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7th Grade
Non-traditional Instructional Days Assignment Week 4
April 16, 2020
Please email/scan packet back to
Or Fax: 859.282.2364
Staples will scan and email your packet back to the school.
Unified Arts - NTI Week 4 (4/13 - 4/17)
DIRECTIONS
1. Choose ANY TWO assignments below to complete. They DO NOT have to be your 4th
quarter UA class.
2. BY FRIDAY complete TWO Google Submission Forms found on the Unified Arts NTI
Submission class in Google Classroom (Class Code: krodisp). If you do not have
internet access complete the UA activity log and return it to school with your core
classwork.
Learning Target ASSIGNMENT
PERFORMING
ARTS
Mr. Miller Ms. Dirkes
MU - P4 I will be able to sing or play an
instrument and improve my craft.
TH:Pr6.1.6,1.7 I will be able to learn a
monologue and perform it
TH-Cr6.1.8 I will be able to create a
script and perform it on video
Band/Chorus: Perform and practice on
your instrument or sing. Use music you
have at home or make up your own.
Complete the activity log using the
google form or paper copy. Upload a
video or audio recording to the google
form activity log for critique and
feedback (recordings will only be seen
and heard by music teachers). Drama 6/7- Learn the monologue
Dodgeball. Deliver it two ways as per
instructions. Further info on drama
classrooms Drama 8 - create a commercial (no
longer than a minute). You have to
come up with a product to sell. No
more than 3 in a group - you may use
family. Write the script, record the
video then upload video.
STEAM
Mr. Hanley Ms. McIntosh Ms. Boyers
NGSS.MS-ETS1-4 Engineering Design
Process - I will be able to design and
develop a model for testing and
modification.
Make your own Mars Rover - Sketch and
Build a mars rover with materials found
around your home – paper tubes,
cardboard boxes, chopsticks, craft
sticks, foil, or other materials found at
home. Your rover must be self-propelled
to travel the surface of Mars. You can
use rubber bands, balloons, or any
other method to make your rover move
forward.
(Make your own design or build one
similar to one of NASA’s Mars Rovers.
See: http://mars.nasa.gov.)
ART
Ms. Puckett
Learning Target: I can create an
artwork of imagination. I will know I am
successful when I have included detail,
Imagine if you looked outside your
window and saw the most unexpected
sight. What would you see? How could
used the whole paper, overlapped
objects and can explain how I used
colour and line to express my emotions
and explained on the back how the
colour and line expresses that emotion.
you express the emotions you would
feel through colour and line?
(alternative: If you have magazines to
cut out pictures, this could also be done
as a collage. Also, if you have access
to photo editing programs (photoshop
etc) You can also choose to create a
digital art work to submit.
TECHNOLOGY/ MEDIA ARTS
Ms. Baker Mr. Humphrey
Standard:1.16 Students use computers and
other kinds of technology to collect,
organize and communicate information
and ideas.
LT: I will communicate how my world and
the world of others has been affected by
current events either by creating a news
interview by using technology to record it
or by writing a news article that contains
the interview.
Recent events have turned all of our lives
upside down. The coronavirus has changed
the way we do things including school, the
way we shop, our entertainment and the
way we interact with people (practice
social distancing!).
Task: You are an onsite news reporter for
JetNet (School News Show) investigating
the effects of the coronavirus on daily
life. Interview one or more people in your
household about how their daily lives have
been affected. This can be serious in nature
or you can make this humorous. You
decide but be creative.
Video record your interview. Make sure to
send it back to the studio at the end of your
interview. “Reporting live for JetNet this is
__________, back to you in the studio.” If a
recording device is not available, make
your interview a short newspaper
article. Turn in via Google Classroom
Technology/Media Arts link or hand in your
written article.
PE/HEALTH Mrs. Sargent Mr. Dragan
Standard: 6.5.SE1. Learning target:
Students will demonstrate healthy
physical fitness activity for the week.
1. Perform 30 minutes of physical
activity every day (Monday
through Friday). You can choose
any type of activity.
2. Fill out the form in the packet.
Listing the activity and the
duration. [time]
SPANISH
Ms. Florez
Standard. 1J/1K/1L
LT: Students know Hispanic culture and
develop oral skills
Vamos a cantar! (let’s sing!):
1. Choose one of these spanish
songs, listen to them
(spanish&english lyric version)
with a mobile phone.
2. Write the chorus on your
notebook.
3. You should be able to sing,
minimum one sentence, from the
chorus, along with the music.
Practice several times.
4. Enjoy discovering and singing
spanish songs, have fun!
Songs:
‘Waka Waka’ by Shakira, ‘Maestro
puedo ir al bano?’ By Sr. Wooly, ‘Mi
gente’ by Balvin, ‘Vivir mi vida’ by Marc
Anthony,’Tierra del olvido’ by Carlos
Vives. You can choose another one
that you like
FAMILY AND
CONSUMER
SCIENCE
2.29 Students demonstrate skills that
promote individual well-being and
healthy family relationships.
Family Game Night: Get your family
together and play your favorite game!
This can be a board game, a card
game or any game that your whole
family can play. Complete the Family
game night reflection worksheet.
Examples of little/no materials needed
games: Tic-tac toe Charades Win, lose or draw Hangman
8th grade High school Credit SPANISH course
Make a diary choosing the following activities and adding hours.
Model: A las 7 am me levanto A las 7.15 am me ducho A las……
Family Game Night
We hope you enjoyed participating in events with your family throughout the week please
send us some feedback about your experiences. Multiple student names/grades can be
added @ bottom of this page.
Last Name *__________________________________________________
First Name *__________________________________________________
Grade Level * ___6th ___7th ___8th
What type of game[s] were played * check all
___ board games
___ card games
___ paper/pencil such as tic-tac-toe, hang-man,
___ puzzles jigsaw, brain teasers
___ action indoor or outdoor such as charades, 4 square
Day[s] played *
__Monday __Tuesday __Wednesday __Thursday __Friday __Saturday __Sunday
What I enjoyed about Family Game Night? *
__________________________________________________________________________________________
__________________________________________________
I would like to do this again next week? * ___Yes ___No ___Maybe
Date * ____________
Jones Middle School Name____________________
Unified Arts Activity Log
Directions: 1. Choose 2 activities from the UA menu for each week. 2. Document the activities each day in the log below.
Date = Date of the activity
# Minutes = Minutes spent doing the activity
Activity = Activity chosen for the day
Content = Describe what you did for that activity
Initials = Parent/Guardian writes their initials confirming student 3. Turn in the completed activity log to school weekly with your core classwork
Activities CAN be repeated OR you can choose a different activity
Date # Minutes Activity Content Initials
3/20/20 15 Chorus - Sing Songs Sang along with 4 songs on the radio CAM
4/13/20
4/13/20
4/14/20
4/14/20
4/15/20
4/15/20
4/16/20
4/16/20
4/17/20
4/17/20
In the following boxes are all the answers you will need for the circles packet. (not the quiz) The answers are not in any specific order.
There are 24 questions on the circles packet. Therefore, there are 24 answers in random order. Match your answer with the answer here,
to make sure you are finding circumference and area correctly. First Half
28.26 cm 31.4 in 25.12 in 37.68 cm 6.28 m 25.12 cm
50.24 square inches
12.56 square cm
63.59 square cm
78.5 square inches
3.14 square meters
113.04 square cm
Answers for the cookies - no specific order
4 17 12.5 5.75 103.8 50.24
25.12 122.66 53.38 36.11 39.25 226.9
Please note ** you have to read everything to make sure you are doing this correctly. Some of the problems are done for you.
English Language Arts NTI Week 4: April 13 - 17
●RI.7.8 Identify and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to support the claims
Respond the following questions using complete sentences -
What do you define as “social media?”
How can it be used as a positive influence in society?
Social media can be hostile place, but also a
supportive one
Two teenage boys use their smartphones as they sit on a bench in Vail, Colorado. Photo by Robert Alexander/Getty Images. -by Kaiser Health News, adapted by Newsela staff
Anna had just broken up with her boyfriend. It was 1:30 a.m. and she was trying to keep her mind off of it. It was too late to call her therapist. It was also too late to stop by a friend's house. So, Anna, who asked to be identified by a different name, turned to Facebook. "I'm having a really hard time right now," she posted. "Is there anyone I can call and talk to until I feel better?" Almost immediately, three people responded with offers to talk. They were friends she had met playing Quidditch, a sport based on the Harry Potter books. Anna talked to two of them until she was able to fall asleep. "I used to be very shy about posting personal stuff on Facebook because I didn't want people judging me," said Anna, who is 26 years old. "But that night, I was in such a bad place; I was desperate, and I thought anything would help."
Social Media And Emotional Well Being People tend to focus on the negative effects social media has on young people's mental health. Mental health is a person's psychological and emotional well being. Social media can lead to envy and cyberbullying. Social media can be difficult for people who have trouble with their mental health. Mental illnesses are disorders that can affect someone's mood, thoughts and behavior. Anxiety and depression are two examples. Many people have mental health concerns at some point. A mental illness, such as depression, is different from normal feelings such as sadness. Mental illnesses cause ongoing stress and severely interfere with a person's life. Most mental illnesses can be treated with medication and therapy. Many therapists warn teens and young adults with mental illnesses about using social media. They say it comes with risks.
Self-Esteem Boosts However, some academics and therapists see a different side to the story. They have found that social media may also help improve mental health. It can boost self-esteem and provide a source of emotional support. Amy Gonzales studies social media and health at Indiana University's Media School. She hopes we can avoid simplifying the issue. "We need to think about social media as not being absolutely good or bad," she said. "We need to think about how to come up with appropriate uses of this stuff." Social media is central to the lives of teens and young adults. Nearly half of teenagers report they use it every day. Popular apps include Facebook, Twitter and Instagram. Gonzales found encouraging results in a recent study. College students who viewed their own Facebook profiles felt more self-esteem afterward. Users can show off their best traits online. This encourages them to remember what they like best about themselves.
Prevents Feelings Of Isolation Other studies show that people feel more support when they present themselves honestly on social media. They also feel less stress after posting.
"You get much broader affirmation, by posting on social media than from calling a relative," Anna said. Affirmation is a positive feeling of support. "It's one thing if you text a friend; it's another thing if you have a bunch of people trying to help you out," Anna said. Matthew Oransky is a professor of psychiatry. Psychiatry is a medical field that deals with mental health. Oransky is also a therapist. He said many of his patients find social connections online they could not find elsewhere. "Kids who are isolated can find a community," he said. Young adults with serious mental illness also find social support on social media platforms. John Naslund studies these benefits. "These people are openly discussing their illness online," he said. "We've found that comments related to mental health are overwhelmingly positive. People can learn how to [deal] with symptoms and how to find the right support."
Post With Care Experts still think parents should help their children use social media wisely. Oransky suggests that parents talk with kids about privacy. It is important for teens to know how the things they post online might affect them when it comes time to apply for college or a job. Anna is careful with her posts about mental health. She still views social media as a way to reach out for support when she needs it. "If you trust your friends," she said, "I don't see why you shouldn't embrace the social media option."
After Reading - Directions: Circle the correct response for each question 1.Read the paragraph from the section "Post With Care." Experts still think parents should help their children use social media wisely. Oransky suggests that parents talk with kids about privacy. It is important for teens to know how the things they post online might affect them when it comes time to apply for college or a job. What is the MOST accurate explanation of this paragraph? a.Privacy on social media is important because what someone posts might affect them in the future b.People using social media have a better chance of getting into college or a good job later on. c.Using social media is an easy way to apply to college or to find a new job in the future.
d.Most parents do not know how important it is to talk about privacy on social media. 2.Read the section "Social Media And Emotional Well Being." Which sentence from the section shows WHY social media can negatively affect someone's mental and emotional well being? a.People tend to focus on the negative effects social media has on young people's mental health. b.Social media can lead to envy and cyberbullying. c.Many people have mental health concerns at some point. d.Many therapists warn teens and young adults with mental illnesses about using social media. 3.How does the section "Prevents Feelings Of Isolation" support the author's argument? a.by emphasizing how important it is to be honest when using social media b.by providing evidence that social media can provide a feeling of community c.by comparing social media to the types of help people get from their relatives d.by outlining the reasons why privacy is important when using social media 4.Read the following paragraph from the section "Self-Esteem Boosts." Social media is central to the lives of teens and young adults. Nearly half of teenagers report they use it every day. Popular apps include Facebook, Twitter and Instagram. How does this support the author's claim that we need to think carefully about appropriate uses for social media? a.by describing the positive effects of popular apps used every day b.by illustrating that more teens use it now than they did a year ago c.by comparing the value of using different social media sites d.by emphasizing its constant presence in the lives of young people
5.Pick a detail from this article. Explain how it helps you understand the bigger ideas in the article. Write out your answer. __________________________________________________________
__________________________________________________________
__________________________________________________________ __________________________________________________________
__________________________________________________________
__________________________________________________________ __________________________________________________________
__________________________________________________________
__________________________________________________________ __________________________________________________________
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__________________________________________________________ to read and use as a resource
Pros and Cons of Social Media Use
PROS CONS
1.Messaging on social media sites can lead to face-to-face interactions when plans are made via the sites. 2.Social media increases voter participation and facilitates political change. 3.Social media helps reduce loneliness of senior citizens who are socially isolated. 4.Social media allows for quick diffusion of public health and safety information during crisis events. 5.The U.S. military and the Department of Veterans Affairs use social media to help prevent suicide. 6.Social media can help disarm social stigmas like anxiety or depression. 7.Crowdsourcing (the practice of obtaining information or input into a task or project by enlisting the services of a large number of people, either paid or unpaid, typically via the Internet.) on social media allows people to attain a goal, empowering users to achieve positive change. 8.Social media provides academic research to a wider audience, allowing people access to previously inaccessible educational resources. 9.Social media sites can help improve overall well-being by providing users with
1.Social media posts cannot be entirely deleted. 2.Social media can endanger our military, journalists and activists. 3.Social media use is associated with personality and brain disorders. 4.Students who are heavy social media users tend to have lower grades. 5.Social media can show feelings of disconnect and put children at higher risk for anxiety, depression, low self-esteem, eating disorders and even suicide. 6.Criminals can use social media to commit and promote crimes. 7.Social media can be a drain on time and use up hours that you can’t get back. 8.Advertising practices of social media sites may create an invasion of privacy. 9.Social media use can cause personality and brain disorders, ADHD and self-centered personalities—particularly in youth.
a large social group creating a “contagion” (spreading quickly) effect. 10.Professional networking sites like LinkedIn greatly assist companies to find personnel and job seekers to find work.
Social Media Influence Activity
-Direction: Look at the images below. After you look at the images, follow the directions for the following portion.
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Direction: Choose three images. Take notes that identify your thoughts about these images using claim,
evidence, and reasoning.
Image #_____________ Think: What words, behavior, or clothing were observed to promote a message? This can be perceived as universal. Example: (This is just an example. It is not related to any of the images above. Choose your own images and indicate your claim, evidence, and reasoning for three images in your own words.) Claim: I think the image portrays a negative message. Evidence: The man’s shirt is too short. The man’s hair is messy. Reasoning: I think this shows that he is not successful because he can’t afford a shirt that fits and doesn’t take care of himself.
Claim: What is your claim? ❏I think this image portrays a positive message. ❏I think this image portrays a negative message.
Evidence: What evidence from the picture supports your claim?
Reasoning: What is your reasoning that
supports your evidence?
Image #_____________ Think: What words, behavior, or clothing were observed to promote a message? This can be perceived as universal.
Claim: What is your claim? ❏I think this image portrays a positive message. ❏I think this image portrays a
negative message.
Evidence: What evidence from the picture
supports your claim?
Reasoning: What is your reasoning that
supports your evidence?
Image #_____________ Think: What words, behavior, or clothing were observed to promote a message? This can be perceived as universal.
Claim: What is your claim? ❏I think this image portrays a positive message. ❏I think this image portrays a
negative message.
Evidence: What evidence from the picture
supports your claim?
Reasoning: What is your reasoning that
supports your evidence?
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Social media can be hostile place, but also a supportive one
Social Media And Emotional Well Being
Self-Esteem Boosts
Prevents Feelings Of Isolation
Post With Care
After Reading -
Directions: Circle the correct response for each question
Pros and Cons of Social Media Use
Social Media Influence Activity
Name: _____________________ Science Teacher: _____________________ 7th Grade Science Print Assignment Week 4 Populations and Resources
Part 1
Directions: Read the definition, write a definition in your own words, draw a picture with interpretation of the term or give an example. Key Vocabulary:
Vocabulary Definition Your Definition Picture/Example
Competition when two or more populations use the same resource, such as the same food source Competencia: cuando dos o más poblaciones usan el mismo recurso, por ejemplo, la misma fuente de alimento
Population a group of the same type of organism living in the same area Población: un grupo del mismo tipo de organismo que vive en la misma área
Consumer Population
a population that eats organisms from another population Población de Consumidores: una población que come organismos de otra población
Resource Population
a population that is eaten by organisms from another population Población Recurso: una población de la cual comen los organismos de otra población
Stability when something stays mostly the same over time Estabilidad: cuando algo permanece más o menos igual a lo largo del tiempo
Direct Effect one cause leading to an immediate effect Efecto Directo: el resultado de una causa que provoca una respuesta inmediatamente
Indirect Effect
the result of one cause leading to an effect that causes one or more other effects Efecto Indirecto: el resultado de una causa que provoca un efecto que provoca uno o más otros efectos
Part 2
Directions: Read and annotate article. 1.Before Reading think about the following questions: a.Where did the macaques get their food source before COVID-19? b.What has changed in the past 6 months regarding tourism? c.What are some impacts of the decreased tourism in this area? Science & Tech Magazine Hungry Monkey Gangs Battle in Thailand As COVID-19 Keeps Tourists Away by Matthew Hart Mar 16 2020 • 2:28 PM In a scene straight out of Jumanji, rival gangs of macaques poured into the streets of the Lopburi province in Thailand recently, and had a major, screeching stand-off over a single cup of yogurt. Unfortunately, the stand-off over such a small amount of food was, reportedly, due to an implosion in the amount of food available to the monkeys from international tourists, who are being kept away by COVID-19 fears and quarantines. A 28-year-old salesperson living in Lopburi, recorded the video. He shared a video of the stand-off and posted it to Facebook earlier this month. The Daily Mail picked up on the story, and in the clip above, we get a glimpse of what it looks like when dozens upon dozens of macaques (a type of monkey) are ready to go to toe to toe over scarce resources—a scene that is, very sadly, something that feels familiar to what we’ve seen play out among people at this point in the COVID-19 outbreak. A macaque in the wild in Thailand. Conor McDermottroe
Multiple Lopburi residents, spoke with a newsperson and gave their impression of what’s happening. “It’s the summer so usually we see a lot of tourists, but now because of the [COVID-19] outbreak there’s so few that the markets are very quiet. Not enough tourists come to leave food for the monkeys at Prang Sam Yod,” the salesperson told the news. Prang Sam Yod is a Buddhist temple-remnants site and tourist destination in Lopburi.
A motorcycle taxi driver, Byo Um-in, spoke to the news. He said, “I haven’t seen a fight like this for many years that I can’t remember. Normally, the fights involve five to ten monkeys.” According to Live Science, the battle was between macaques coming in from Prang Sam Yod and those belonging to “the town’s local population.” Fortunately, it seems local residents were able to reduce the stand-off. They offered food before any deaths between the rival gangs occurred. But it’s easy to imagine more struggle ahead, considering the continued, sharp drop in tourism Thailand is expecting to see this year. And though it hasn’t led to any street fights yet, Japan’s seeing the same issue. The Nara deer there are wandering out of the park they call home in herds. Normally fed rice crackers by tourists, the deer are looking for snacks. After Reading Questions Directions: Answer the following questions in complete sentences. You must restate the question. 1.Where did the macaques get their food source before COVID-19? 2.What has changed in the past 6 months regarding tourism? 3.What are some direct effects of the decreased tourism in this area? 4.What will be an indirect effect to the population over the next year if no one feeds the macaques?
Name: _____________________ Science Teacher: _____________________ 5.What will happen to the population over the next year if the locals choose to feed the macaques?
Direct Effects Indirect Effects
From your teachers: Hello students, we hope this assignment finds you well. We miss each and every one of you. Here are some jokes from your 7th grade Science Teachers: - Mrs. Arnsperger, Mrs. Embry, Mr. Kipling
