DearParentsorGuardians,Thankyouforworkingwithusthroughthesechallengingtimes.Attachedaretheeducationalresourcesforyourchild’sgradelevel.Theseresourcesreinforcegrade-levelstandards.TheWESDismakingpacketsforallK-8gradelevels,SpecialEducation,SpecialAreas,AdvancedMiddleSchoolsubjects,GiftedandEnglishLanguageLearners(ELL),whichwillbeavailableonlineatwww.wesdschools.org/studentsandforpickupateachschool.Includedinthispacketyouwillfind:

• Suggestionsforbreakinguptheactivitiesthroughouttheweek;• Activitiestostrengthenreadingandmathskillswithopportunitiestoexploreotherareas;• Suggestionsforadditionalhands-onandenrichmentactivitiestoengageyourchild;and• Avarietyofpaper-pencilandactivitybasedopportunities.

Theseresourcesdonottaketheplaceofclassroominstructionbutcanassistyourchildwithpracticingimportantacademicskillswhileathome.Theseresourceswillnotbegradedatthistime,astheyareofferedassupplementalopportunities.Weappreciatethechallengesofkeepingyourchildengagedduringthesechallengingtimes.Researchdemonstrateschildrenshouldhavebalanceintheirday.Belowarerecommendationsforstructuredtimebygradelevel:Suggestedamountofwork/gradelevel/day:

• Kindergartenand1st:45minutes• 2ndand3rdgrades:60minutes• 4thand5thgrades:90minutes• 6th,7thand8thgrades:30minutespersubject(3hoursmaxinaday)

Additionalonlineresourcesareavailableathttps://www.wesdschools.org/students.Weagainthankyouforworkingwithusduringthesechallengingtimes.Ifyouhaveanyquestions,pleaseemailusatWESDAcademics@wesdschools.orgorcallusat602-347-2820.

LoriMoraAssistantSuperintendentAcademicServices

6thGradeEducationalResources

6th GRADE WEEKLY SCHEDULE

DAY SUBJECT ACTIVITY

Day1

Reading/Writing See Reading/Writing Cover Sheet

Math Percents of Numbers/Discounts

ScienceScience Experiment Choice Board

I File: Lava

Day 2

Reading/Writing See Reading/Writing Cover Sheet

Math Tax/Tip

ScienceI File: Crude Oil

I File: Rapids and Waterfalls

Day 3

Reading/Writing See Reading/Writing Cover Sheet

Math Order of Operations with Exponents

ScienceScience Experiment Choice Board Cont.

I File: Soda

Day 4

Reading/Writing See Reading/Writing Cover Sheet

Math Dividing Fractions

ScienceI File: Soup

I File: Sports Drinks

Day 5

Reading/Writing See Reading/Writing Cover Sheet

Math Fraction Word Problems

ScienceScience Experiment Choice Board Cont.

I File: Mystery File

W e e k o f A p r i l 9 - 1 5

***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.****

***Art, Music, & PE activities are included at the end of the packet.***

Name: ____________________________

Solve each percentage problem.

Percent DiscountsComplete each problem below by calculating the new price for the item after the given

percent discount.

$ Saved = ______            New price = $ ______

$ Saved = ______            New price = $ ______

$ Saved = ______            New price = $ ______

$ Saved = ______            New price = $ ______

$ Saved = ______            New price = $ ______

Brownie…………...…..$4.25

Cheesecake…….…$5.50

Apple Pie……..………$4.80

Cheeseburger…..….$7.80

Grilled Cheese…..…$5.50

Spaghetti…………….…..$9.25

Chicken Fingers.....$6.75

Healthy Salad……….$4.80

Bowl of Soup.………$4.25

Cola………………….…..$2.25

Lemonade…….…$1.50

Iced Tea…..…..…$1.50

Jayden and his friend went to lunch. Calculate the subtotal, sales tax, tip and final

total based on the order below.

Hailey and her friend went to dinner. Calculate the subtotal, sales tax, tip and final

total based on the order below.

Item Price

2 Cola’s

2 Cheeseburger’s

2 Brownie’s

Subtotal $

Sales Tax (6%) $

Tip (20%) $

Final Total $

Item Price

2 Lemonade

1 Grilled Cheese

1 Bowl of Soup

2 Apple Pie’s

Subtotal $

Sales Tax (6%) $

Tip (20%) $

Final Total $

***Round to the hundredth’s place***

***Round to the hundredth’s place***

PERCENT WORD PROBLEMSCalculating Tax and Tip

The Smith family went out to eat at Chili’s. Help them find the total cost of their bill.

Subtotal $58.60

Tip (20%) $_______

Total Bill $_______

Miss Klues spent $205.60 at Target. What was her total bill after adding

7.5% sales tax?

SalesTax

(7.5%) $_______

Total Bill $_______

Justin and his friend Kane went to the movies. If they each bought popcorn for

$4.25 and a soda for $2.25, what was their total bill after adding 5% sales tax?

Subtotal $_______

SalesTax (5%) $_______

Total Bill $_______

Example 1

Example 2

Parentheses: division

Parentheses: subtraction

Multiplication

Addition

Parentheses: exponents

Parentheses: addition

Division (left to right)

Multiplication (left to right)

Addition, addition

Order of Operations

(8 - 5)2 + (14 ÷ 2) 62 x 33 -7

9 x 5 + 23 - 9 (3 x 8 + 62) - 2 (2 x 9 + 62) -10

(64 – 22) ÷ (11-5)

(49 – 32) ÷ (8 - 3) (13–5)2 + (12÷3)

(33 – 3) ÷ 6 + 32 7 x (8 – 2) + 32

FINISH!!!!

3 x (12 – 3) + 32

Sta

rt!!

!

40

13

101

3

18

30

36

48

10

Order of Operations Maze

ANSWER, FIND, AND SHADE

35

5 1 16 3 6

2 3 57 5 6

3 5 1 15 6 6 4

2 17 43 1 1 3 5 3 1 35 4 3 5 6 5 3 52 1 1 17 4 3 3

5 2 1 26 7 4 7

5 1 5 1 5 16 6 6 4 6 6

1

13

3

6

25

6

412

56

3

14 16

=

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3

3 6

7 9 12

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7 2

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163 1 1

91 3 1 1

4

22 5 4 3 10 5

3

82

= =

=

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1 2

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=

FRACTIONS - DIVISION

ONE BIG EGG

X 6

2

29

313

NAME:

MATHCRUSH.COM LEVEL 2

Multiplying and Dividing Fraction Word Problems

1. A teacher has 6 slices of pizza. She wants to give each student 2/3 of a slice. How

many students will the teacher be able to hand out pizza to?

2. After Aiden picked 9 apples, he wanted to share them with his fellow classmates. If

Aiden wants to give 3/5 of an apple to each of his classmates, then how many classmates

will get some apple?

3. A baker is making cakes for a big party. She uses 1/4 cup of oil for each cake. How many

cakes can she make if she has a bottle of oil that has 6 cups in it?

4. Jaxton’s mother buys 4 packs of hamburger meat. Each pack contains 2/3 of a pound of

meat. How much total meat did she buy?

5. Emily wants to fill six containers with ¾ of a cup of lemonade. How much lemonade will

she need to fill the six containers?

Blue: 9 Yellow: 15 Red: 2 2/3

Gray: 24 Green: 4 ½

9

9

24

24

15

4 ½

2 2/3

6. A construction company is setting up signs on 4 miles of the road. If the company places

a sign every 1/8 of a mile, how many signs will it need?

7. A bookstore packs 6 books in a box. The total weight of the books is 14 2/5 pounds. If

each book has the same weight, what is the weight of one book?

8. George bought 12 pizzas for a birthday party. If each person will eat 3/8 of a pizza, how

many people can George feed with 12 pizzas?

9. Molly purchased 11/8 cups of strawberries. She eats 2/8 in a serving. How many servings

did Molly purchase?

10. Create your own word problem for 45 ÷ 3/8.

Math Answer Key

Day 1

Front

1. 18 2. 12 3. 24 4. 14

5. 4 6. 13 7. $66 8. 210

Back

1. Saved=$20, New price=$60

2. Saved=$18, New price=$102

3. Saved=$10, New price=$40

4. Saved=$195, New price=$455

5. Saved=$80, New price=$120

Day 2

Front

Back

Tip (20%)- $11.72

Total Bill-$70.32

Sales Tax (7.5%)- $15.42

Total Bill-$221.02

Subtotal: $13.00

Sales Tax (5%)- $0.65

Total Bill-$13.65

Day 3

Day 4

Front

Day 5

1. 9

2. 15

3. 24

4. 2 2

3

5. 4 1

2

6. 32

7. 2 2

5

8. 32

9. 5 1

2

10. answers will vary

Science Experiment Choice BoardChoose 3 experiments to perform at home.

Walking Water

Materials Needed:

5 cups

3 different colors of food dye

4 paper towels

Water

Atmospheric Pressure

Materials Needed:

1 cup of water (filled to top)

1 piece of cardboard

Density Tower

Materials Needed:

Corn syrup

Dish soap

Dyed water

Vegetable oil

Dyed rubbing alcohol

Tall glass

Hot vs. Cold Diffusion

Materials Needed:

2 cups

2 different colors of food dye

Water

Instant Ice

Materials Needed:

1 plastic water bottle, filled

Freezer

Growing Ice

Materials Needed:

2 plastic water bottles, filled

Freezer

Ice cubes

1 bowl

Science Experiment DirectionsWalking Water

Steps:

1. Gather the materials listed on the choice board

2. Fill up three of your cups 1/2 way with water

3. Add 3 drops of food dye to create 3 different colors of water

4. Arrange all your cups in a line, leaving an empty cup between each water cup

Example: red - empty - blue - empty - yellowwater water water

5. Fold your 4 paper towers into fourths so they are long, narrow strips

6. Fold your strips in half so they are V-shaped

7. Put one end of a paper towel in the red cup and one end in the empty cup next to it. The paper towel should be at the bottom of the cups

8. Repeat this process until all the cups are linked by paper towels

9. After two minutes, start making your observations

Atmospheric Pressure

Steps:

1. Gather the materials listed on the choice board *Note: The piece of cardboard should be larger than the rim of the cup*

2. Fill up your cup of water to the very top of the rim

3. Place the piece of cardboard on top of the cup

4. *Note: Complete this step over the sink* Firmly hold the cardboard piece down and gently flip the cup over, holding it in the air

5. Keep holding on to the cup and let go of the cardboard

6. Make your observationsDensity Tower

Steps:

1. Gather the materials listed on the choice board

2. Mix 3 drops of food dye into water and into rubbing alcohol in separate cups

3. Gently pour some corn syrup at the bottom of the tall glass

4. Tilt your glass, then gently and slowly pour the dish soap on top of the corn syrup

5. Keep adding the other liquids slowly in the order of the materials listed, keeping your tall glass tilted as to not mix the layers of liquids

6. Set the glass down and make your observations

Science Experiment Directions Cont.Hot vs. Cold Diffusion

Steps:

1. Gather the materials listed on the choice board

2. Fill up one cup with cold water3. Fill up your other cup with hot water4. Add 1 drop of food dye in each of the

cups of water at the exact same time

5. Observe how the food dye dissolves in each of the cups

Instant Ice

Steps:

1. Gather the materials listed on the choice board

2. Put your bottle of water into the freezer on its side for 2 to 2 1/2 hours

3. Take out the water bottle at the 2 hour mark. a. Test it by slamming it on the

counter. If nothing happens, put it back in the freezer for another half hour

4. Your experiment will work when you slam your water bottle on the counter and the water reacts by slowly solidifying throughout the bottle. The water will harden into ice and turn cloudy.

5. Record your observations

Growing Ice

Steps:

1. Gather the materials listed on the choice board

2. Put your water bottles into the freezer on its side for 2 to 2 1/2 hours

3. Take out one water bottle at the 2 hour mark. *Note: You can use the water bottle from the Instant Ice experiment*a. Test it by slamming it on the

counter. If nothing happens, put it back in the freezer for another half hour. The water isn't cold enough

4. Once the first water bottle reacts when you slam it on the counter, you will need to act fast

5. Place the bowl upside down in your sink or on the counter with a towel underneath

6. Put ice cubes on top of the bowl7. Gently pour the water from the

second water bottle over the ice cube8. Make your observations

Science Experiment Reflection #1Circle the name of your experiment:

Walking Water Atmospheric Pressure Density Tower

Hot vs. Cold Diffusion Instant Ice Growing Ice

Observation: Describe what you observed. What happened? What did you see?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analyze: Based on what you know about liquids, why do you think this happened?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: What principle of liquid did you observe?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Atoms & Molecules

If applicable, sketch the way the water molecules were reacting during your experiment:

Science Experiment Reflection #2Circle the name of your experiment:

Walking Water Atmospheric Pressure Density Tower

Hot vs. Cold Diffusion Instant Ice Growing Ice

Observation: Describe what you observed. What happened? What did you see?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analyze: Based on what you know about liquids, why do you think this happened?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: What principle of liquid did you observe?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Atoms & Molecules

If applicable, sketch the way the water molecules were reacting during your experiment:

Science Experiment Reflection #3Circle the name of your experiment:

Walking Water Atmospheric Pressure Density Tower

Hot vs. Cold Diffusion Instant Ice Growing Ice

Observation: Describe what you observed. What happened? What did you see?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analyze: Based on what you know about liquids, why do you think this happened?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: What principle of liquid did you observe?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Atoms & Molecules

If applicable, sketch the way the water molecules were reacting during your experiment:

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Key Question: What properties do all liquids have in common?

Title of I.File: Lava

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

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________________________________________________________

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ref

iner

ies,

whi

ch c

hang

e th

e oi

l int

o ga

solin

e an

d ot

her

prod

ucts

. in

the

end,

you

r pa

rent

s pu

mp

the

gas

into

the

ir c

ar.

Fill

ing

Up

wit

h An

cien

t l

iFe

Thi

s o

il ri

g c

olle

cts

oil

fro

m a

res

ervo

ir t

hat

is

bel

ow t

he o

cean

flo

or.

Peop

le in

the

unite

d St

ates

us

e ab

out 3

67 m

illion

gal

lons

of

gas

olin

e ev

ery

day.

Ab

out

70

per

cent

of

the

crud

e o

il us

ed in

the

Uni

ted

Sta

tes

is

used

fo

r tr

ansp

ort

atio

n.

File

Cru

de O

il

2

Cre

dits

: lef

t: ©

iSto

ckph

oto.

com

/loon

ge

cen

ter:

© E

lena

Elis

seev

a/12

3RF

right

: © R

EU

TER

S/R

einh

ard

Kra

use

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

mIn

vest

igat

ion

File

So

lids,

Liqui

ds, a

nd G

ases

} L

iqui

ds }

Cru

de O

il

To g

et c

rude

oil,

wor

kers

use

a lo

ng d

rill

to r

each

an

und

ergr

ound

res

ervo

ir of

oil.

They

cre

ate

a co

ncre

te t

ube

for

oil t

o flo

w in

to.

as

it flo

ws

tow

ard

the

surf

ace,

the

oi

l tak

es t

he s

hape

of

the

tube

.

Pipe

s ca

rry

the

crud

e oi

l to

a re

finer

y. W

orke

rs r

emov

e sa

lts,

met

als,

and

othe

r m

ater

ials,

whi

ch

mov

e th

roug

h th

e oi

l. Th

en w

orke

rs

heat

the

oil

to 6

00°C

(1,1

10°F

). Th

is pr

oces

s se

para

tes

the

oil i

nto

seve

ral p

arts

. eac

h pa

rt c

onta

ins

diff

eren

t ch

emic

als.

nex

t, w

orke

rs

mix

the

par

ts t

oget

her

to c

reat

e ne

w p

rodu

cts,

such

as

gaso

line

and

mot

or o

il.

Petr

oleu

m s

uppl

ies

mos

t of

the

w

orld

’s en

ergy

nee

ds. B

ut c

ars

that

us

e ga

solin

e ar

e a

maj

or s

ourc

e of

air

pollu

tion.

Th

ey r

elea

se p

oiso

nous

che

mic

als

and

tiny

part

icle

s in

to t

he a

ir. a

ir po

llutio

n ca

n hu

rt y

our

eyes

, nos

e,

and

thro

at. i

t ca

n m

ake

brea

thin

g di

ffic

ult.

Car

s al

so r

elea

se g

reen

hous

e ga

ses

into

the

air.

Th

ese

gase

s tr

ap h

eat

in t

he a

tmos

pher

e, c

ausin

g gl

obal

war

min

g. e

ngin

eers

ar

e de

velo

ping

car

s th

at

emit

less

pol

lutio

n.

From

Oil

to G

asol

ine

Pe

tr

ole

um

P

ro

ble

ms Pe

trol

eum

is u

sed

to m

ake

plas

tics,

mak

eup,

med

icin

es,

and

man

y ot

her

prod

ucts

th

at p

eopl

e us

e ev

ery

day.

A w

ork

er p

our

s a

sam

ple

of

crud

e o

il in

a t

estin

g la

b

mo

tor

1. T

he m

oto

r m

ove

s th

e w

alki

ng b

eam

.

2. T

he “

hors

e he

ad”

mo

ves

up a

nd d

ow

n, c

reat

ing

su

ctio

n to

bri

ng u

p t

he o

il.

3. C

rud

e o

il flo

ws

out

of

the

wel

l and

into

a p

ipe.

12 3

hors

e he

ad

oil

rese

rvo

ir

wal

king

bea

mH

ow

An

oil

PU

mP

wo

rk

S

wel

l

pip

e

Key Question: What properties do all liquids have in common?

Title of I.File: Crude Oil

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

m

1In

vest

igat

ion

File

SolidS, liquidS, and GaSeS liquids

Cre

dits

: © C

orey

Ric

h/A

uror

a P

hoto

s

imag

ine

raft

ing

in t

he b

eaut

iful G

rand

Can

yon.

Y

our

pad

dle

mo

ves

easi

ly t

hro

ugh

calm

wat

er

on

the

Co

lora

do R

iver

. The

liq

uid

wat

er t

akes

the

sh

ape

of

the

rive

rbed

. But

loo

k o

ut! u

p ah

ead

is ro

ugh

wat

er c

alle

d ra

pids

.

Rapi

ds a

re c

ause

d w

hen

a ri

ver

flow

s ov

er a

nd

arou

nd la

rge

rock

s. Th

e ra

pids

look

whi

te a

nd f

oam

y as

wat

er m

ixes

with

air

. Roc

ks c

an a

lso b

lock

par

t of

the

riv

er. W

ater

kee

ps f

low

ing

in, b

ut t

he w

ater

ca

nnot

be

sque

ezed

into

the

sm

all a

rea.

Whe

n th

e w

ater

get

s hi

gh e

noug

h, it

rus

hes

over

the

roc

ks.

This

proc

ess

crea

tes

fast

-mov

ing

rapi

ds.

Peop

le a

roun

d th

e w

orld

enj

oy r

idin

g ra

pids

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y m

ay u

se r

afts

, can

oes,

or k

ayak

s. Bu

t ra

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can

be

dang

erou

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e w

aves

ar

e st

rong

and

fas

t. H

owev

er, w

ith t

he r

ight

tr

aini

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apid

s ca

n be

a

grea

t ad

vent

ure.

Rid

ing

the

Rap

ids

Raf

ting

on

the

Co

lora

do

R

iver

is a

uni

que

way

to

se

e th

e G

rand

Can

yon.

The

Co

lora

do

Riv

er s

tret

ches

fro

m

Co

lora

do

to

the

Gul

f o

f C

alifo

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exic

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iver

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pid

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itio

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mal

l wav

es; v

ery

few

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in t

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aves

up

to

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eter

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igh;

mo

re r

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s

iii

Hig

h w

aves

tha

t ca

n flo

od

an

op

en c

ano

e; p

assa

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fo

r ra

fts

and

kay

aks

with

an

exp

erie

nced

raf

ter

iVVe

ry r

oug

h, h

igh

wav

es; t

oo

dan

ger

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can

oes

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and

kay

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req

uire

an

exp

ert

raft

er

VV

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nt w

aves

; ste

ep d

rop

s; s

afe

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r an

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ert

in a

cl

ose

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oat

or

kaya

k

Vi

Too

dan

ger

ous

fo

r an

yone

to

rid

e o

n in

any

kin

d o

f b

oat

File

Rap

ids a

nd

Wat

erfa

lls

2

Cre

dits

: lef

t: ©

Kel

ly-M

oone

y P

hoto

grap

hy/C

orbi

s rig

ht: ©

Rys

zard

Las

kow

ski/D

ream

stim

e.co

m©

Lea

rnin

g A

–Z A

ll rig

hts

rese

rved

. w

ww

.sci

ence

a-z.

com

Inve

stig

atio

n Fi

le

Solid

s, Liq

uids

, and

Gas

es }

Liq

uids

} R

apid

s an

d W

ater

falls

fo

RM

ATio

N o

f A

WAT

eR

fAll

hard

ro

ck

soft

ro

ck

flo

win

g w

ater

rem

oves

so

ft r

ock

, whi

le t

he h

ard

ro

ck r

emai

ns. T

his

pro

cess

cre

ates

wat

erfa

lls.

Wild

Wat

erfa

lls

xxxx

x

Hav

e yo

u ev

er s

een

som

ethi

ng in

cred

ible

? M

aybe

al

l you

cou

ld d

o w

as s

tare

. Tha

t’s h

ow a

lot

of

peop

le f

eel w

hen

they

see

nia

gara

Fal

ls.

The

nia

gara

Riv

er h

as t

hree

mas

sive

wat

erfa

lls.

Toge

ther

, the

y ar

e ca

lled

nia

gara

Fal

ls. T

hey

are

on t

he b

orde

r be

twee

n C

anad

a an

d th

e un

ited

Stat

es, i

n n

ew Y

ork.

eac

h of

the

wat

erfa

lls is

mor

e th

an 5

0 m

eter

s (1

64 f

t.) h

igh!

nia

gara

Fal

ls fo

rmed

abo

ut 5

,500

yea

rs a

go. W

ater

fr

om m

eltin

g ic

e flo

wed

in a

pow

erfu

l riv

er. o

ver

time,

the

riv

er r

emov

ed la

yers

of

soft

roc

k. i

t re

mov

ed s

o m

uch

rock

tha

t it

crea

ted

wat

erfa

lls.

onl

y ha

rd r

ock

at th

e to

p of

the

wat

erfa

lls r

emai

ned.

Ho

rses

hoe

falls

is t

he w

ides

t o

f th

e th

ree

Nia

gar

a w

ater

falls

. it

is a

bo

ut

670

met

ers

(2,2

00 f

t.) w

ide.

if y

ou s

tack

ed d

ella

Fal

ls on

top

of Y

osem

ite u

pper

Fa

lls, h

ow m

any

met

ers

high

wou

ld th

ese

two

falls

be

? Ho

w m

uch

talle

r or

sh

orte

r w

ould

the

stac

k be

th

an a

ngel

Fal

ls?

Ang

el f

alls

, Ve

nezu

ela

979

m

Angel falls, Venezuela

440

m

della falls, British Columbia

436

m

Yosemite Upper falls, California

248

m

sutherland falls, New Zealand

213

m

fairy falls, Washington

He

iGH

Ts

of

TA

ll W

ATe

RfA

lls

Key Question: What properties do all liquids have in common?

Title of I.File: Rapids and Waterfalls

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

m

1In

vest

igat

ion

File

SolidS, liquidS, and GaSeS liquids

Cre

dits

: © iS

tock

phot

o.co

m/R

Tim

ages

Have

you

ever

won

dere

d w

hy s

oda

mak

es a

fiz

zy

so

und

as it

flo

ws

into

a g

lass

? Th

e fiz

zine

ss is

ca

used

by

gas

bubb

les

mo

ving

thr

oug

h th

e liq

uid

soda

. The

gas

is c

arbo

n di

oxid

e.

The

rest

of

the

soda

is a

mix

ture

of

wat

er a

nd s

yrup

. Th

e sy

rup

is th

ick

and

suga

ry. S

oda

syru

p co

ntai

ns

flavo

rs t

hat

give

the

dri

nk it

s ta

ste.

Som

e fla

vors

, su

ch a

s gi

nger

and

lem

on, c

ome

from

pla

nts.

Food

sc

ient

ists

mak

e ot

her

flavo

rs in

labs

.

Soda

com

es in

bot

tles

and

cans

of

diff

eren

t m

ater

ials,

sh

apes

, and

siz

es. i

t ta

kes

the

shap

e of

the

con

tain

er

it’s

in. W

hen

you

open

a s

oda,

the

car

bon

diox

ide

is ab

le t

o es

cape

fro

m t

he li

qui

d. i

t ris

es t

o th

e to

p, li

ke

whe

n yo

u re

leas

e a

beac

h ba

ll he

ld u

nder

wat

er. l

ike

the

beac

h ba

ll, ga

s bu

bble

s in

sod

a ar

e le

ss d

ense

th

an t

he li

qui

d th

ey’r

e in

. Tha

t’s w

hy t

hey

rise

qui

ckly

to

the

sur

face

.Fiz

zy

Mix

tur

e

Car

bo

n d

ioxi

de

mak

es s

od

a fiz

zy.

1835

B

ott

led

so

da

wat

er fi

rst

sold

in

the

Uni

ted

Sta

tes

1920

s F

irst

ven

din

g

mac

hine

s fo

r so

da

(ser

ved

in c

ups)

1962

F

irst

pul

l-ri

ng t

abs

(“p

op

to

ps”

) use

d

on

cans

Heal

th e

xper

ts ag

ree

that

it is

bet

ter

for

your

hea

lth to

drin

k m

ilk o

r w

ater

than

to d

rink

suga

ry s

oda.

1776

F

irst

so

da

wat

er

mad

e

1957

F

irst

alu

min

um

cans

use

d19

70

Fir

st p

last

ic b

ott

les

used

fo

r so

da

1750

1800

1850

1900

2000

1950

1881

F

irst

co

la-fl

avo

red

so

da

File

SOD

ASO

DA

2

Cre

dits

: lef

t: ©

fSto

p/A

lam

y; r

ight

: © Im

age

Sou

rce/

Ala

my

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

mIn

vest

igat

ion

File

So

lids,

Liqui

ds, a

nd G

ases

} L

iqui

ds }

Sod

a

do

yo

u e

ver

hea

r p

eo

ple

bur

p a

fte

r th

ey

dri

nk

sod

a?

Tha

t ha

pp

ens

whe

n so

me

of

the

ga

s in

so

da

co

me

s b

ack

up

and

out

of

the

ir m

out

h.

But

the

liq

uid

in

the

so

da

sta

ys in

th

eir

sto

ma

ch.

Peo

ple

are

mo

re li

kely

to

bur

p if

the

y d

rink

so

da

qui

ckly

thr

oug

h a

wid

e s

tra

w.

Tha

t’s b

eca

use

the

y su

ck in

m

ore

air

thr

oug

h th

e s

tra

w.

The

ext

ra a

ir c

om

es

ba

ck

out

thr

oug

h th

eir

mo

uth!

Too

Muc

h S

oda?

Thir

sty?

Thi

nk t

wic

e be

fore

gra

bbin

g a

soda

. Th

at’s

beca

use

mos

t so

da h

as a

lot

of s

ugar

in it

. Su

gar

has

calo

ries,

but i

t doe

sn’t

have

any

nut

rient

s. To

o m

uch

suga

r ca

n ca

use

heal

th p

robl

ems

rela

ted

to g

aini

ng w

eigh

t. it

can

also

cau

se c

aviti

es.

Som

e ci

ties

wan

t st

ores

to

stop

sel

ling

soda

in v

ery

larg

e co

ntai

ners

. You

can

’t sq

ueez

e a

larg

e so

da

into

a s

mal

ler

cont

aine

r. S

o pe

ople

wou

ld h

ave

to

drin

k le

ss a

t a

time.

Tha

t m

ight

hel

p th

em c

ontr

ol

how

muc

h so

da t

hey

drin

k.

Eve

n a

smal

l so

da

has

a lo

t o

f su

gar

in it

.

Why

Do

You

Peo

ple

can

avo

id b

urp

ing

b

y d

rink

ing

slo

wly

.

Excu

se m

e!

do

you

say

“sod

a” o

r “p

op”?

Mos

t peo

ple

in th

e no

rthe

aste

rn u

nite

d St

ates

say

“sod

a.” M

ost p

eopl

e in

mid

wes

tern

sta

tes

say

“pop

.” M

any

peop

le in

so

uthe

rn s

tate

s ca

ll all s

oda

Cok

e (a

bra

nd o

f col

a),

even

if it

’s no

t tha

t bra

nd.

Key Question: What properties do all liquids have in common?

Title of I.File: Soda

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Chi

cken

sou

p re

ally

is g

ood

for

you

whe

n yo

u ha

ve a

col

d. T

he s

team

ope

ns u

p yo

ur c

logg

ed n

ose.

The

pro

tein

, vita

min

s, an

d m

iner

als

in th

e so

up h

elp

mak

e yo

ur

body

str

ong.

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

m

1In

vest

igat

ion

File

SolidS, liquidS, and GaSeS liquids

Cre

dits

: lef

t: ©

Tat

iana

Gla

dski

kh/1

23R

F rig

ht: ©

Ale

x Ti

mai

os U

SA

Pho

togr

aphy

/Ala

my

Brrrr

! it’s

co

ld o

utsi

de. Y

ou

need

so

met

hing

war

m t

o e

at. H

ow

abo

ut s

oup

?

Ther

e ar

e m

any

kind

s of

sou

p. Y

ou m

ight

like

tom

ato

soup

. or

may

be c

hick

en n

oodl

e so

up is

for

you

. all

soup

s ar

e a

mix

of

liqui

ds a

nd s

olid

s. Th

e liq

uid

may

be

bro

th, w

ater

, or

milk

. The

sol

ids

may

be

mea

t or

veg

etab

les.

The

soup

mig

ht a

lso h

ave

rice

or

nood

les

in it

. The

y m

ove

thro

ugh

the

liqui

d as

you

st

ir. Y

ou c

an a

dd c

rack

ers

to s

oup,

too

.

Soup

can

be

a he

alth

y m

eal.

So p

our

your

fav

orite

so

up in

to a

bow

l. Th

en e

at it

with

a s

poon

. The

sou

p w

ill he

lp y

ou w

arm

up!

Hot

, Hea

ltHy

Mea

ls

Wha

t is

yo

ur f

avo

rite

kin

d o

f so

up?

Wha

t is

the

mai

n liq

uid

in it

?

Thi

s fa

mo

us

pai

ntin

g o

f so

up c

ans

was

m

ade

by

an

artis

t na

med

A

ndy

War

hol.

File

Soup

2

Cre

dits

: lef

t: ©

Jon

Fei

nger

sh/B

lend

Imag

es/C

orbi

s; to

p rig

ht: ©

Spa

nych

ev/D

ream

stim

e.co

m

cent

er r

ight

: © n

ito50

0/12

3RF;

bot

tom

rig

ht: ©

Kar

en W

unde

rman

/Dre

amst

ime.

com

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

mIn

vest

igat

ion

File

So

lids,

Liqui

ds, a

nd G

ases

} L

iqui

ds }

Sou

p

Som

etim

es c

anne

d so

up

look

s so

lid w

hen

you

open

it. T

hat’s

bec

ause

m

any

cann

ed s

oups

do

not

have

muc

h liq

uid.

Yo

u ha

ve t

o ad

d w

ater

or

milk

at

hom

e.

onc

e yo

u ad

d th

e liq

uid,

yo

u ca

nnot

sq

ueez

e th

e so

up b

ack

into

the

can

. it

’s to

o sm

all!

Stir

the

so

up w

hile

it’s

cook

ing.

Th

en p

our

the

soup

in

to a

bow

l. it

flo

ws

qui

ckly

and

tak

es

the

shap

e of

the

bo

wl.

Mak

e su

re

not

to s

pill

any!

Cook

ing

Cann

ed

Soup

in 2

008,

peo

ple

in n

ew Z

eala

nd

mad

e a

pot o

f veg

etab

le s

oup

that

was

25,

200

liters

(6,5

00 g

al.)

in v

olum

e!

Soup

isn’

t alw

ays

eate

n ho

t. M

any

peop

le a

roun

d th

e w

orld

en

joy

thei

r so

up c

old.

Bor

scht

, ga

zpac

ho (g

uh-S

PoTC

H-oh

), an

d vi

chys

soise

(vih

-she

e-SW

aH)

ar

e co

ld so

ups.

bo

rsch

t (R

ussi

a)

vich

ysso

ise

(Fra

nce)

gaz

pac

ho (S

pai

n)

Stirr

ing

soup

m

ixes

the

solid

s an

d liq

uids

, and

ke

eps

it fr

om

burn

ing.

So

up is

mo

stly

wat

er. W

ater

bo

ils

at 1

00°C

(212

°F) i

n p

lace

s ne

ar s

ea

leve

l. B

ut w

ater

bo

ils a

t a

low

er

tem

per

atur

e at

hig

her

elev

atio

ns.

That

’s b

ecau

se t

he a

ir p

ress

ure

is lo

wer

. For

exa

mp

le, w

ater

boi

ls

at 9

0°C

(193

°F) i

n p

lace

s th

at a

re

3,05

0 m

eter

s (1

0,00

0 ft

.) ab

ove

se

a le

vel.Te

mp

eR

ATu

Re

oF

B

oil

ing

WAT

eR

3,05

0 m

eter

s (1

0,00

0 ft

.) ab

ove

sea

leve

l

193º

F90

ºC

sea

leve

l

100º

C21

2ºF

Key Question: What properties do all liquids have in common?

Title of I.File: Soup

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

m

1In

vest

igat

ion

File

SolidS, liquidS, and GaSeS liquids

Cre

dits

: mai

n: ©

Col

in Y

oung

-Wol

ff/P

hoto

Edi

t; bo

ttom

left:

© S

ergi

i Kol

esny

k/12

3RF

bot

tom

cen

ter:

© E

die

Layl

and/

123R

F; b

otto

m r

ight

: © n

ito50

0/12

3RF

Whe

n at

hlet

es p

lay

spo

rts

on

a ho

t da

y, t

hey

swea

t a

lot.

Swea

ting

help

s th

em c

oo

l off

. Bu

t w

hen

peo

ple

swea

t, th

ey lo

se w

ater

. ath

lete

s m

ay lo

se t

oo

muc

h w

ater

and

fee

l sic

k. l

ike

oth

er

drin

ks, t

he w

ater

in s

port

s dr

inks

kee

ps t

hem

hy

drat

ed (

Hi-

dray

-tid

). Th

e liq

uid

flow

s in

to t

heir

mo

uth

and

help

s th

em c

oo

l do

wn.

But a

thle

tes

also

lose

ele

ctro

lyte

s w

hen

they

sw

eat.

elec

trol

ytes

are

che

mic

als

that

hel

p ne

rves

and

m

uscl

es w

ork.

The

y al

so h

elp

peop

le’s

bodi

es k

eep

the

righ

t ba

lanc

e of

wat

er a

nd o

ther

liq

uids

. Spo

rts

drin

ks h

elp

repl

ace

elec

trol

ytes

suc

h as

sod

ium

and

po

tass

ium

. You

won

’t se

e el

ectr

olyt

es a

s th

ey m

ove

thro

ugh

the

liqui

d. T

hey’

re t

oo s

mal

l to

see.

But

bew

are!

Spo

rts

drin

ks a

lso c

onta

in a

lot

of s

ugar

. Th

e su

gar

give

s at

hlet

es e

nerg

y w

hen

they

’ve

been

pl

ayin

g fo

r ho

urs.

But

it isn

’t he

alth

y fo

r ki

ds t

o ha

ve

so m

uch

suga

r. P

lent

y of

pla

in w

ater

is u

sual

ly t

he

best

thi

ng t

o dr

ink.

Coo

ling

off

fr

om

the

insi

de

Sp

ort

s d

rink

s ca

n he

lp a

thle

tes

coo

l o

ff a

fter

a h

ard

w

ork

out

.

Sp

ort

s d

rink

s ha

ve

elec

tro

lyte

s, b

ut t

hey

also

hav

e a

lot

of

sug

ar.

Use

the

tab

le t

o c

om

par

e th

ree

po

pul

ar d

rink

s.

Man

y do

ctor

s sa

y th

at th

e on

ly

peop

le w

ho n

eed

spor

ts dr

inks

are

pr

ofes

siona

l ath

lete

s. W

ater

is a

be

tter

optio

n fo

r m

ost p

eopl

e.

Co

mp

ar

ing

ing

re

die

nt

S in

dr

ink

S (m

illi

gr

am

S p

er

lit

er

)

ingr

edie

nts

W

ater

S

port

s d

rink

s

Soda

Sodi

um

0 m

g

4

58 m

g

125

mg

Pota

ssiu

m

0 m

g

12

5 m

g

0 m

g

Suga

r

0 m

g

5

8 m

g

104

mg

File

Spor

ts D

rinks

2

Cre

dits

: lef

t: ©

iSto

ckph

oto.

com

/Dav

id L

entz

rig

ht: ©

PC

N P

hoto

grap

hy/A

lam

y©

Lea

rnin

g A

–Z A

ll rig

hts

rese

rved

. w

ww

.sci

ence

a-z.

com

Inve

stig

atio

n Fi

le

Solid

s, Liq

uids

, and

Gas

es }

Liq

uids

} S

port

s D

rinks

in 19

65, t

he u

nive

rsity

of

Flo

rida

foo

tbal

l tea

m

spen

t ho

urs

prac

ticin

g in

th

e he

at a

nd h

umid

ity.

The

Gat

ors,

as t

he t

eam

w

as c

alle

d, o

ften

bec

ame

wea

k an

d tir

ed.

Scie

ntist

s at

the

uni

vers

ity f

ound

tha

t th

e pl

ayer

s w

ere

losin

g a

lot

of w

ater

and

ele

ctro

lyte

s. So

th

e sc

ient

ists

crea

ted

a dr

ink

that

rep

lace

d lo

st

elec

trol

ytes

and

pro

vide

d en

ergy

to

the

play

ers.

it w

as t

he f

irst

spo

rts

drin

k.

Toda

y, m

any

athl

etes

dri

nk s

port

s dr

inks

. The

y dr

ink

it fr

om c

ups

or b

ottle

s. Th

e liq

uid

take

s th

e sh

ape

of w

hich

ever

con

tain

er it

’s in

.

Cool

ing

the

Gat

ors

Sci

entis

ts m

ade

the

first

sp

orts

drin

k by

ad

din

g sa

lt an

d s

ugar

to

wat

er. i

t was

gro

ss! S

o th

ey a

dd

ed le

mon

juic

e to

mak

e it

tast

e b

ette

r. to

day

, the

re a

re m

any

diff

eren

t flav

ors

of s

por

ts d

rinks

.

imag

ine

a co

ach

is tr

ying

to p

our

1,000

milli

liters

(ml)

of

spor

ts dr

ink

into

four

cup

s. ea

ch c

up h

olds

240

ml.

Will

the

coac

h ha

ve a

ny d

rink

left

over

? if

so,

how

m

uch?

Rem

embe

r, yo

u ca

n’t s

quee

ze th

e sp

orts

dr

ink

into

a s

mal

ler

cont

aine

r. So

if th

e co

ach

adds

to

o m

uch

liqui

d, th

e cu

p w

ill ov

erflo

w.

Co

mp

ar

ing

imp

or

tan

t e

leC

tr

oly

te

S F

oU

nd

in S

we

at

ele

ctro

lyte

ro

le in

Bo

dy

am

oun

t in

Sw

eat

(mill

igra

ms

per

lite

r)

calc

ium

help

s m

uscl

es m

ove

and

ner

ves

send

si

gna

ls50

–100

chlo

rid

ehe

lps

your

bo

dy

keep

the

rig

ht b

alan

ce

of

liqui

ds

900

–1,9

00

mag

nesi

umhe

lps

mus

cles

mo

ve, n

erve

s se

nd

sig

nals

, and

cel

ls p

rod

uce

ener

gy

60–2

60

po

tass

ium

help

s nu

trie

nts

mo

ve in

yo

ur b

od

y an

d

cont

rols

yo

ur h

eart

bea

t10

0–2

00

sod

ium

help

s yo

ur b

od

y ke

ep t

he r

ight

bal

ance

o

f w

ater

; hel

ps

mus

cles

mo

ve a

nd

nerv

es s

end

sig

nals

900

–2,6

00

Som

e pr

ofes

siona

l spo

rts

team

s ce

lebr

ate

a w

in b

y po

urin

g a

buck

et o

f spo

rts

drin

k ov

er

the

coac

h’s

head

.

Key Question: What properties do all liquids have in common?

Title of I.File: Sports Drinks

My Key Words and Definitions

List five words from your I.File that are important for understanding the

topic. Then write a definition for each one in your own words.

Word My Definition

My Evidence

List details from your I.File that may be important for answering the

Key Question. Your details do not need to be written in complete

sentences.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Both

Mer

cury

the

plan

et a

nd m

ercu

ry th

e m

etal

are

nam

ed

for

the

spee

dy m

esse

nger

of t

he g

ods

in a

ncie

nt R

oman

m

yths

. Thi

s na

me

was

use

d be

caus

e th

e m

etal

flow

s qu

ickly

, an

d th

e pl

anet

app

ears

to m

ove

quic

kly in

the

sky.

Mys

tery

File

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

m

1

SolidS, liquidS, and GaSeS liquids

Cre

dits

: lef

t: ©

DC

Pho

to/A

lam

y; r

ight

: © A

AA

Pho

tost

ock/

Ala

my

Take

a lo

ok

aro

und.

Met

als

are

ever

ywhe

re!

Can

s, c

oin

s, a

nd c

ars

are

all m

ade

of

met

als.

Mer

cury

, lik

e sil

ver

or n

icke

l, is

a ki

nd o

f m

etal

. But

it

isn’t

hard

like

mos

t m

etal

s. M

ercu

ry is

the

onl

y m

etal

th

at f

low

s at

roo

m t

empe

ratu

re. a

spo

on c

ould

eas

ily

mov

e th

roug

h it.

You

can

’t do

tha

t w

ith s

ilver

or

nick

el!

until

rec

ently

, mos

t th

erm

omet

ers

used

mer

cury

. a

mer

cury

the

rmom

eter

has

a t

hin

glas

s tu

be in

side.

it

’s fil

led

with

mer

cury

. The

mer

cury

tak

es t

he s

hape

of

the

tub

e an

d lo

oks

like

a th

in li

ne. i

t ta

kes

up m

ore

spac

e w

hen

it’s

war

m a

nd le

ss s

pace

whe

n it’

s co

ol.

To ta

ke y

our

tem

pera

ture

, you

pl

ace

the

ther

mom

eter

und

er

your

ton

gue.

If y

ou h

ave

a fe

ver,

the

mer

cury

war

ms

up

and

expa

nds.

It c

an’t

fit in

the

sa

me

smal

l spa

ce. S

o it

flow

s hi

gher

in t

he t

ube.

Whe

re t

he

mer

cury

sto

ps d

epen

ds o

n yo

ur t

empe

ratu

re.

Is m

ercu

ry a

liq

uid?

Mys

tery

File

Que

stio

n

Flo

win

g M

etal

Mer

cury

mel

ts a

t a

muc

h lo

wer

te

mp

erat

ure

than

oth

er m

etal

s.

Tha

t’s

why

it fl

ows

at r

oo

m

tem

per

atur

e.

Dan

iel F

ahre

nhei

t in

vent

ed t

he

mer

cury

the

rmo

met

er in

171

4.

Tod

ay, m

ost

peo

ple

use

dig

ital

th

erm

om

eter

s in

stea

d.

Mercury

2

Cre

dits

: © W

uttic

hok

Pan

ichi

war

apun

/123

RF

© L

earn

ing

A–Z

All

right

s re

serv

ed.

ww

w.s

cien

cea-

z.co

mSo

lids,

Liqui

ds, a

nd G

ases

} L

iqui

ds }

Mys

tery

File

M

ercu

ry

Hea

lth H

azar

d

Ani

mal

s at

the

to

p o

f a

foo

d

chai

n ha

ve m

ore

mer

cury

in

thei

r b

od

ies

than

tho

se a

t th

e b

ott

om

.

• m

ercu

ry

Mer

cury

is n

eat

to lo

ok a

t. Bu

t it’

s al

so h

arm

ful t

o liv

ing

thin

gs. i

f pe

ople

are

n’t

care

ful,

it ca

n ge

t in

to t

he e

nvir

onm

ent.

Mer

cury

in t

he e

nvir

onm

ent

ofte

n en

ds u

p in

a

body

of

wat

er, s

uch

as a

lake

or

ocea

n. T

hen

it’s

abso

rbed

by

tiny

plan

ts a

nd a

nim

als.

Smal

l fish

eat

th

ese

livin

g th

ings

, and

mer

cury

bui

lds

up in

the

ir bo

dies

. The

n bi

gger

fish

eat

a lo

t of

tho

se s

mal

l fis

h. a

s a

resu

lt, t

he b

igge

r fis

h ha

ve a

hig

h le

vel

of m

ercu

ry in

the

ir bo

dies

. Tha

t’s a

pro

blem

for

pe

ople

who

mig

ht e

at

t

hose

big

ger

fish.

It’s

also

a p

robl

em f

or

t

he f

ish!

Mys

tery

File

Res

pons

e Sh

eet

Key

Que

stio

n: W

hat p

rope

rtie

s do

all

liqui

ds h

ave

in c

omm

on?

List

the d

etai

ls yo

u fo

und

in ev

ery

I.File

that

you

r tea

m re

ad. U

se th

e I.T

eam

Ev

iden

ce se

ctio

n of

you

r I.F

ile R

espo

nse S

heet.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

T

F

?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

T

F

?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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T

F

?

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T

F

?

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T

F

?

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T

F

?

Now

dec

ide w

heth

er ea

ch o

f the

det

ails

you

liste

d is

also

true

for t

he M

yster

y Fi

le.

Circ

le o

ne a

nsw

er fo

r eac

h de

tail:

T =

true

F =

false

? =

not s

ure

Did

you

circ

le T

(tr

ue)

for

all t

he d

etai

ls?

Yes

No

Mys

tery

File

Que

stio

n: I

s m

ercu

ry a

liq

uid?

Ye

s N

o

Use

evid

ence

to a

nsw

er th

e Mys

tery

File

Que

stio

n. W

rite i

n co

mpl

ete s

ente

nces

.

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Com

pact

fluo

resc

ent l

ight

bulb

s (C

Fls)

con

tain

mer

cury

ga

s. if

a C

Fl b

reak

s, op

en a

win

dow

to a

ir ou

t the

roo

m.

Then

sw

eep

up th

e pi

eces

with

out t

ouch

ing

the

glas

s.

6th Grade Reading & WritingAt-Home Activities for April 9th-15th

Day Reading Writing

1

Students will read the story “White Fang” on page 2-3. To assist students, students can either read along with a parent/guardian or read independently.

During the reading, they will use the annotation checklist (at the top of the story).

Students will start their “IVF Summary” by competing only Step 1 and Step 2.“I” = introduce the topic“V” = give a verb“F” = finish the thoughtThere is an example on page 6. Students will write their summary on page 7.

2

Students will continue working on the text “White Fang.” Answer the 3 questions on page 4 under the section: “What does the text say?” Use evidence from the text to support your answers. Try using these sentence starters to cite evidence: “According to the text,...”, “For example,...”

Students will finish their “IVF Summary” by competing only Step 1 and Step 3.

There is an example on page 6. Students will write their summary on page 7.

3

Students will continue working on the text “White Fang.” They will reread the passage.They will answer the questions on page 4 under the section of “How does the Text Work?” Use evidence from the text to support your answers. Try using these sentence starters to cite evidence: “According to the text,...”, “For example,...”

Read the prompt for the “Short Essay” on page 8. (Help: “uncommon” means “not normal”.) Then, brainstorm your ideas. Make sure you have enough to text evidence to support your ideas. Begin your Brainstorm and 2-Column notes plan for the short essay using the “t” chart on page 8.

4

Students will continue working on the text “White Fang.” They will reread the passage.They will answer the 3 questions on page 5 under the section of “What does the Text Mean?” Use evidence from the text to support your answers. Try using these sentence starters to cite evidence: “According to the text,...”, “For example,...”

Finish your 2-Column notes plan (on page 8) if you haven’t. Then, begin to write your essay on page 9. Use the Essay Checklist on the side of the page to make sure you include what you must include.

5

Reread the text aloud to yourself. Then, complete each checklist item for “Hunt” in the Text on page 6. You will need colored pencils, crayons, markers, or colored pens. If you do not have these, don’t worry! You can simply mark the correct colors with pencil.

Complete your essay on page 9 (there is extra space on page 10). Use the Essay Checklist on the side of the page to make sure you include what you must include.

This packet is designed to cover five days of content. We recommend that each day consist of the following minutes: 30 minutes of Reading and 30 minutes of Writing. These lessons are designed to be completed independently; however, answer keys are available at the end of the packet to help minimize confusion. We encourage your student to complete each lesson to the best of their ability.

There is an extra for-fun activity on page 11! Check it out! Share a picture of your creation with your teacher, if you can!

Remember: your teacher can help you with this packet in your Google Meet sessions!

***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.****

2

3

(This is Collie. A Collie is a breed of dog.)

Questions

4

Remember: to “infer” is to make

a really good guess based on

text evidence and/or what you

already know..

Questions

5

Remember: “contrast” means

difference. “Contribute to”

means “add to”.

“Development” means

change/growth. “Theme” is

the lesson learned.

Would you like White Fang as your own pet? Why or why not? “Brainstorm” as many reasons as you can by citing information from the text or from real life.

“Hunt” in the TextWhite Fang

For this hunt, you will need: A box of crayons or markers. If you don’t have these, simply use a pencil to write the correct color.Check off each item as you find it.

❏ Find a sentence that contains more than one adjective (a word that describes). Color the sentence brown.

❏ Find the possessive pronouns. Color 3 of them red.❏ Find the past tense verbs. Color 3 of them green. ❏ Find a simile (something that represents something else using the words “like” or “as”,

like The face was as pale as the moon.). Color it orange.❏ White Fang learned many lessons. Color one of the lessons yellow.❏ Find a sentence that shows an example of the mood (the feel) of the story. Color it

blue.❏ Find a sentence that gives evidence as to the genre of the story. Here are some

examples of genre: fiction (make-up), nonfiction (factual), mystery, etc. Color it purple.

Writing: IVF Summary

6

7

Prompt: In what way is White Fang an uncommon dog? Write an essay responding to this question. Make sure to cite text evidence to support your position.

Writing: Short Essay

Brainstorm:

8

Remember: Uncommon means unusual or rare

Essa

y C

heck

list:

Prom

pt: I

n w

hat w

ay

is W

hite

Fa

ng a

n un

com

mon

dog

? W

rite

an

essa

y re

spon

din

g to

this

ques

tion.

Ma

ke su

re to

cite

text

ev

iden

ce to

supp

ort y

our p

ositi

on.

Intro

duc

tion

Para

gra

ph:

❏H

ook/

Back

grou

nd In

form

atio

n❏

Thes

is (a

sent

ence

sta

ting

your

ans

wer

)1

Bod

y Pa

ragr

aph

with

:❏

topi

c se

nten

ce❏

cita

tion

of te

xt e

vid

ence

(“qu

ota

tion”

or p

ara

phra

se)

❏El

abo

ratio

n in

you

r ow

n w

ord

s❏

cita

tion

of te

xt e

vid

ence

(“qu

ota

tion”

or p

ara

phra

se)

❏El

abo

ratio

n in

you

r ow

n w

ord

sC

oncl

usio

n Pa

ragr

aph

:❏

Fina

l Tho

ught

s❏

Rest

ate

men

t of t

he th

esis

Thro

ugho

ut th

e Es

say:

❏tra

nsiti

on W

ord

s/Ph

rase

s suc

h a

s “Fo

r ex

am

ple,

...”,

“Th

e te

xt st

ate

s,...”

❏a

ppro

pria

te L

ang

uage

& S

tyle

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9

Essa

y C

heck

list:

Prom

pt: I

n w

hat w

ay

is W

hite

Fa

ng a

n un

com

mon

dog

? W

rite

an

essa

y re

spon

din

g to

this

ques

tion.

Ma

ke su

re to

cite

text

ev

iden

ce to

supp

ort y

our p

ositi

on.

Intro

duc

tion

Para

gra

ph:

❏H

ook/

Back

grou

nd In

form

atio

n❏

Thes

is (a

sent

ence

sta

ting

your

ans

wer

)1

Bod

y Pa

ragr

aph

with

:❏

topi

c se

nten

ce❏

cita

tion

of te

xt e

vid

ence

(“qu

ota

tion”

or p

ara

phra

se)

❏El

abo

ratio

n in

you

r ow

n w

ord

s❏

cita

tion

of te

xt e

vid

ence

(“qu

ota

tion”

or p

ara

phra

se)

❏El

abo

ratio

n in

you

r ow

n w

ord

sC

oncl

usio

n Pa

ragr

aph

:❏

Fina

l Tho

ught

s❏

Rest

ate

men

t of t

he th

esis

Thro

ugho

ut th

e Es

say:

❏tra

nsiti

on W

ord

s/Ph

rase

s suc

h a

s “Fo

r ex

am

ple,

...”,

“Th

e te

xt st

ate

s,...”

❏a

ppro

pria

te L

ang

uage

& S

tyle

(Ext

ra w

ritin

g sp

ace)

__

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10

Want more?Instructions: Create a comic book page that shows White Fang with his family and/or with Collie. You can add your own speech bubbles if you need to and remember to draw and color to the best of your ability. Make sure to include a background of the setting. Have fun! If you want to, share a picture of your comic with your teacher!

11

Answer Key

3. W

ould

you

like

Whi

te F

ang

as y

our

own

pet?

Why

or w

hy n

ot?

“Bra

inst

orm

” as

man

y re

ason

s as

you

ca

n by

citi

ng in

form

atio

n fro

m th

e te

xt

or fr

om re

al li

fe.

Che

ck to

see

if y

our a

nsw

er e

xpla

ins

why

or

why

not

you

wou

ld li

ke W

hite

Fan

g to

be

your

dog

and

that

you

hav

e ci

ted

evid

ence

fro

m th

e te

xt to

sup

port

your

ans

wer

. R

emem

ber,

you

can

also

use

evi

denc

e fro

m re

al li

fe. S

hare

you

r ans

wer

with

so

meo

ne if

you

can

.

Wh

at d

oes

th

e te

xt s

ay?

Ho

w D

oes

th

e te

xt w

ork

? W

hat

do

es t

he

text

mea

n?

Hello! First off, we all hope that you’re doing okay at home. We know it’s

been a weird time but we’re hopeful that you and your family are safe and

healthy.

In this packet, you’ll find three activities for this week that focus on:

You can also find this information by going to www.wesdschools.org Some art teachers are also providing online resources for your activities, so make sure to check Google Classroom!

Supplies for This Week:

Pencil Eraser Pen (optional)

Scan the QR code below to find a list of extra resources for all special areas!

6th-8th

Value is the light and dark of a color. When making a value scale with no color, this is called an achromatic value scale.

One way to make value is to use hatching. Hatching means to make marks in different directions and distances apart – the farther apart marks are, the lighter the value appears. The closer together they are, the darker the value appears.

Another way to make value is to use the pressure of your pencil – this is called continuous

application. Simply put more pressure on your pencil to make darker values and put less pressure for lighter values.

In the spaces below, practice making value on your own.

Label Method: ____________________

Label Method: ____________________

Next, take the ideas from above and try making value out of line patterns.

Using a grid is an excellent way to accurately copy an original image. The grid method breaks larger images into smaller, easier to draw sections. To draw using this method, match the grid

square from the original image to the empty grid. Copy only what you see in that one grid square and then move on to the next.

Notice how, in the image below, the content in square B3 matches on each grid.

In the space below, copy the original image to finish the empty grid.

Original Image

1 2 3 4

A

B

C

D

E

Copied Image

1 2 3 4

A

B

C

D

E

For this activity, you will combine both of the above methods.

1. Using the grid method, copy the original image to the blank grid as accurately as possible. 2. Next, use value to add areas of light and dark to your drawing. You may use any method

described in Activity 1.

Circle the value method that you’ll be using:

Continuous Application Hatching Pattern

In the space below, copy the original image to the empty grid and add value.

Original Image

1 2 3 4

A

B

C

D

E

Copied Image

1 2 3 4

A

B

C

D

E

Rh

yth

m U

nit

fo

r K

-6

Wee

k 3

: R

hyt

hm

nam

es/s

ylla

ble

s

The

exam

ple

s b

elo

w a

re w

ord

s th

at h

ave

the

sam

e sy

llab

les

or

par

ts a

s th

e rh

yth

m.

Bel

ow

eac

h e

xam

ple

, wri

te y

ou

r o

wn

wo

rds

for

each

rh

yth

m p

atte

rn.

Los

sig

uie

nte

s ej

emp

los

son

pa

lab

ras

qu

e ti

enen

las

mis

ma

s sí

lab

as

o p

art

es q

ue

el r

itm

o. D

eba

jo d

e

cad

a e

jem

plo

, esc

rib

a s

us

pro

pia

s p

ala

bra

s p

ara

ca

da

pa

tró

n d

e ri

tmo

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K, 1

,2 s

tud

en

ts u

se:

Egg,

to

ast,

milk

, ju

ice

__

___

____

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____

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___

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Pea

nu

t, b

utt

er, j

elly

, po

p t

art

___

___

____

___

____

__

_

___

___

___

___

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___

____

__

_

___

___

____

___

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3, 4

, 5, 6

stu

de

nts

use

ab

ove

PLU

S:

sun

flo

wer

, Ric

e K

risp

ies,

bee

f ta

co

___

___

____

___

____

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____

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gum

my

bea

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erea

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nd

y ca

ne,

ora

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juic

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___

___

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chila

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ga, p

epp

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___

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1

Physical Education 3rd - 6th (Week 3)

Cardiorespiratory endurance

(Synonyms are cardiovascular and Aerobic Capacity)

A measurement of how well your heart, lungs and muscles work together to keep your body active over an extended period of time.

Exercisers can improve cardiorespiratory endurance by participating in a program of regular aerobic exercise (needing oxygen)

Keeping your heart and lungs strong can prevent diseases such as high blood pressure and heart

diseases. Cardiorespiratory endurance can also help prevent diabetes and obesity.

Cardio-respiratory Endurance Exercises

Warm up: Perform each exercises for 30 seconds:

1. Jog in place 4. Jumping Jacks 7. Star jumps

2. High Knees 5. Switch kicks or Switch lunges

8. Mountain climbers

3. Kickbacks or Kick butts 6. Jump rope (imaginary rope)

9. Plank jacks

10. Burpees

Let’s Check our heartrate:

1. Find your pulse (radial = wrist or carotid = neck)

2. Count the beats you feel in 6 seconds

3. Add a zero (0) to the end of the number of beats you counted. For example, if you counted

14 beats, you add the zero to the end and it becomes 140 beats per minute.

Write your RESULTS

1. What was your heartrate? ______ beats per minute (BPM)

2. How does your heartrate indicate how hard you were working?

___________________________________________________________________

3. What do you think the benefits are of doing cardio-respiratory endurance exercise on a

regular basis? ________________________________________________________

2

Activity:

Tabata training: 20 seconds doing the exercise and 10 seconds of rest.

Tabata training was created by a Japanese scientist named Dr. Izumi Tabata. True Tabata

workouts combine 20 seconds of vigorous activity with 10 seconds of rest in between each

set. People often adjust the timing and intensity of interval workouts, but it’s important to

understand the history behind the method. Dr. Tabata’s research showed that even 4-minute

workouts using his timing formula can have positive results on a person’s overall fitness.

Because Tabata is a vigorous activity every 20 seconds of work, it gets your heartrate

elevated making your lungs work harder to get oxygen to the muscles quickly, making Tabata

a great Cardio-respiratory workout.

Let’s try it out!

Tip: Look over all exercises first to make sure you know them.

Remember to try and do each exercise vigorously.

* Vigorous activities require the highest amount of oxygen consumption to complete the activity.

TABATA FITNESS STATIONS

Set # Exercise Name Interval time

1 Squats https://youtu.be/Zqc_lc93hak 0:00 - 0:20 seconds

Rest for 10 second

2 Plank shoulder taps https://youtu.be/gWHQpMUd7vw 0:30 - 0:50 seconds

Rest for 10 seconds

3 Jump https://youtu.be/bIILw7Bsk_M 1:00 – 1:20 minutes

Rest for 10 seconds

4 Jumping jacks https://youtu.be/gG2Z1siSvkk 1:30 – 1:50 minutes

Rest for 10 seconds

5 Squats https://youtu.be/Zqc_lc93hak 2:00 – 2:20 minutes

Rest for 10 seconds

6 Plank shoulder taps https://youtu.be/gWHQpMUd7vw 2:30 – 2:50 minutes

Rest for 10 seconds

7 Jumps https://youtu.be/bIILw7Bsk_M 3:00 – 3:20 Minutes

Rest for 10 seconds

8 Jumping Jacks https://youtu.be/gG2Z1siSvkk 3:30 – 3:50 minutes

3

Heart rate check – find your pulse Ready Count Stop

1. What is your heart rate? ________ beats per minute (BPM)

2. Was it faster than it was for the warm up? __________

3a. if your answer is yes, why do you think it was faster? _________________

3b. if your answer is no, why do you think it wasn’t faster? ________________

4. Can you name 3 benefits of doing cardio-respiratory endurance exercises on a regular

basis? ______________________________________________________

5. Name 3 different cardio-respiratory exercises you can do at home.

__________________________________________________________

6. Can you name one Fitness gram test that measures Cardio-respiratory Endurance?

________________________

Home online resource:

https://www.thepespecialist.com/peath...