Lower trophic levels eat a variety of prey, apex predators only eat one type of prey.
6 According to the article, what is one way that the loss of biomass on the second or third trophic level, like salmon, might affect afood web's balance?
(A) It could put the food web out of balance by eliminating apex predators that keep smaller animals likemonkeys, iguanas and ants in check.
(B) It could put the food web out of balance by allowing too much photosynthesis to occur, which increasesthe number of producers and adds biomass to the ecosystem.
(C) It could put the food web out of balance by eliminating plants and other producers that are responsiblefor turning decaying matter into nutrients in the soil.
(D) It could put the food web out of balance by causing larger consumers to rely more on other foodsources, which then leads to decrease of an ecosystem's biomass.
7 While mostly too small to be seen, decomposers are often considered to be the most essential part of a balanced food web orecosystem. Why is this?
(A) Decomposers eat sick and dying organisms, keeping the ecosystem healthy.
(B) Decomposers recycle nutrients in the ecosystem by decaying and breaking down dead animalsand plants.
(C) Decomposers are eaten by primary consumers when there are not enough plants.
(D) Decomposers reduce biomass of consumers if it becomes out of balance.
This article is available at 5 reading levels at https://newsela.com.
8 According to the article, what is one reason why the government decided to restrict the use of DDT?
(A) The number of people getting typhus and malaria from insects was growing during World War II.
(B) The population of bald eagles was declining because the toxin caused them to lay eggs with thinshells.
(C) The filter-feeding oysters in New York Harbor were becoming polluted due to the runoff of urbanpesticides.
(D) The terrestrial predators surrounding the Caroni River declined because they lacked enough food.
Predator/Prey Relationships - Who Eats Who?
Directions:
1. Cut out the species identification cards. 2. Using those cards, complete the “Who Consumes Who” table below. 3. Cut out the arrow cards. 4. Using the table and cards, create a model that shows who is consuming who. 5. Sketch your model on the back of this paper and answer the questions.
Who Consumes Who?
Organism Who do they consume? Who consumes them?
Slug Lettuce Hedgehog and Thrush
Predator/Prey Relationships - Who Eats Who?
Sketch your diagram below: Questions:
1. What would happen to the other organisms if you removed the hedgehog from your diagram?
2. What would happen to the other organisms if you removed the grass from your diagram?
3. What organism do you think is most important in your diagram? Please Explain.
LettuceMakes its own food using energy
from the sun.
GrassMakes its own food using energy
from the sun.
SlugEats lettuce.
AphidEats grass.
GrasshopperEats grass.
CaterpillarEats lettuce.
RabbitEats lettuce and grass.
SpiderEats aphids.
HedgehogEats slugs and caterpillars.
ThrushEats slugs and spiders.
VoleEats grasshoppers.
FrogEats grasshoppers.
Grass snakeEats frogs.
SparrowhawkEats voles and thrushes.
FoxEats hedgehogs, voles and
rabbits.
Pine Marten Eats birds or rabbit
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Deseret News Print Subscriptions
By Deseret News Oct 13, 1999, 12:00am MDT
Phil and Nancy Se�
Carnivorous plants turn food chain upside downUnsuspecting insects provide the nutrients theyneed
Lurking amidst greenery, predatory plants lure animal victims to nightmarish deaths.
Let the reader imagine an ordinary house�y buzzing across a meadow in springtime. It
is happy because its sensors have detected what every �y dreams of: the seductive,
pungent scent of �ower nectar. Naturally, it has no idea that a passionate addiction to
this nectar will soon bring its too brief life to a nightmarish end.
It goes skimming along just above the grass, with its bulging, multi-lens eyes peering
about in search of the nectarbearing plant. Then suddenly there it is -- a funnel-
shaped, foot-high pitcher plant, looming above like a skyscraper. At this close range
the plant fairly drenches the �y's chemosensors in a heady fragrance of nectar, while
delighting its eyes with brilliant maroon-and-yellow markings. In a fever of
anticipation the �y swoops straight up to the lip of the plant's open mouth and begins
edging toward the imagined reward, a lifetime supply of tasty nectar.Then abruptly,
disaster sets in. Wandering a millimeter too far inside the lip, it �nds itself slipping
and sliding across the waxy-smooth, downward-sloping lining of the funnel's interior.
Slick as an ice pond, the lining resists the �y's frantic e�orts to dig in and stop its fall.
Instead, it tumbles uncontrollably down the "ice slide," heading deep into the plant's
interior, which looks like a bottomless elevator shaft. In a panic, it �ails its legs and
beats its wings, but nothing works: the shaft is lined with spearlike hairs that point
downward. They allow the insect to slide past easily, but impale it if it attempts to
struggle upward.
Then the nightmare reaches a climax in a scene out of Dante's Inferno. The �y
plunges deep into a pool of thick liquid at the base of the pitcher plant. Floating in this
cesspool are the decomposed bodies of hundreds of the plant's earlier victims, now
melted down by natural rotting action and the corrosive e�ects of the pitcher plant's
digestive enzyme juices. As the �y thrashes about desperately in this fetid, decaying
brew, paralyzing �uids slowly eat into its body. Within a few minutes it sinks, lifeless,
into the swill. Soon its body �uids begin leaking out into the common cesspool from
which the plant withdraws nutrients at its leisure.
Carnivorous plants are not dark, hidden growths that an unwary insect will stumble
onto. Animal-trapping plants are often a riot of color: brilliant reds, creamy whites,
buttery yellows, lavenders, many shades of green and other striking hues.
The rich yellow funnel of a pitcher plant may be decorated with eye-catching maroon
veins. All this coloration is a functional part of the plant's seductive apparatus. Pitcher
plants, for example, make their living by reaching out with scents and colors to lure
into their traps victims that would have otherwise passed them by, unharmed.
Sundew plants in�ict another unpleasant fate on their victims. The upper surface of
the leaf is peppered with short, stubby tentacles from which it secretes a glistening,
sticky bubble of clear liquid. Shining in the sunlight, with rainbow color e�ects, the
bubble looks like a dewdrop - to an insect it resembles a precious drop of nectar. A
powerful fragrance is also secreted from the bubble that attracts insects from all
directions. An eager insect, attracted by either the sight or the odor of the sundew, will
drop down amid the bubbles and try to drink the "nectar" when it �nds itself stuck
fast. As it thrashes around to get free, the sundew leaf's outer edges slowly curl around
the insect so that more of its digestive glands can partake of the feast.
The Venus' �ytrap is a well-known but extraordinary species of carnivorous plant that
has evolved an almost perfect trapping mechanism. At the end of the leaves are �aps
that resemble two clam shell halves. Around its margins are numerous sturdy guard
hairs, and the pale green trap lining changes to bright red near the center. The trap is
normally open 45 to 60 degrees so that insects will be attracted by both the bright
color and the alluring nectar secreted by the plant. The trap will not be activated
unless an insect brushing against the sensitive trigger hairs touches two hairs or the
same hair twice. Then the �aps spring closed and the spines interlock to imprison the
victim -- all in about a half second. The two-hair fail-safe keeps the trap from being
triggered by a windblown particle or a drop of rain landing on the open �ap. Each of
the 8-12 traps on a plant can carry out two catching processes before it dies.
Although we animals have for untold eons been nourished by the plant world, the idea
that some plants capture, kill, and eat our distant relatives seems repugnant to many
humans. We normally expect plants to transform sunlight, carbon dioxide, water and
assorted minerals into all the nutrition they will ever need. But these essentials are not
available everywhere. In wet, acidic soil de�cient in nutrients that plants need to
survive, living creatures are the most expedient source of the nourishment they
require. Perhaps we are apprehensive that humans could also be on the menu for
really large carnivorous plants. Fortunately, their prey is mostly insects and, despite
turn-of-the-century tales of man-eating plants, no creature larger than a mouse or tiny
snake is at risk from those mischievous, clever carnivorous vegetables.
Phil and Nancy Se� are the authors of several science books, including "Our
Fascinating Earth." Their column runs regularly in the Deseret News
Science/Technology section.
Writing Prompt: Create a food web that includes at least two carnivorous plants. (Hint: bluejays, raccoons, squirrels, aphids, and spider mites eat carnivorous plants.) Compare your carnivorous plant food web with the food web from the activity. What similarities do you see? What differences? How are carnivorous plants important to the environments they live in?
H.U.S.D. Secondary Suggested Daily Schedule
Time Suggested Enrichment Activities & Resources (Modify as needed based on your family’s needs.)
8:00 - 9:00 a.m. ☀ Start your day: Wake up, stretch, make your bed, eat breakfast, clean up your dishes, and get ready for the day!
9:00 - 9:45 a.m. 🧮 Math: Complete a Math Enrichment Activity from the provided packet or from the H.U.S.D. math digital resources at HemetLearnsTogether.org.
9:45 - 10:00 a.m. 🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack!
10:00 - 10:45 a.m. 📚 English Language Arts: Complete an ELA Enrichment Activity from the provided packet or from the H.U.S.D. ELA digital resources at HemetLearnsTogether.org.. Then spend 20-30 minutes reading a book!
10:45 - 11:30 a.m. 😅 Exercise Break: Take a walk outside or try some workout programs on darebee.com.
11:30 - 12:30 p.m. 🥪 Lunch & Free Time: Eat lunch, clean up your dishes, use the restroom, and do something you enjoy! (Check Hemetusd.org for updated lunch pick-up day, time, & locations.)
12:30 - 1:00 p.m. 📓 Creative Writing/Journaling: Spend some time writing about a topic of your choice! Write your own stories or poems or keep a journal of your thoughts. Here are some writing prompts to get you started:
● What are you excited or worried about? ● Write a letter to yourself 10 years in the future. What do you want to tell your future self? ● How do you think the world will be different after the coronavirus pandemic?
Explore more journal topics here or create your own!
1:00 - 2:45 p.m. 🧪 Science: Complete a Science Enrichment Activity from the provided packet or from the H.U.S.D. science digital resources at HemetLearnsTogether.org..
2:45 - 3:00 p.m. 🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack!
3:00 - 3:30 p.m. 📜 Social Studies: Complete a Social Studies Enrichment Activity from the provided packet or from the H.U.S.D. social studies digital resources at HemetLearnsTogether.org.
Explore additional enrichment activities at HemetLearnsTogether.org
#HemetLearnsTogether
Distrito Escolar Unificado de Hemet
Tabla de Actividades Sugeridas
Tiempo Aproximado
Actividades y Recursos de Enriquecimiento Sugeridos (Modificar según sea necesario según las necesidades de su hijo /hija.)
8:00-9:00 a.m. ☀ Para empezar el día: Despierta, estirar, hacer la cama, desayunar, limpia tus platos y prepárate para el día!
9:00 - 9:45 am 🧮 Matemáticas: Complete una actividad de enriquecimiento matemático del paquete provisto o de los recursos digitales matemáticos a HemetLearnsTogether.org.
9:45 - 10:00 am 🧠 Rotura de Cerebro:: Use el baño, estirar y comer una merienda saludable!
10:00 - 10:45 am 📚 Artes del Lenguaje en Inglés: Complete una actividad de enriquecimiento de ELA del paquete provisto o de los recursos digitales de ELA a HemetLearnsTogether.org. ¡Entonces pasé 20-30 minutos leyendo un libro!
10:45 - 11:30 am 😅 Pausa Para Ejercicio: Salga a caminar o pruebe algunos programas de entrenamiento en darebee.com.
11:30 - 12:30 pm 🥪 Almuerzo y Tiempo Libre: Almorzar y, limpie sus platos, use el baño y haga algo que disfrute! (Visite Hemetusd.org para conocer el día, la hora y los lugares de recogida del almuerzo actualizados.)
12:30 - 1:00 pm 📓 Escritura Creativa /Diario: Dedique algo de tiempo a escribir sobre un tema de su elección! Escribe tus propias historias o poemas o lleva un diario de tus pensamientos. Aquí hay algunos consejos de escritura para comenzar:
● ¿Por qué está emocionado o preocupado? ● Escribe una carta 10 años en el futuro. ¿Qué quieres decir a tu futuro yo? ● ¿Cómo crees que el mundo será diferente después de la pandemia de coronavirus?
¡Explore más temas de revistas aquí o cree el suyo propio!
1:00 - 2:45 pm 🧪 Ciencia: Complete una actividad de enriquecimiento de la ciencia del paquete provisto o de los recursos digitales de cienci aa HemetLearnsTogether.org.
2:45 - 3:00 pm 🧠 Rotura de Cerebro: Usa el baño, estira y come un bocadillo saludable!
3:00 - 3:30 pm Estudios Sociales: Complete una actividad de enriquecimiento de estudios sociales del paquete provisto o de los recursos digitales de estudios sociales a HemetLearnsTogether.org.
Explore actividades de enriquecimiento adicionales en HemetLearnsTogether.org
#HemetLearnsTogether
THINKING ABOUT TEXTS Questions & Sentence Frames to use while reading Literature & Informational Texts
Preface: When reading, we can improve our comprehension by periodically stopping to ask ourselves questions about the text. The questions we ask will vary depending on the type of text we’re reading. Below you’ll find text analysis questions divided into two categories: literary (fiction) and informational (expository). While you’re reading, or once you’ve finished, take some time to consider a few of these questions. Discuss your thoughts with someone in order to hear yourself speak your ideas aloud. In a writing journal, write a brief response to the question(s) of your choice. Cite evidence from your text to support your response. Sentence frames have been provided to support you in your thinking and writing.
Literary (Fiction) Text Analysis
Plot
What is the story about? What are the main events in the story, and how are they related to each other? Are the main events of the story arranged chronologically or in some other way? Explain. Use evidence from the text.
● The story ___________is about ____________. ● The main event is ___________. The main event involves ___________. ● Another important event is _______________. ● These events are related (connected) because ____________. ● The events are arranged ___________. Evidence to support this includes ______.
Setting Where does the action take place? How does the setting affect characters in the story? Describe social forces that shape the characters (political, social, economic, religious, educational, etc.)
● The action occurs __________________. ● _________is influenced by _______(aspect of the setting) because ___________. ● ________ is shaped by ______ forces. Evidence to support this includes _______.
Character What are some of the chief characteristics (personality traits) of the main character? How are these characteristics revealed in the story?
● The main character __________seemed______________because_______________.
Point of View From what point of view is the story told? How do you know? How does this affect the telling of the story? ● The author uses_______________ to tell the story. Evidence to support this includes__________. ● First-person point of view affects the story by____________________________.
Imagery
What scenes, moments, descriptive passages, phrases or words stand out in your reading of the story? ● I could visualize _______________ because of the author’s use of ____________. ● I felt ______________ when the author used _____________to describe ____________.
Tone
What is the author’s attitude toward actions/events in the story? Is the story tragic, humorous, frightening? How does the author want the reader to react?
● The story has a _________________ feeling because the author uses______________. ● As a reader, I feel __________________ because ___________________.
Theme What theme(s) does this story reveal? Does the theme(s) support or oppose popular notions of life? Does it offer new insight about the human experience or support traditional ideas?
● One theme of the story is_____________________. ● The theme connects to life by_______________________________.
Informational (Expository) Text Analysis
Main Idea What point is the author making in the text? ● The author’s first point is ______________. ● The author makes several points. To begin with,_____________. Additionally, _______.
Supporting Details What evidence does the author use to support each point? ● The author supports the point that_______by stating _______.
Claims What is the main claim the author makes in the text? ● The author’s main claim is ________________.
Paraphrasing How would you paraphrase what the author is saying? ● Another way to say this would be_______. ● In other words, the author is saying____________.
Summarizing How would you summarize what the author is saying? ● In summary,_______________ ● To summarize, the author’s main points are________________.
Agree/Disagree Are the ideas in this passage correct or reasonable? Do you agree or disagree with them? Why? ● I agree/disagree with the author’s claim that_______________ because___________.
Text Connections (Compare/ Contrast)
How does this passage relate to other texts you have read? ● This passage is similar to ______________because________________. ● This passage differs from _____________because________________.
After reading literary OR informational texts, use the sentence starters below in a journal to reflect on and/or form opinions about what you have read.
Reflective Sentence Starters
I wonder… I was reminded of… I was surprised that…
I began to think of… I can’t believe… It is interesting that…
I suppose that… If I had been… I don’t really understand…
I don’t see how… It bothers me when… I agree with this because…
I like the idea… Why did… I disagree with this because…
I noticed that… How did… I think the author intends…
PENSANDO EN LOS TEXTOS Preguntas y marcos de oraciones para usar al leer literatura y textos informativos
Prólogo: Al leer, podemos mejorar nuestra comprensión deteniéndonos periódicamente para hacernos preguntas sobre el texto. Las preguntas que hacemos variarán según el tipo de texto que leamos. A continuación, encontrarás preguntas de análisis del texto divididas en dos categorías: literarias (ficción) e informativas (expositivas). Mientras estás leyendo, o una vez que hayas terminado, tómate un tiempo para considerar algunas de estas preguntas. Habla con alguien de lo que piensas para poder escuchar tus ideas en voz alta. En un diario, escribe una breve respuesta a la(s) pregunta(s) de tu elección. Cita evidencia de tu texto para respaldar tu respuesta. Se han proporcionado marcos de oraciones para apoyarte en tus ideas y escritura.
Análisis de Texto Literario (Ficción)
Trama
¿Sobre qué es la historia? ¿Cuáles son los principales eventos de la historia y cómo se relacionan entre sí? ¿Los principales eventos de la historia están ordenados cronológicamente o de alguna otra manera? Explica. Usa evidencia del texto.
● La historia ___________ es sobre ____________. ● El evento principal es ___________. El evento principal involucra ___________. ● Otro evento importante es _______________. ● Estos eventos están relacionados (conectados) porque ____________. ● Los eventos se organizan ___________. La evidencia para apoyar esto incluye ______.
Escenario
¿Dónde se lleva a cabo la acción? ¿Cómo afecta el escenario a los personajes de la historia? Describa las fuerzas sociales que dan forma a los personajes (políticos, sociales, económicos, religiosos, educativos, etc.)
● La acción ocurre __________________. ● _________ está influenciado por _______ (aspecto del entorno) porque ___________. ● ________ está formado por ______ fuerzas. La evidencia para apoyar esto incluye _______.
Personaje ¿Cuáles son algunas de las principales características (rasgos de personalidad) del personaje principal? ¿Cómo se revelan estas características en la historia?
● El personaje principal __________parecía______________porque_______________.
Punto de vista ¿Desde qué punto de vista se cuenta la historia? ¿Cómo lo sabes? ¿Cómo afecta esto a la narración de la historia? ● El autor usa _______________ para contar la historia. La evidencia para apoyar esto incluye ______. ● El punto de vista en primera persona afecta la historia por ____________________________.
Imaginería
¿Qué escenas, momentos, pasajes descriptivos, frases o palabras se destacan en su lectura de la historia? ● I Pude visualizar _______________ debido al uso del autor de ____________. ● Me sentí ______________ cuando el autor usó _____________ para describir ____________.
Tono
¿Cuál es la actitud del autor hacia las acciones/eventos en la historia? ¿Es la historia trágica, humorística, aterradora? ¿Cómo quiere el autor que reaccione el lector?
● La historia tiene un sentimiento de _________________ porque el autor usa______________. ● Como lector, me siento __________________ porque ___________________.
Tema ¿Qué tema(s) revela esta historia? ¿El tema(s) apoya o se opone a las nociones populares de la vida? ¿Ofrece una nueva visión sobre la experiencia humana o apoya las ideas tradicionales?
● Un tema de la historia es _____________________. ● El tema se conecta a la vida por _______________________________.
Análisis de Texto Informativo (Expositivo)
Idea principal
¿Qué punto quiere hacer el autor en el texto?
● El primer punto del autor es ______________. ● El autor hace varios puntos. Para empezar con,_____________. Además, _______.
Detalles de apoyo
Detalles de apoyo
● El autor apoya el punto que _______ indicando _______.
Afirmaciones
¿Cuál es la afirmación principal que el autor hace en el texto?
● La afirmación principal del autor es ________________.
Parafraseando
¿Cómo parafrasearías lo que dice el autor?
● Otra forma de decir esto sería _______. ● En otras palabras, el autor está diciendo ____________.
Resumiendo
¿Cómo resumirías lo que dice el autor?
● En resumen,_______________ ● En resumen, los puntos principales del autor son ________________.
De acuerdo/ en desacuerdo
¿Son las ideas de este pasaje correctas o razonables? ¿Estás de acuerdo o en desacuerdo con ellos?¿Por qué?
● Estoy de acuerdo/no estoy de acuerdo con la afirmación del autor que _______________ porque ___.
Conexiones de texto (Comparar/ Contraste)
¿Cómo se relaciona este pasaje con otros textos que has leído?
● Este pasaje es similar a ______________ porque _________________. ● Este pasaje difiere de _____________ porque _________________.
Después de leer textos literarios o informativos, utiliza los iniciadores de oraciones a continuación en un diario para reflexionar y/o formar opiniones sobre lo que has leído.
Iniciadores de Oraciones Reflexivas
Me pregunto Me recordó de… Me sorprendió que…
Empence a pensar en… No puedo creer… Es interesante que…
Supongo que… Si hubiera sido… Realmente no entiendo…
No veo cómo… Me molesta cuando… Estoy de acuerdo con esto porque…
Me gusta la idea… ¿Por qué… No estoy de acuerdo con esto porque…
Me di cuenta de que… ¿Cómo fue… Creo que el autor tiene la intención de…
The Riverside County Office of Education is launching a virtual student arts competition to help students channel their creativity during the COVID-19 school closures. Despite the closure of schools, students in Riverside County are continuing to create, dream, and express their ideas through their own unique talents and abilities. Artistic expression is a healthy way for students to process their feelings, exercise their creative abilities, and expand their understanding of a changing world. These expressions have the power to uplift others and bring meaning to their life and the lives of others during challenging times.
Rules and Eligibility Requirements
• Open to all Riverside County students in grades TK–12 attending public, charter, private, parochial, or home-school programs.
• One entry per student per art form per week.
• Individual entries only; no group entries.
• Grade level categories include TK–2, 3–5, 6–8, and 9–12.
Awards
• 1st, 2nd, and 3rd place awards will be selected in each art form.
• 1st place award: $75 gift card, plaque, and certificate of participation
• 2nd place award: $50 gift card and certificate of participation
• 3rd place award: $25 gift card and certificate of participation
• Honorable mention: Certificate of participation
• Awards will be announced weekly via www.rcoe.us/art-connects, on RCOE’s social media pages, and by email to the winners.
• The work of awardees may be shared on the website and RCOE social media pages.
Awards provided by the Riverside County Office of Education Foundation.
Judging Criteria
• Judges will include Riverside County artists, poets, choreographers, actors, writers, educators, filmmakers, and musicians.
• Judges will score entries based on the following categories:
• Creativity and originality
• Artistic composition
• Connection to weekly theme
• Overall impression
• Judges will take into account the constraints that come with the nature of a virtual competition.
• Example: Video submissions will be based on the content of the film, not the production value.
• Example: Photo submissions will be judged on the artistic quality of the image, not the resolution of the JPG.
For additional information, please visit www.rcoe.us/art-connects or contact Louisa Higgins, RCOE Arts Administrator, [email protected].
Art Connects2020 Virtual Student Arts CompetitionRIVERSIDE COUNTY OFFICE OF EDUCATION
How to Submit Entries
• Go to www.rcoe.us/art-connects and follow the directions to upload your submissions.
• Students will be asked to provide their name, school or district affiliation, and contact information in order to verify winners for any awards.
• After you submit your entry, you are encouraged to share your submission on social media with the hashtag #ArtConnectsRivCo.
Week One: PoetryTheme: Expressions of Change Submission: 100 word maximum, typed or handwritten Submit entries 3/25 through 3/31Winners announced on 4/7
Week Two: Visual Arts (2D, 3D, Photography)Theme: Expressions of Possibility Submission: JPEG photo of finished work Submit entries 4/1 through 4/7 Winners announced on 4/14
Week Three: DanceTheme: Expressions of Kindness Submission: Two-minute video Submit entries 4/8 through 4/14Winners announced on 4/21
Week Four: TheaterTheme: Expressions of Persistence Submission: Original writing of an excerpt enacted into two-minute videoSubmit entries 4/15 through 4/21Winners announced on 4/28
Week Five: Media ArtsTheme: Expressions of Connections Submission: Two-minute podcast or short film Submit entries 4/22 through 4/28 Winners announced on 5/5
Week Six: MusicTheme: Expressions of Hope Submission: Two-minute video; compositions encouraged, however can be performances of hope-themed music Submit entries 4/29 through 5/5Winners announced on 5/12
Art Connects2020 Virtual Student Arts CompetitionRIVERSIDE COUNTY OFFICE OF EDUCATION
Guidelines and Submission Information
For additional information, please visit www.rcoe.us/art-connects or contact Louisa Higgins, RCOE Arts Administrator, [email protected].
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