april 13-may 15, 2020 grade 6 - sharpschool

Continuous Learning Plan

Elementary School 5 Week Plan

April 13-May 15, 2020

Grade 6

Teacher:

Adele Bovis Email: [email protected]

Grade Level: 6

Instructional & Virtual Office Hours:

12:30-1:30 (M/W/F) 8:30-9:30 (T/Th)

Phone Number: 443-572-1409 Daily Engagement Time: 90 minutes daily

Learning Plan Overview

On March 27, 2020 the New Mexico Public Education Department (NMPED) announced that schools will shift

to a learn-at-home model as they will remain closed for the rest of the academic year. Schools will not be

required to make up the missed instructional days between March 16 and April 3, but for the remaining weeks

of the school year to be waived, districts must develop both technology-based and non-technology-based

Continuous Learning Plans (CLP) to include 5 weeks of remote learning.

Students and families are encouraged to utilize digital resources; however, given limited access to technology

and/or reliable internet service, students may opt to participate off-line and will be provided with the resources

they need. Paper-based assignments will be completed by students, but will not be submitted for traditional

grading; instead teachers will assess student’s completion of activities through weekly check ins and parents

will submit the “Extended Learning Parent Verification” form electronically to teachers during the final week of

remote learning, due May 11-15. Students will receive a “PASS or FAIL” grade dependent on their

participation.

EPS will also support all continuous learning options with either digital or phone-in support as necessary.

Teachers will do their best to ensure that regardless of the remote learning option selected by the family, all

students will have the resources they need to meet learning targets.

Teachers will be following NMPED recommended daily engagement timing for continuous learning during the

5 week learning model.

Recommended Daily Engagement Time Grade Band Time

Pre-K 30 minutes

Grades K-1 45 minutes

Grades 2-3 60 minutes

Grades 4-6 90 minutes

Grades 7-12 30 minutes per class (max 3.5 hours per day)

We look forward to supporting families and students in continuing their remote learning during this

unprecedented time. Attached you will find Critical Learning Goals and Activities for English Language

Arts/Literacy, Mathematics and Science & Social Studies. Additional learning supports related to Arts,

Physical Education, Bilingual Education & English Language Development, as well additional grade

appropriate interventions for ELA and Math can be found on our district website at: www.k12espanola.org.

http://www.k12espanola.org/

http://www.k12espanola.org/

Continuous Learning Plan Grade 6 page 2

English Language Arts / Literacy

Critical Learning Goals & Weekly Activities • Analyzing how chapters of a book, scenes of a play, or stanzas of a poem fit into the overall structure of the piece

and contribute to the development of ideas or themes • Gaining knowledge from materials that make extensive use of elaborate diagrams and data to convey information

and illustrate concepts • Evaluating the argument and specific claims in written materials or a speech, and distinguishing claims that are

supported by reasons and evidence from claims that are not • Presenting claims and findings to others orally, sequencing ideas logically, and accentuating main ideas or themes • Writing arguments that provide clear reasons and relevant evidence, using credible sources • Writing brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations • Conducting short research projects to answer a question, drawing on several sources and sharpening the focus

based on the research findings • Reviewing and paraphrasing key ideas and multiple perspectives of a speaker • Recognizing variations from standard English in his or her own and others’ writing and speaking, and using this

knowledge to improve language use • Determining the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or

paragraph; a word’s position or function in a sentence)

Wk Paper Based Learning Activities Digital Learning Activities (All on Edgenuity)

1 “Spaghetti growing on trees and other pranks: history of April Fools' Day Quiz Writing activities.

Growing Up: Narrative Voice in The Jungle Book

Sensory Language in The Jungle Book

Plot Development in The Jungle Book

2 “How music helps us get in touch with emotion” Quiz Writing activities.

Theme in The Jungle Book

Responding to Theme and Character in a Narrative

Comparing Prose and Poetry: Rudyard Kipling's "If"

3 “How young is too young to play the "Fortnite" video game?” Quiz Writing activities.

Writing an Argumentative Essay about a Tradition

Caretakers of the Earth: Examining the

Legend of "The Chenoo"

4 “How a dog became mayor of a California town” Quiz Writing activities.

Evaluating an Argument on Healthy Eating

Analyzing Procedural Text

Text Structure in "A Student's Guide to Global Climate Change"


5 “Fake animal news abounds on social media as coronavirus upends life” Quiz Writing activities.

Exploring Word Relationships and Figurative Language

Creating a Blog

What's Out There: Exploring a Science Text in A Black Hole Is NOT a Hole

Mathematics

Critical Learning Goals & Weekly Activities • Understanding ratios and rates, and solving problems involving proportional relationships (e.g., if it took 7 hours to mow 4

lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?)

• Dividing fractions and solving related word problems (e.g., how wide is a rectangular strip of land with length 3 ⁄4 mile and area 1 ⁄2 square mile?)

• Using positive and negative numbers together to describe quantities; understanding the ordering and absolute values of positive

and negative numbers

• Working with variables and expressions by generalizing the way numbers work (e.g., when adding numbers, the order doesn’t

matter, so x + y = y + x; likewise, properties of addition and multiplication can be used to rewrite 24x + 18y as 6(4x + 3y), or y +

y + y as 3y)

• Understanding the process of solving simple equations • Writing equations to solve word problems and describe relationships between quantities (e.g., the distance D traveled by a train

in time T might be expressed by an equation D = 85T, where D is in miles and T is in hours)

• Reasoning about relationships between shapes to determine area, surface area, and volume

Wk Paper Based Learning Digital Learning Activities (All on Edgenuity)

1 Workbook pages (both sides): 7-1 7-2 7-3 7-4

Writing Equations to Find Unknowns

Solving One-Step Equations: Addition and Subtraction

Solving One-Step Equations: Multiplication and Division


Modeling Real-World Problems with One-Step Equations

Modeling Relationships Between Real-World Quantities

Relating Relationships Shown in Tables to Equations


Comparing Representations of Modeled Relationships

Writing Inequalities

Graphing Inequalities on a Number Line



Finding Area on a Coordinate Plane

Area of Parallelograms

Area of Triangles


Three-Dimensional Figures

Surface Area of Prisms

Surface Area of Rectangular Pyramids

Science & Social Studies

Critical Learning Goals & Weekly Activities • Describe the key structures of seedless & seed plants and their functions. • Understand and interpret the interactions between systems and organisms in biodiverse environments. • Describe the way that electric and magnetic systems interact with each other • Describe the characteristics of early societies, including the development of tools and adaptation to environments • Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the

importance of their contributions to later civilizations

• Describe and analyze the geographic, political, economic, religious and social structures of the early civilizations in Egypt • Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other

regions, and their patterns of change

Wk Paper Based Learning (Science & Social Studies) Digital Learning Activities (All on Edgenuity)

1 Science: “Soil” article & activity Social Studies: Read/annotate “Ancient Egyptian Technology”

Science: Diversity of Life Seedless Plants Social Studies: Neolithic Agriculture & Settlement Fertile Crescent

2 Science: “Rocks” article & activity Social Studies: “Invention” Activity

Science: Seed Plants Photosynthesis Social Studies: Sumerian City States The First Empries


3 Science: “Tectonic Plates” article & activity Social Studies: Read/annotate “Ancient Egyptian Religion”

Science: Cellular Respiration Animal Behavior Social Studies: Judaism Geography of the Mediterranean

4 Science: “Earth’s Layers” article & activity Social Studies: “Facebook Profile” activity

Science: Succession Biodiversity Human Impact on Resources Social Studies: Early Greek and Phoenician Civilizations Government and Citizenship in Ancient Greece

5 Science: “Earthquakes” article & activity Social Studies: Read “People and Society: Egypt” & Venn Diagram activity

Science: Electric Charge Magnets & Magnetism Electromagnetism Social Studies: Athens and Sparta The Peloponnesian Wars


Continuous Learning Parent Verification

Directions: Please complete, sign and return this form to your child’s teacher No Later than May 15, 2020. Please scan or photograph this page and email to your child’s teacher. DO NOT SEND HARDCOPIES TO SCHOOL.

As the parent/guardian of ___________________________ (insert student name),

I verify that they have completed their 5-week extended learning plan activities as

assigned to address their Literacy, Mathematics, Science/Social Studies and Family

Engagement Activities to support Physical Fitness, Health & Wellness and Fine

Arts.

My child has completed the activities via (Please check one):

Paper Based Instruction ONLY

Online Instruction ONLY

Paper & Online Instruction (COMBINATION).

I understand that completion will result in a “Pass/Complete” grade for the 4th

quarter for the respective subjects.

Student Name: Grade: _________

Date of Birth: ____________________________ Teacher: __________

Parent/Guardian Name (Print):

Signature: Date:


Continuous Learning Table of Contents

District Overview……………………………………………….………………………...……….1-5

Continuous Learning Parent Verification Form…………………………..……..……………….6

Table of Contents………………………………………………….………………..……………….7

A Note About Math………………………………………………….…………………...…..……..8

ELA Paper Assignments………………………………………………………..….…….…….9- 17

ELA “Extra Credit”……………………………………………………..………………………..18

Science Paper Assignments…………………………………………………..….……..……..19-23

Social Studies Paper Assignments………………………………………………………..………24

PE/Music Suggested Activities…………………………………………………...…….……..….25

Appendix A: ELA, Science, and Social Studies Readings…………………………………..26-80


A Note About Math

I have assigned numerous math workbook pages. By the end of the school year (May 22) you should have

completed everything up through section 10-1. However, if you want to complete an optional Week 6, then you

should finish through 10-5. Each week I will call to check in with you about your progress. If you have any

questions about the math, that is the best time to ask!!

Remember that you should be completing both workbook pages per section (there are always two).

The first page always has a ‘re-teaching’ blurb at the top that teaches you how to do the work. READ READ

READ that section, and STUDY it. Do not just try to complete the workbook pages without FIRST trying to

learn how to do them!!

I know that 4 workbook sections a week seems like a lot but remember: work at your own pace!

If you find one lesson to be very challenging, it is perfectly okay to spend more time on that one!

Work at it and try until you feel confident in doing it! Never settle for “okay” and always strive to master the

material!

We are living in strange times right now, and although I am willing to help you with whatever I can, right now

your learning is your responsibility! The more effort and time you put into doing the work (math, ELA, etc.) the

more success you will have next year!!

The only way to overcome challenges is to persevere. Don’t do it for me, or for your parents, or for your

friends.

Do it for YOURSELF.


ELA Paper Assignments

In the last section of this packet you will find all five of the ELA articles. Read and annotate the article, keeping

an eye out for challenging words. Next, answer the quiz questions. Check your answers using the answer key. If

you got something wrong, try to figure out what your mistake was!

Write your responses to the following questions in the space below each question. There are two writing tasks

per article. Remember, you should read at your own pace and take time to do the assignments carefully. The

suggested pace is one article and both activities per week.

______________________________________________________________________________

“Spaghetti growing on trees and other pranks: history of April Fools' Day” (Week 1)

Based on the article, what is the most likely origin of April Fool's Day? (half page)


“Spaghetti growing on trees and other pranks: history of April Fools' Day” (Week 1)

Pick two details from this article. Explain how they help you understand the bigger ideas in the article. Write

out your answer. (1 page)


“How music helps us get in touch with emotion” (Week 2)

Make and support a claim about why someone should read this text. What makes this text worth reading? What

will a reader gain or what might a reader do after reading this? Support your response with specific details from

the text. (1 page)


“How music helps us get in touch with emotion” (Week 2)

Come up with a list of seven songs that make you feel different emotions. Write down the name of the song and

the artist, then write which emotion you feel while listening to it. Explain in a complete sentence why you think

each song makes you feel that way. For instance, “Samuel

Barber’s “Adagio for Strings” frequently makes me cry because the deep tones and crescendo (when the music

slowly gets louder) reminds me of movies with sad plots. Pharrell’s “Happy” makes me feel giddy and

energetic because its cheerful lyrics and upbeat tempo make me want to dance”. (1 page)


“How young is too young to play the "Fortnite" video game?” (Week 3)

Some parents are attempting to determine if "Fortnite" is appropriate for their kids. Give three reasons from the

article why “Fortnite” could be bad for the kids and support your answer explaining why these reasons could

harm the children. (1 page)


“How young is too young to play the "Fortnite" video game?” (Week 3)

Write a short paragraph that explains the central idea of the article. Use at least two details from the article to

support your response. (half page)

“How a dog became mayor of a California town” (Week 4)

Write a short paragraph that explains the central idea of the article. Use at least two details from the article to

support your response. (half page)


“How a dog became mayor of a California town” (Week 4)

How does a dog become mayor? What does the constitution say about this? What are the feelings of the citizens

in the town? For each question, include one piece of evidence from the article, and explain its significance. (1

page)


“Fake animal news abounds on social media as coronavirus upends life” (Week 5)

Describe what you think the author’s purpose was for writing this text and whether they were successful in this

purpose. Support your response with specific details from the text. (1 page)


“Fake animal news abounds on social media as coronavirus upends life” (Week 5)

“Finding a silver lining” is when someone takes a negative situation and attempts to think of something positive

about it. For instance, the silver lining of three days of rain is that your car will be clean afterwards. In times of

stress, you should always look for the silver lining. Write about at least three silver linings you’ve been able to

find during these past months with COVID-

19. For instance, I’m able to sleep in for an extra two hours every day. I don’t like being stuck at home, but I do

enjoy waking up after dawn! (1 page)


ELA “Extra Credit”

By the end of the school year (May 22) you should have finished reading “Born a Crime” by Trevor Noah.

When you are finished, please make sure to log onto Renaissance and take an AR quiz about the book. That

way, you can receive recognition for having finished it!

Afterwards, write a letter (below) to Trevor Noah telling him what you thought about the book. I will send

all letters to his offices at Comedy Central; maybe one of you will get a reply!!


Science Activities

Science (Week 1)

Read the information about “Soil”.

Then go outside and take a sample of soil. Make observations about it: color, composition, texture,

moisture level, smell, presence of plants/animals (look carefully!), etc. Record your observations below:

Location of soil

Time collected

Color

Composition (sand, clay, etc)

Texture

Moisture level (dry, soggy, etc.)

Smell

Plants/animals?

Other:

Other:


Science (Week 2)

Read the information on the different types of rocks.

Then, choreograph a dance that accurately explains the formation of either igneous, sedimentary, or

metamorphic rocks. The key: you must only convey information through your body. No words! You may

need to involve other family members!

Draw an outline of the steps of your dance below, labelling them with what part of the rock formation

they represent. You do not have to use every box.


Science (Week 3)

Read the information on tectonic plates.

Then, using household materials (like paper plates, sponges, cardboard, etc.) try to simulate each of the

different types of plate interactions (divergent, convergent, subduction). See how much speed/force you

need to apply to make various geological features, likes ‘mountains’ and ‘valleys’.

Below, draw and label a diagram of one of those interactions.

This diagram shows: _______________________________________________________


Science (Week 4)

Read the information about Earth’s layers.

Then, create and label a diagram (below) of those layers using something OTHER than the Earth. (For

instance, you could make a cake, like we did in art class, and each layer is a different thickness and ‘flavor’

which corresponds with our Earth’s layers).

Title:


Science (Week 5)

Read the information about earthquakes.

Then, go outside and put a book, shoe, etc. on top of your head and pretend that you’re an earthquake

Don’t move your head, but move your body as much as possible (jump up and down, stomp your feet,

shimmy your hips, etc.) Measure the time it takes for the object to fall off. Repeat as many times as

possible using different objects. Fill out the chart below with observations: which object did you use, how

long did it take for it to fall off, etc.

Object Time it took

to fall off (seconds)

Other observations:


Social Studies Paper Assignments

As an introduction to Ancient Egypt, I included 2 important articles: one is on Ancient Egyptian technology,

and the other on Ancient Egyptian religion. The articles are both long, so my suggested activity schedule is

below. In week five, students should read the CIA entry about contemporary Egypt to understand how a

significantly country’s people change over more than three thousand years. Please don’t ask an Egyptian today

if they write with hieroglyphs.

Week 1: Read & annotate “Ancient Egyptian Technology”

Week 2: Complete “Invention” activity

Think about an invention that would make life easier for you (or for your family, friends, pets, etc) and design

it! Include a one-paragraph description and a large (labelled) diagram of what it could look like

Week 3: Read & annotate “Ancient Egyptian Religion”

Week 4: Complete “Ancient Egyptian Facebook” activity

Design a Facebook page for one of the Ancient Egyptian gods. Make sure you include the god’s hobbies, music

interests, age, appearance, etc. Below is what a Facebook page looks like:

Week 5: Read & annotate “People and Society: Egypt” & Venn Diagram activity

Create a Venn Diagram which compares/contrasts Ancient and contemporary Egyptians


Music & Physical Education Suggested Activities

Be sure to make time for Music & PE! Use some of these activities or invent your own. Please only do these things

once you have an adult’s permission/supervision.

Physical Education

1. Create an obstacle course either inside or outside and race to beat your own completion time.

2. If you play a sport, continue to practice/play every day!

3. Find an old aerobics video on YouTube (especially those from the 1980’s) and complete it with

someone! May I suggest Richard Simmons or Cynthia Kereluk.

4. Take a walk around your neighborhood. Make sure to stay six feet away from anybody you encounter!

5. Take random ‘brain breaks’ to do fun physical challenges (How long can you stand on one foot? How

many push-ups can you do in two minutes? Can you cross from one side of the room to the other without

walking/running?).

Music

1. Make up new, themed lyrics to your favorite song. (For instance, I changed the words of Fergie’s

“Glamorous” to “Quarantine”) It’s easier than it sounds!

2. Tach someone else in your household a new dance. It can be something like the “Cupid Shuffle”

or something you make up! Only rule is that the other person must have never danced it before. Then

have them teach you one.

3. Turn the radio (or Spotify, etc.) to a station that you’ve never listened to before and listen for at

least thirty minutes.

4. Make and play instruments from things you have around the house (like paper towel tubes or

pots and pans).

5. Teach yourself how to whistle.

6. Look up tutorials for a new dance style like breakdancing, swing, or kizomba. (Use YouTube or

dancingalonetogether.com) and try to teach it to yourself. Don’t have a partner? That’s okay! Use a

broom or a mop.


Spaghetti growing on trees and other pranks:

history of April Fools' Day

By Washington Post, adapted by Newsela staff on 03.31.17

Word Count 932

Level 1060L

Two women wearing giant glasses pose during the Humorina carnival in Odessa, Ukraine, on April 1, 2013. Thousands of people have

taken part in Humorina, an annual festival of humor, on and around April Fools' Day since 1973. Photo by: ALEXEY KRAVTSOV/AFP/Getty

Images

April has arrived.

A month of cherry blossoms, birds twittering and people filing their taxes. And, of course, it is

peak harvest season for Switzerland's world-famous spaghetti crop.

If you're thinking, "Huh?", good for you. You are better informed than the average viewer of the

British Broadcasting Corporation (BBC) was back in 1957 when the spaghetti story was told.


When the BBC news aired a three-minute story about Swiss spaghetti farmers plucking long

strands of pasta from tree branches, hundreds of viewers believed the story was real. They wrote

in asking how they could grow their own spaghetti tree.

The BBC replied in a very British way. It told people to "place a sprig of spaghetti in a tin of

tomato sauce and hope for the best."

Step Right Up For The Greatest Prank Of All Time

"The Swiss Spaghetti Harvest" aired on TV, not surprisingly, on April 1. It has been declared one

of the greatest April Fools' pranks of all time. It was the first time any major news organization

had used television to so thoroughly bamboozle its audience.

But it was not the first ever April Fools' joke, not by a long shot. Who exactly should receive that

questionable honor remains in dispute.

Some historians believe that April Fools' Day has its origins in ancient Rome, with a festival

known as "Hilaria." William Smith's "Dictionary of Greek and Roman Antiquities" says the

holiday was usually celebrated on March 25. It was a day for games, masquerades and people

constantly mocking each other. Not even local government officials were safe from being made

fun of.

April Fools' Day Will Replace Halloween

The two-day Hindu celebration Holi, the Persian festival Sizdah Bedar and the Jewish holiday

Purim also happen in early spring. While these holidays are not about tricking people, they all

involve various forms of merriment and fun. People celebrating Holi throw colored powder.

Those celebrating Sizdah Bedar picnic outdoors. Purim includes dressing in costume.

The Museum of Hoaxes, a website that tells about famous pranks, says that there is no direct

evidence that April Fools' Day came from any of these celebrations. They say it is more likely

that April Fools' Day resembles these other celebrations because people have an instinct to

respond to the arrival of spring with mischief and breaking rules.

Wild And Crazy Feast

Blame or credit, depending on your opinion, might also lie with the Catholic Church and its

"Feast of Fools." This holiday was celebrated around January 1 in medieval France and England.

According to folklorist Jack Santino who wrote a history of American holidays, church officials

originally encouraged the carnival-like celebration. It involved reversing social roles or making

fun of the priests. People dressed in costumes and brought donkeys into churches. The church

believed it would help release people's built up hostilities against them, Santino says.

But by the 15th century, the church decided the feast had become too wild and disorderly and

they banned it. Like any practice involving ignoring authority and generally having a good time,


the "Feast of Fools" did not die easily. Several hundred years passed before people stopped

celebrating it.

The church is also held responsible in the most popular theory about how April Fools' Day came

to be. Pope Gregory XIII, the leader of the Catholic Church, issued a decree in 1563 ordering

that Christian countries adopt a standardized calendar. The Gregorian calendar moved where

the new year began. Instead of being at the end of March, New Year's Day was moved to

January 1. But some people continued to celebrate on the old day either because it was the

1500s and word traveled slowly or because they simply wanted to. These people were mocked as

"April fools."

The Old "Kick Me" Sign

Being an "April fool" meant different things depending on where you lived. In France, the

"fools" would be chased by children. Kids pinned paper fish on their backs and yelled "poisson

d'Avril!" which means "April fish!" in French. If you were in Scotland, you were likely to wind up

with a "kick me" sign on your bottom instead. The Scots are credited with inventing the "kick

me" sign.

There are some flaws with the calendar change theory. According to the Museum of Hoaxes, the

first clear reference to April Fools' Day was in a Flemish poem published three years before the

calendar switch was made. The poem is titled "Refrain on fool's errand-day, which is the first of

April." It tells the story of an unscrupulous nobleman who sent his servant back and forth on

several absurd errands on April 1.

Google Says The Trick's On You

Either way, by the end of the 1600s, April Fools' Day was so well-known that people had to

entirely stop attempting to achieve serious things on April 1. It is said that the Treaty of Warsaw,

which established an anti-Ottoman alliance between Poland and the Holy Roman Empire, was

really signed on April 1, but was dated March 31, 1683. They wanted to make sure people did not

think the agreement was a trick.

Even Google is not safe from the effects of April Fools' Day. When Google rolled out its email

service on April 1, 2004, people assumed that the offer had to be a prank. Their email seemed

too good to be true.

To be fair, that same day Google did send out a job posting for positions on the moon. The email

service was not a prank. Even today, though, Google is well known for its April Fools' jokes.


Quiz

1 Which section of the article MOST highlights the idea that holidays celebrating the arrival of spring are part of many

different cultures?

(A) "April Fools' Day Will Replace Halloween"

(B) "Wild And Crazy Feast"

(C) "The Old Kick Me Sign"

(D) "Google Says The Trick's On You"

2 According to the article, which selection MOST disputes the theory that Pope Gregory XIII helped start April Fools' Day?

(A) Some historians believe that April Fools' Day has its origins in ancient Rome, with a festival known as

"Hilaria." William Smith's "Dictionary of Greek and Roman Antiquities" says the holiday was usually celebrated on

March 25.

(B) Blame or credit, depending on your opinion, might also lie with the Catholic Church and its "Feast of

Fools." This holiday was celebrated around January 1 in medieval France and England.

(C) But some people continued to celebrate on the old day either because it was the 1500s and word

traveled slowly or because they simply wanted to.

(D) According to the Museum of Hoaxes, the first clear reference to April Fools' Day was in a Flemish

poem published three years before the calendar switch was made.

3 How does the introduction [paragraphs 1-4] contribute to the article?

(A) It suggests that TV stations should not play April Fools' Day pranks.

(B) It explains various spring activities related to April Fools' Day.

(C) It relates an anecdote about a famous April Fools' Day prank.

(D) It describes the way British people feel about April Fools' Day.

4 Why does the author include the section "Step Right Up For The Greatest Prank Of All Time"?

(A) to describe a historian who studied ancient Roman festivals

(B) to contrast April Fools' Day events in England and ancient Rome

(C) to argue that more TV stations should play pranks on audiences

(D) to transition between a modern holiday and its possibly ancient origins

Answer Key

1 Which section of the article MOST highlights the idea that holidays celebrating the arrival of spring are part of many

different cultures?

(A) "April Fools' Day Will Replace Halloween"

(B) "Wild And Crazy Feast"

(C) "The Old Kick Me Sign"

(D) "Google Says The Trick's On You"

2 According to the article, which selection MOST disputes the theory that Pope Gregory XIII helped start April Fools' Day?


(A) Some historians believe that April Fools' Day has its origins in ancient Rome, with a festival known as

"Hilaria." William Smith's "Dictionary of Greek and Roman Antiquities" says the holiday was usually celebrated on

March 25.

(B) Blame or credit, depending on your opinion, might also lie with the Catholic Church and its "Feast of

Fools." This holiday was celebrated around January 1 in medieval France and England.

(C) But some people continued to celebrate on the old day either because it was the 1500s and word

traveled slowly or because they simply wanted to.

(D) According to the Museum of Hoaxes, the first clear reference to April Fools' Day was in a

Flemish poem published three years before the calendar switch was made.

3 How does the introduction [paragraphs 1-4] contribute to the article?

(A) It suggests that TV stations should not play April Fools' Day pranks.

(B) It explains various spring activities related to April Fools' Day.

(C) It relates an anecdote about a famous April Fools' Day prank.

(D) It describes the way British people feel about April Fools' Day.

4 Why does the author include the section "Step Right Up For The Greatest Prank Of All Time"?

(A) to describe a historian who studied ancient Roman festivals

(B) to contrast April Fools' Day events in England and ancient Rome

(C) to argue that more TV stations should play pranks on audiences

(D) to transition between a modern holiday and its possibly ancient origins


How music helps us get in touch with emotion

By Lela Nargi, Washington Post, adapted by Newsela staff on 04.07.20

Word Count 500

Level MAX

Pretty much everyone has the same emotional response to music. Musical emotions can help us understand other people's feelings, as well

as our own. Photo: Pxfuel

Imagine your favorite song. Now think about the way it makes you feel. Chances are, you didn't

have to think too hard to identify that feeling. And chances are, if you asked a friend how that

same song made them feel, they would have the same response.

Alan Cowen wanted to know whether people who lived in a place far from our own would

respond that way, too.

"Emotions are construed by language and culture," he points out. He thought it was possible

that music Americans consider angry would be considered scary by people who live somewhere

else.


Cowen is a researcher at the University of California at Berkeley, where he looks at how people

express emotions with their face and voice. He organized a study of more than 2,500 people in

the United States and China. He and his fellow researchers played them many kinds of music,

including heavy metal, rock, jazz and classical.

They found that everyone had pretty much the same emotional response to the music. For

example, "The Star-Spangled Banner" made people feel pride, while Ed Sheeran's "Shape of

You" made them feel joyful. But even though people in China and the United States felt angry

from listening to a particular song, says Cowen, "They differed in whether they thought that

experience was good or bad."

Past research by other scientists has shown that people across cultures share as many as six

basic emotions: fear, anger, surprise, disgust, sadness and happiness. But Cowen's study

identified 13 emotional responses or feelings "felt through the language of music": amusement,

joy, desire, beauty, relaxation, sadness, dreaminess, triumph, anxiety, scariness, annoyance,

defiance and feeling pumped up.

Perhaps coolest of all, the researchers created an interactive map of those musical emotions.

You can play with it online to see whether your responses match up with those of the people in

the study.

Teachers around the world are using this map in their classrooms. It's helping students find new

words to describe their emotions.

"They're going from saying, 'This is good music' to 'This is defiant music,'" Cowen says.

This ability could help them control their own emotions or better understand other people's

feelings. Cowen says that people who are depressed often "look at facial expressions and see

more negativity." Having different words to describe emotions could be a tool to help them

reexamine what they think they see.

Humans aren't the only animals that respond to music. Music lessens anxiety in shelter dogs

and helps cows produce more milk. So why are humans the only ones who make it?

Cowen says that there are parallels to music in other creatures' noises. A low growl from a tiger,

for example, "advertises its body size and strength," while human parents across all cultures

"soothe infants with higher-pitched sounds that indicate comfort."

Music, though, is what Cowen calls "cheesecake" for the human brain. It's something nice we

didn't need for evolution but which "completely transforms how we experience life," with at

least 13 emotions.

Quiz

1 Read the following statement.


The study found that although emotional responses to music are similar across cultures,

reactions to these emotions are not.

Which sentence from the article provides the BEST support for the above statement?

(A) And chances are, if you asked a friend how that same song made them feel, they would have

the same response.

(B) He thought it was possible that music Americans consider angry would be considered scary

by people who live somewhere else.

(C) For example, "The Star-Spangled Banner" made people feel pride, while Ed Sheeran's

"Shape of You" made them feel joyful.

(D) But even though people in China and the United States felt angry from listening to a particular

song, says Cowen, "They differed in whether they thought that experience was good or bad."

2 Read the following sentences from the article.

1. "They're going from saying, 'This is good music' to 'This is defiant music,'" Cowen

says. 2. This ability could help them control their own emotions or better understand other

people's feelings. 3. Cowen says that people who are depressed often "look at facial expressions and see

more negativity." 4. Having different words to describe emotions could be a tool to help them reexamine

what they think they see.

Which two sentences taken together provide the BEST evidence to support the idea that a stronger emotional vocabulary can

provide skills for improving people's perceptions and interactions with others?

(A) 1 and 3

(B) 2 and 4

(C) 1 and 4

(D) 2 and 3

3 How did Alan Cowen's study affect understanding of the number of emotions shared across cultures?

(A) It illustrated that people across cultures share more than twice as many emotions through

music than researchers had previously identified.

(B) It illustrated that people are better at identifying the number of emotions they share when they

can listen to music at the same time together.

(C) It demonstrated that people are able to share a larger number of emotions across cultures

when they can track them on an interactive map.

(D) It demonstrated that people who listen to happy music are able to identify more shared

emotions than people who listen to angry music.

4 According to the article, why are humans the only animals who make music?

(A) Music requires humans to share emotions across cultures, but is also something that can

soothe infants.


(B) Music requires a specific set of instruments and tools, which other animals are incapable of

making or using.

(C) Music is not necessary for evolution, but is something that humans developed to transform

and improve life.

(D) Music is not effective at soothing the anxieties of other animals, who show emotion through

facial expressions.


Answer Key

1 Read the following statement.

The study found that although emotional responses to music are similar across cultures,

reactions to these emotions are not.

Which sentence from the article provides the BEST support for the above statement?

(A) And chances are, if you asked a friend how that same song made them feel, they would have

the same response.

(B) He thought it was possible that music Americans consider angry would be considered scary

by people who live somewhere else.

(C) For example, "The Star-Spangled Banner" made people feel pride, while Ed Sheeran's

"Shape of You" made them feel joyful.

(D) But even though people in China and the United States felt angry from listening to a

particular song, says Cowen, "They differed in whether they thought that experience was good or

bad."

2 Read the following sentences from the article.

1. "They're going from saying, 'This is good music' to 'This is defiant music,'" Cowen

says. 2. This ability could help them control their own emotions or better understand other

people's feelings. 3. Cowen says that people who are depressed often "look at facial expressions and see

more negativity." 4. Having different words to describe emotions could be a tool to help them reexamine

what they think they see.

Which two sentences taken together provide the BEST evidence to support the idea that a stronger emotional vocabulary can

provide skills for improving people's perceptions and interactions with others?

(A) 1 and 3

(B) 2 and 4

(C) 1 and 4

(D) 2 and 3

3 How did Alan Cowen's study affect understanding of the number of emotions shared across cultures?

(A) It illustrated that people across cultures share more than twice as many emotions

through music than researchers had previously identified.

(B) It illustrated that people are better at identifying the number of emotions they share when they

can listen to music at the same time together.

(C) It demonstrated that people are able to share a larger number of emotions across cultures

when they can track them on an interactive map.


(D) It demonstrated that people who listen to happy music are able to identify more shared

emotions than people who listen to angry music.

4 According to the article, why are humans the only animals who make music?

(A) Music requires humans to share emotions across cultures, but is also something that can

soothe infants.

(B) Music requires a specific set of instruments and tools, which other animals are incapable of

making or using.

(C) Music is not necessary for evolution, but is something that humans developed to

transform and improve life.

(D) Music is not effective at soothing the anxieties of other animals, who show emotion through

facial expressions.


How young is too young to play the "Fortnite" video game?

By Edward C. Baig, USA Today on 03.13.19

Word Count 607

Level MAX

People play at computers with a "Fortnite" poster in the background during an Intel Extreme Masters event in Katowice, Poland, March 2,

2019. Photo: Bartosz SiedlikAFP/Getty Images

How young is too young to play "Fortnite"?

It's a question parents have been asking of themselves and their friends. Assuming they're cool

in the first place with letting their kid participate in a third-person shooter game that's played

by more than 200 million people globally, not all of them, of course, of school age.

You certainly can't blame those parents who deem "Fortnite" a menace.


"There is no question that 'Fortnite' is the biggest pain point in terms of media and tech for kids

today, and certainly their parents," Jim Steyer, CEO of Common Sense Media, a nonprofit

advocacy group for kids and families, recently told USA Today.

Parents fret about exposing the kids to violence and an array of strangers. They lament all the

loot the kids spend on the Vbucks virtual currency that buys the youngsters cosmetic "skins"

and dances ("emotes") for their characters. It all adds up to so much money that publisher Epic

Games has raked in more than $1.2 billion.

Moreover, "Fortnite" is seemingly everywhere since versions can be played on smartphones,

tablets, PCs, Macs and video game consoles.

It's gotten so bad that kids are not only compulsively having a go at Battle Royale in living

rooms and bedrooms, but in – yikes – classrooms, too. And "Fortnite" addiction has become

such a thing, that Bloomberg recently reported that parents are pushing kids into rehab.

Michael McCullough, a father of six in Falls City, Nebraska, said he cut off his 14-year-old and

10year-old sons from the game after he and his wife discovered their older kid charged more

than $300 on a credit card without their permission.

"It's an addiction, literally," McCullough said. "The reward system of 'Fortnite' mimics the

psychological response one gets from gambling."

"Fortnite" isn't only distracting kids but professional athletes, too.

"'Fortnite,' that's my competitor now. 'Fortnite' is tougher than the Boston Celtics," New York

Knicks coach David Fizdale said to The Athletic in December.

The Positive Side

Steyer sees a positive side, too. Kids often socialize with friends, and "Fortnite" can help them

build teamwork skills.

Epic would not comment for this story, but "Fortnite" is rated "T" for Teen by the Entertainment

Software Rating Board or ESRB, mainly due to violence (gunfire, explosions, cries of pain). It

gets a "12" rating from the Pan European Game Information group, known as PEGI. Common

Sense Media recommends 13-plus.

In an online poll from Survey Monkey and Common Sense Media last fall, 10 percent of parents

chose 8 as the age kids should be allowed to play, 16 percent listed 10, 15 percent picked 12 and

11 percent, 13. Eight percent recommended 18 or older.

Age guidelines are just that – guidelines – and every family and kid bring a different dynamic. Is

the child playing at the expense of engaging in physical activities? Can he or she be trusted to

abide by time limits imposed by the parents?


"As a parent of an 11-year-old and a 9-year-old, who herself has played many games over the

years from a similar age, I totally get how exciting, thrilling, entertaining and addictive games

like 'Fortnite' can be," said Deb Sharratt, who writes a blog in the U.K. called "My Boys Club."

"The most important thing for a parent is to take the time to understand the game and the

impact it has on their child."

Some parents have established boundaries. For example, their kids play only on weekends and

only after they have finished homework. Or only if their grades are good enough.

And some parents are even playing "Fortnite" themselves. They, of course, are definitely old

enough.

Quiz

1 A central idea is that playing "Fortnite" can have serious negative consequences for younger players. How does

the author qualify the central idea?

(A) by highlighting the ways the game helps younger players earn good grades

(B) by describing how playing the game can also help build important social skills

(C) by explaining how players are learning how to buy items in the game using real money

(D) by showing examples of younger players who are not addicted to the game

2 Which option provides an accurate and objective summary of the article?

(A) "Fortnite" has over 200 million players and has earned over a billion dollars. The game takes

advantage of players, many of whom are young children, to make money. The game has sent thousands of kids to

rehab because it is so addicting, and some parents are working with Common Sense Media to take

action.

(B) "Fortnite" is a popular shooter video game that has hundred of millions of players. The game

helps connect people all over the world and teaches them to work together. Many parents don't

understand why younger players enjoy the game and some have lashed out against the game.

Demonizing "Fortnite" is unfair and the game should be available to all players.

(C) "Fortnite" is a video game that young people are obsessed with. Fans of the game can play

on a number of devices and the game contains gun violence. Some groups are looking to ban the game

entirely because it encourages kids to steal credit card information from their parents to pay for items for

their characters in the game.

(D) "Fortnite" is a very popular video game around the world. Parents are conflicted about how

old kids should be before playing the game. They are concerned about violence in the game, the use of

real money, and how addicting the game can be. Many parents are imposing limits on when their

children can play "Fortnite."

3 Which of the following statements BEST represents Jim Steyer's approach toward "Fortnite" in the article?

(A) Steyer wants to help parents decide when "Fortnite" is appropriate for their kids.

(B) Steyer wants to ban "Fortnite" and encourage kids to try more physcially active hobbies.

(C) Steyer wants to remove the most addicting and violent parts of "Fortnite."

(D) Steyer wants to eliminate the use of real money for character items in "Fortnite."


4 According to the article, what are the reasons why parents are concerned about their children playing "Fortnite"?

1. Kids who play "Fortnite" are less likely to be physically active and more likely to have

health problems.

2. "Fortnite" is a violent game that allows players to talk with strangers while they play. 3. Some aspects of "Fortnite" require real money and the game is very addicting. 4. "Fortnite" can be played on a number of different devices and it is hard to monitor.

(A) 1 and 2

(B) 2 and 3

(C) 3 and 4

(D) 1 and 4

Answer Key

1 A central idea is that playing "Fortnite" can have serious negative consequences for younger players. How does

the author qualify the central idea?

(A) by highlighting the ways the game helps younger players earn good grades

(B) by describing how playing the game can also help build important social skills

(C) by explaining how players are learning how to buy items in the game using real

money

(D) by showing examples of younger players who are not addicted to the game

2 Which option provides an accurate and objective summary of the article?

(A) "Fortnite" has over 200 million players and has earned over a billion dollars. The game takes

advantage of players, many of whom are young children, to make money. The game has sent thousands of kids to

rehab because it is so addicting, and some parents are working with Common Sense Media to take

action.

(B) "Fortnite" is a popular shooter video game that has hundred of millions of players. The game

helps connect people all over the world and teaches them to work together. Many parents don't

understand why younger players enjoy the game and some have lashed out against the game.

Demonizing "Fortnite" is unfair and the game should be available to all players.

(C) "Fortnite" is a video game that young people are obsessed with. Fans of the game can play

on a number of devices and the game contains gun violence. Some groups are looking to ban the game

entirely because it encourages kids to steal credit card information from their parents to pay for items for

their characters in the game.

(D) "Fortnite" is a very popular video game around the world. Parents are conflicted about

how old kids should be before playing the game. They are concerned about violence in the

game, the use of real money, and how addicting the game can be. Many parents are imposing

limits on when their children can play "Fortnite."

3 Which of the following statements BEST represents Jim Steyer's approach toward "Fortnite" in the article?

(A) Steyer wants to help parents decide when "Fortnite" is appropriate for their kids.

(B) Steyer wants to ban "Fortnite" and encourage kids to try more physcially active hobbies.

(C) Steyer wants to remove the most addicting and violent parts of "Fortnite."


(D) Steyer wants to eliminate the use of real money for character items in "Fortnite."

4 According to the article, what are the reasons why parents are concerned about their children playing "Fortnite"?

1. Kids who play "Fortnite" are less likely to be physically active and more likely to have

health problems. 2. "Fortnite" is a violent game that allows players to talk with strangers while they play. 3. Some aspects of "Fortnite" require real money and the game is very addicting. 4. "Fortnite" can be played on a number of different devices and it is hard to monitor.

(A) 1 and 2

(B) 2 and 3

(C) 3 and 4

(D) 1 and 4


How a dog became mayor of a California town

By Matthew Cantor, The Guardian, adapted by Newsela staff on 06.13.19

Word Count 689

Level MAX

Image 1. Mayor Max spends his days promoting local businesses and charities and attending town events in Idyllwild, California. Photo by: Phyllis Mueller

The mayor of Idyllwild, California, was "born into public service," according to his top aide. He

took office at just 11 weeks old. He spends nearly every day engaging with his constituents and

spreading his hopes for world peace. He does it largely in the nude, though he wears a tie and an

array of hats.

Mayor Maximus Mighty-Dog Mueller II is a 6-year-old golden retriever on a mission: "In his

heart, he would like to see peace on Earth in his lifetime," said Phyllis Mueller. She is his chief of

staff and human companion.


Reached by The Guardian, the mayor was playing outside. He accepted the call but had little to

say on the phone. Mueller, however, relayed his charter: "to make the world a better place by

conveying unconditional love and doing as many good deeds for others as possible."

It's not an easy job. "We come out into the public every day, including in bad weather, snow and

rain," in an effort to spread happiness, Mueller said. Residents meet the mayor and take photos.

He also helps promote local businesses and charities; participates in town events, such as a

popular Fourth of July parade; and visits homes, schools and retirement communities in the

tiny, community-oriented town.

How does a dog become mayor? Max II benefited from his bloodline, prompting some to liken

his job to a monarchy. As with the British royals, he has no real political power – the

unincorporated town is officially run by its county. And, like the royals, Mayor Max has his job

for life. Some might fear corruption, but his lifetime appointment came at the request of the

town he leads.

The mayor's predecessor, Max I, was elected in a fundraiser. The proceeds benefited an animal

rescue charity in Idyllwild, nestled in southern California's San Bernardino national forest. The

candidates were all pets, but Mueller's hard campaigning and generous donation led to Max's

victory (aiming for fairness, she also donated to all the other candidates).

Max I died during his second term in office. He did not have any puppies. That prompted

Mueller to launch an international search for his relatives. She found Max II close to home, in

the same county in California, where, when Mueller first met him, he crossed his forelegs and

struck a pose. It was clear he was perfect for the job, and he was "grandfathered in," Mueller

said.

Mueller also discovered Max I had relatives in Ohio – Mikey and Mitzi are now deputy mayors

who work security for Max II, who finished Max I's term before being named mayor-for-life in

2014.

Max's tenure has largely been free of controversy,

though he did survive what has been called an

assassination attempt: a dog off-leash at one event

went for the mayor's neck.

"It made my dog very afraid of other dogs for about a

year," Mueller said. "But he's almost 100 percent over

it," and the deputy mayors offer an additional layer of

protection by barking at any threat.

Security is important, given that the mayor's work goes

beyond the bounds of Idyllwild – which, Mueller said,

is so relaxed that people go grocery shopping in


their pajamas. Max and his predecessor have traveled all over the country meeting humans,

including fellow mayors.

Mayor Max's popularity has led to queries as to his eligibility for higher office; some voters,

Mueller said, entered him as a write-in candidate in 2016.

Though the constitution does not specifically ban dogs from running, candidates must be at

least 35 years old, posing a challenge for any canine bid. A number of other animals have

assumed public office in the United States, including Duke the dog, who was a mayor in

Minnesota; Stubbs the cat, former honorary mayor of Talkeetna, Alaska; and a series of hard-

drinking goat leaders in Lajitas, Texas. None has yet mounted a serious presidential campaign.

As for party, "I always say he's independent," Mueller said. "He loves everybody unconditionally,

and that's why I think he's so well loved."

Quiz

1 Which sentence in the article BEST supports the idea that Max is the mayor of his town just for fun?

(A) Mayor Maximus Mighty-Dog Mueller II is a 6-year-old golden retriever on a mission: "In his

heart, he would like to see peace on Earth in his lifetime," said Phyllis Mueller.

(B) As with the British royals, he has no real political power – the unincorporated town is officially

run by its county.

(C) Max's tenure has largely been free of controversy, though he did survive what has been called

an assassination attempt: a dog off-leash at one event went for the mayor's neck.

(D) Security is important, given that the mayor's work goes beyond the bounds of Idyllwild –

which, Mueller said, is so relaxed that people go grocery shopping in their pajamas.

2 How was Max II chosen as Idyllwild's next dog mayor?

How do you know?

(A) He was a friendly and loving dog.

"Mueller, however, relayed his charter: 'to make the world a better place by conveying unconditional love

and doing as many good deeds for others as possible.'"

(B) He was a friendly and loving dog.

"Residents meet the mayor and take photos. He also helps promote local businesses and charities;

participates in town events, such as a popular Fourth of July parade; and visits homes, schools and

retirement communities in the tiny, community-oriented town."

(C) He was a relative of the previous mayor.

"Max I died during his second term in office. He did not have any puppies. That prompted Mueller to

launch an international search for his relatives. She found Max II close to home, in the same county in

California, where, when Mueller first met him, he crossed his forelegs and struck a pose."

(D) He was a relative of the previous mayor.

"Mueller also discovered Max I had relatives in Ohio – Mikey and Mitzi are now deputy mayors who work

security for Max II, who finished Max I's term before being named mayor-for-life in 2014."

3 What is the definition of "independent" as used in this sentence?


As for party, "I always say he's Independent," Mueller said. "He loves everybody unconditionally,


(A) always loving others and being kind

(B) capable of thinking for yourself

(C) not belonging to a major political group

(D) not depending on others to take care of you

4 Read the following selection from the article. Then, fill in the blank.


his job to a monarchy.

The words "bloodline" and "monarchy" in the sentence above tell the reader that ____.

(A) the dog mayors have been related to each other

(B) people think it is unfair that Max II became mayor

(C) Max II was elected by the people to be mayor

(D) only the most physically fit dogs can become mayor


Answer Key

1 Which sentence in the article BEST supports the idea that Max is the mayor of his town just for fun?

(A) Mayor Maximus Mighty-Dog Mueller II is a 6-year-old golden retriever on a mission: "In his

heart, he would like to see peace on Earth in his lifetime," said Phyllis Mueller.

(B) As with the British royals, he has no real political power – the unincorporated town is

officially run by its county.

(C) Max's tenure has largely been free of controversy, though he did survive what has been called

an assassination attempt: a dog off-leash at one event went for the mayor's neck.

(D) Security is important, given that the mayor's work goes beyond the bounds of Idyllwild –

which, Mueller said, is so relaxed that people go grocery shopping in their pajamas.

2 How was Max II chosen as Idyllwild's next dog mayor?

How do you know?

(A) He was a friendly and loving dog.

"Mueller, however, relayed his charter: 'to make the world a better place by conveying unconditional love

and doing as many good deeds for others as possible.'"

(B) He was a friendly and loving dog.

"Residents meet the mayor and take photos. He also helps promote local businesses and charities;

participates in town events, such as a popular Fourth of July parade; and visits homes, schools and

retirement communities in the tiny, community-oriented town."

(C) He was a relative of the previous mayor.

"Max I died during his second term in office. He did not have any puppies. That prompted Mueller to launch an international search for his relatives. She found Max II close to home, in the

same county in California, where, when Mueller first met him, he crossed his forelegs and struck

a pose."

(D) He was a relative of the previous mayor.

"Mueller also discovered Max I had relatives in Ohio – Mikey and Mitzi are now deputy mayors who work

security for Max II, who finished Max I's term before being named mayor-for-life in 2014."

3 What is the definition of "independent" as used in this sentence?

As for party, "I always say he's Independent," Mueller said. "He loves everybody unconditionally,


(A) always loving others and being kind

(B) capable of thinking for yourself

(C) not belonging to a major political group

(D) not depending on others to take care of you

4 Read the following selection from the article. Then, fill in the blank.


his job to a monarchy.


The words "bloodline" and "monarchy" in the sentence above tell the reader that ____.

(A) the dog mayors have been related to each other

(B) people think it is unfair that Max II became mayor

(C) Max II was elected by the people to be mayor

(D) only the most physically fit dogs can become mayor


Fake animal news abounds on social media as coronavirus upends life

By Natasha Daly, National Geographic on 04.03.20

Word Count 927

Level MAX

Image 1. Clear waters by gondolas in a Venice canal in Venice, Italy, on March 18, 2020. Viral social media posts claimed swans and

dolphins were returning to the waters. It wasn't true. The water has been more clear lately as a result of the decrease in boat activity. The

traffic stopped after Italy went on lockdown because of the new coronavirus crisis. Photo: Andrea Pattaro/AFP via Getty Images

Scattered amid a relentless barrage of news about COVID-19 case surges, quarantine orders and

medical supply shortages on Twitter the week of March 23, 2020, some happy stories softened

the blows: Swans had returned to deserted Venetian canals. Dolphins, too. And a group of

elephants had sauntered through a village in Yunnan, China, drank a corn drink and passed out

in a tea garden.

These reports of wildlife triumphs in countries hard-hit by the novel coronavirus got hundreds

of thousands of retweets. They went viral on Instagram and Tik Tok. They made news headlines.


If there's a silver lining of the pandemic, people said, this was it — animals were bouncing back,

running free in a humanless world.

But it wasn't real.

The swans in the viral posts regularly appear in the canals of Burano, a small island in the

greater Venice metropolitan area, where the photos were taken. The "Venetian" dolphins were

filmed at a port in Sardinia, in the Mediterranean Sea, hundreds of miles away. No one has

figured out where the drunken elephant photos came from, but a Chinese news report debunked

the viral posts. While elephants did recently come through a village in Yunnan Province, China,

their presence isn't out of the norm, they aren't the elephants in the viral photos, and they didn't

get drunk and pass out in a tea field.

The phenomenon highlights how quickly eye-popping, too-good-to-be-true rumors can spread

in times of crisis. People are compelled to share posts that make them emotional. When we're

feeling stressed, joyous animal footage can be an irresistible salve. The spread of social

phenomena is so powerful, 2016 research shows, that it can follow the same models that trace

the contagion of epidemics.

When Untruths Go Viral

Kaveri Ganapathy Ahuja's controversial tweet about the swans that "returned" to Venice canals

has hit a million "likes."

Ahuja, who lives in New Delhi, India, says she saw some photos on social media and decided to

put them together in a tweet, unaware that the swans were already regulars in Burano before

the coronavirus tore across Italy.

"The tweet was just about sharing something that brought me joy in these gloomy times," she

says. She never expected it to go viral, or to cause any harm. "I wish there was an edit option on

Twitter just for moments like this," Ahuja says.

Nonetheless, she hasn't deleted the tweet and doesn't plan to, arguing that it's still relevant

because waters in Venice are clearer than usual — a result of decreased boat activity — and

that's what matters, she says. She's tweeted about the "unprecedented" number of "likes" and

retweets she's received on the tweet. "It's a personal record for me, and I would not like to delete

it," she says.


The Pull Of Posting

Paulo Ordoveza is a web developer and image

verification expert who runs the Twitter account

@picpedant, where he debunks fake viral posts — and

calls out the fakers. He sees firsthand the "greed for

virality" that may drive the impulse to propagate

misinformation. It's "overdosing on the euphoria that

comes from seeing those 'like' and retweet numbers

rise into the thousands," he says.

Getting a lot of "likes" and comments "gives us an immediate social reward," says Erin Vogel, a

social psychologist and postdoctoral fellow at Stanford University in California. In other words,

they make us feel good. Studies have found that posting to social media gives one's self-esteem a

temporary boost.

The need to seek out things that make us feel good may be exacerbated right now, as people try

to come to grips with a pandemic, a collapsing economy, and sudden isolation. "In times when

we're all really lonely, it's tempting to hold onto that feeling, especially if we're posting

something that gives people a lot of hope," says Vogel. The idea that animals and nature could

actually flourish during this crisis "could help give us a sense of meaning and purpose — that we

went through this for a reason," she says.

It was the running theme of many of the viral tweets. "Nature just hit the reset button on us,"

read a tweet celebrating the dolphins supposedly swimming in Venetian canals.

"I think people really want to believe in the power of nature to recover," says Susan Clayton, a

professor of psychology and environmental studies at the College of Wooster in Ohio. "People

hope that, no matter what we've done, nature is powerful enough to rise above it."

About half of Americans say they've been exposed to made-up news or information related to

coronavirus, according to a new Pew Research Center survey. While a fake happy news story

about dolphins in a canal may not be all that problematic, relatively speaking, there can still be

harm in spreading false hope in times of crisis.

These fake feel-good stories, Vogel says, can make people even more distrustful at a time when

everyone already feels vulnerable. Finding out good news isn't real "can be even more

demoralizing than not hearing it at all."

Spots of hope on social media are likely to play a key role in keeping spirits up in the weeks and

months ahead, as people self-quarantine in their homes and connect with each other through

screens. "I'd encourage people to share positive things," says Vogel. "But it doesn't have to be

anything dramatic. It just has to be true."

Quiz

1 Read the following central idea statements.


1. Around the world, social distancing has allowed animals to return to habitats they long

abandoned to humans. 2. Most of the people who post false information do so intentionally in hopes their post

will reach viral popularity. 3. Many viral social media posts showing the positive effects of social distancing on

animal life have turned out to be false. 4. The desire for positive news amid the coronavirus might increase the spread of false

or inaccurate information.

Which two statements accurately reflect the CENTRAL ideas of the article?

(A) 1 and 2

(B) 1 and 3

(C) 2 and 4

(D) 3 and 4

2 Read the following summary of the article.

Kaveri Ganapathy Ahuja, who originally posted the story about swans returning to Venice's

canals on Twitter, was not aware that the information was false. Although she regrets its

inaccuracy, she does not plan on removing her viral tweet from the site. Even if the

information is not exactly true, she says, it is still relevant because Venice's canals have in

fact become cleaner and clearer since the city was placed under quarantine amidst the

spread of the coronavirus.

Is this an accurate and objective summary? How do you know?

(A) Yes; it clearly explains the motivation of people who post misleading information online.

(B) No; it does not reflect the majority of the article's content and summarizes only one section.

(C) Yes; it briefly summarizes why stories about revitalized animal life have become so prevalent.

(D) No; it contains subjective opinions about how seriously people should treat the issue of misinformation.

3 Which of the following ideas did the author develop the LEAST in the article about recent social media posts featuring false

wildlife stories?

(A) the psychological motivations for posting misinformation

(B) the feelings Kaveri Ganapathy Ahuja has about her viral swan post

(C) the effects of misinformation on social media

(D) the current popularity of uplifting stories

4 What role does social media play in the coronavirus quarantine?

(A) It is one of the main ways quarantined people are staying in touch and avoiding isolation.

(B) It is one of the only ways that quarantined people can communicate with others.

(C) It is the best way for governments and health experts to distribute information about the coronavirus.


(D) It is the best way for people to check the accuracy and reliability of news stories.

Answer Key

1 Read the following central idea statements.

1. Around the world, social distancing has allowed animals to return to habitats they long

abandoned to humans. 2. Most of the people who post false information do so intentionally in hopes their post

will reach viral popularity. 3. Many viral social media posts showing the positive effects of social distancing on

animal life have turned out to be false. 4. The desire for positive news amid the coronavirus might increase the spread of false

or inaccurate information.

Which two statements accurately reflect the CENTRAL ideas of the article?

(A) 1 and 2

(B) 1 and 3

(C) 2 and 4

(D) 3 and 4

2 Read the following summary of the article.

Kaveri Ganapathy Ahuja, who originally posted the story about swans returning to Venice's

canals on Twitter, was not aware that the information was false. Although she regrets its

inaccuracy, she does not plan on removing her viral tweet from the site. Even if the

information is not exactly true, she says, it is still relevant because Venice's canals have in

fact become cleaner and clearer since the city was placed under quarantine amidst the

spread of the coronavirus.

Is this an accurate and objective summary? How do you know?

(A) Yes; it clearly explains the motivation of people who post misleading information online.

(B) No; it does not reflect the majority of the article's content and summarizes only one section.

(C) Yes; it briefly summarizes why stories about revitalized animal life have become so prevalent.

(D) No; it contains subjective opinions about how seriously people should treat the issue of misinformation.

3 Which of the following ideas did the author develop the LEAST in the article about recent social media posts featuring false

wildlife stories?

(A) the psychological motivations for posting misinformation

(B) the feelings Kaveri Ganapathy Ahuja has about her viral swan post

(C) the effects of misinformation on social media

(D) the current popularity of uplifting stories

4 What role does social media play in the coronavirus quarantine?


(A) It is one of the main ways quarantined people are staying in touch and avoiding isolation.

(B) It is one of the only ways that quarantined people can communicate with others.

(C) It is the best way for governments and health experts to distribute information about the coronavirus.

(D) It is the best way for people to check the accuracy and reliability of news stories.


Soil

What is soil?

Soil is the loose upper layer of the Earth's surface where plants grow. Soil consists of a mix of organic material

(decayed plants and animals) and broken bits of rocks and minerals.

How is soil formed?

Soil is formed over a long period of time by a number of factors. It can take up to 1000 years for just an inch of

soil to form. Besides time, other factors that help soil to form include:

• Living organisms - This includes organisms such as plants, fungi, animals, and bacteria.

• Topography - This is the relief or slope of the surface of land where the soil is forming.

• Climate - The overall climate and weather where the soil is forming.

• Parent material - The parent material is the minerals and rocks that are slowly disintegrating to

form the soil.

Why is soil important?

At first you may think of soil as just dirt. Something you want to get rid of. However, soil plays a very

important role in supporting life on Earth.

• Plants - Many plants need soil to grow. Plants use soil not only for nutrients, but also as a way to

anchor themselves into the ground using their roots.

• Atmosphere - Soil impacts our atmosphere releasing gasses such as carbon dioxide into the air.

• Living organisms - Many animals, fungi, and bacteria rely on soil as a place to live.

• Nutrient cycles - Soil plays an important role in cycling nutrients including the carbon and

nitrogen cycles.

• Water - The soil helps to filter and clean our water.

Properties of Soil

Soil is often described using several characteristics including texture, structure, density, temperature, color,

consistency, and porosity. One of the most important properties of soil is the texture. Texture is a measure of

whether the soil is more like sand, silt, or clay. The more like sand a soil is the less water it can hold. On the

other hand, the more like clay a soil is, the more water it can hold.

Soil Horizons

Soil is made up of many layers. These layers are often called horizons. Depending on the type of soil there may

be several layers. There are three main horizons (called A, B, and C) which are present in all soil.

https://www.ducksters.com/science/biology/plants.php



https://www.ducksters.com/science/biology/fungi.php



https://www.ducksters.com/animals.php



https://www.ducksters.com/science/bacteria.php




• Organic - The organic layer (also called the humus layer) is a thick layer of plant remains such as

leaves and twigs.

• Topsoil - Topsoil is considered the "A" horizon.

It is a fairly thin layer (5 to 10 inches thick) composed of

organic matter and minerals. This layer is the primary layer

where plants and organisms live.

• Subsoil - Subsoil is considered the "B" horizon. This

layer is made primarily of clay, iron, and organic

matter which accumulated through a process called

illuviation.

• Parent material - The parent material layer is

considered the "C" horizon. This layer is called the

parent material because the upper layers developed

from this layer. It is made up mostly of large rocks.

• Bedrock - The bottom layer is several feet below

the surface. The bedrock is made up of a large solid mass of

rock.

Interesting Facts about Soil Science

• The process by which minerals move down through soil is called leaching.

• In a teaspoon of good soil there will typically be several hundred million bacteria.

• The average acre of good cropland will be home to over 1 million earthworms.

• Soil is mostly made of the elements oxygen, silicon, aluminum, iron, and carbon.

• It is possible to over-farm soil and remove so much of its nutrients and organic matter that plants

will no longer be able to grow in it.

(Adapted from Ducksters.com)


Rocks and the Rock Cycle

What is a rock?

A rock is a solid made up of a bunch of different minerals. Rocks are generally not uniform or made up

of exact structures that can be described by scientific formulas. Scientists generally classify rocks by

how they were made or formed. There are three major types of rocks: Metamorphic, Igneous, and

Sedimentary.

• Metamorphic Rocks - Metamorphic rocks are formed by great heat and pressure. They are

generally found inside the Earth's crust where there is enough heat and pressure to form the rocks.

Metamorphic rocks are often made from other types of rock. For example, shale, a sedimentary rock,

can be changed, or metamorphosed, into a metamorphic rock such as slate or gneiss. Other examples of

metamorphic rocks include marble, anthracite, soapstone, and schist.

• Igneous Rocks - Igneous rocks are formed by volcanoes. When a volcano erupts, it spews out hot

molten rock called magma or lava. Eventually the magma will cool down and harden, either when it

reaches the Earth's surface or somewhere within the crust. This hardened magma or lava is called

igneous rock. Examples of igneous rocks include basalt and granite.

• Sedimentary Rocks - Sedimentary rocks are formed by years and years of sediment compacting

together and becoming hard. Generally, something like a stream or river will carry lots of small pieces

of rocks and minerals to a larger body of water. These pieces will settle at the bottom and over a really

long time (perhaps millions of years), they will form into solid rock. Some examples of sedimentary

rocks are shale, limestone, and sandstone.

The Rock Cycle

Rocks are constantly changing in what is called the rock cycle. It takes millions of years for rocks to

change.

Here is an example of the rock cycle describing how a rock can change from igneous to sedimentary to

metamorphic over time.

https://www.ducksters.com/science/earth_science/minerals.php




1. Melted rock or magma is sent to the earth's surface by a volcano. It cools and forms an igneous rock.

2. Next the weather, or a river, and other events will slowly break up this rock into small pieces of

sediment.

3. As sediment builds up and hardens over years, a sedimentary rock is formed.

4. Slowly this sediment rock will get covered with other rocks and end up deep in the Earth's

crust. 5. When the pressure and heat get high enough, the sedimentary rock will metamorphose into

a metamorphic rock and the cycle will start over again.

One thing to note is that rocks don't need to follow this specific cycle. They may change from one type

to another and back again in practically any order.

Space Rocks

There are actually some rocks that come from space called meteorites. They may have different elements

or mineral make up than a typical earth rock. Typically they are made up mostly of iron.

Interesting Facts about Rocks

• The word "igneous" comes from the Latin word "ignis" which means "of fire."

• Ores are rocks that include minerals that have important elements such as metals like gold and

silver.

• Sedimentary rocks form layers at the bottoms of oceans and lakes.

• Marble is a metamorphic rock formed when limestone is exposed to high heat and pressure

within the Earth.

• Layers of sedimentary rocks are called strata.



Plate Tectonics

A Land in Motion

Although we think of the land on Earth as being fixed and stable, it turns out that it is constantly moving.

This movement is way too slow for us to notice, however, because it only moves between one to 6

inches per year. It takes millions of years for the land to move a significant amount.

The Lithosphere

The part of the land that is moving is the Earth's surface called the lithosphere. The lithosphere is made

up of the Earth's crust and a part of the upper mantle. The lithosphere moves in big chunks of land called

tectonic plates. Some of these plates are huge and cover entire continents.

Major and Minor Tectonic Plates

Most of the Earth is covered by seven major plates and another eight or so minor plates. The seven

major plates include the African, Antarctic, Eurasian, North American, South American, India-

Australian, and the Pacific plates. Some of the minor plates include the Arabian, Caribbean, Nazca, and

Scotia plates.

Here is a picture showing the major tectonic plates of the world.

Click on the picture to see a larger view

Continents and Oceans

Tectonic plates are around 62 miles thick. There are two main types of tectonic plates: oceanic and

continental.

Oceanic - Oceanic plates consist of an oceanic crust called "sima". Sima is made up primarily of silicon

and magnesium (which is where it gets its name).

Continental - Continental plates consist of a continental crust called "sial". Sial is made up primarily of

silicon and aluminum.

Plate Boundaries

The movement of tectonic plates is most evident at the boundaries between the plates. There are three

main types of boundaries:

Convergent Boundaries - A convergent boundary is where two tectonic plates push together. Sometimes

one plate will move under the other. This is called subduction. Although the movement is slow,

convergent boundaries can be areas of geological activity such as the forming of mountains and

volcanoes. They can also be areas of high earthquake activity.


Tectonic plate convergence

Divergent Boundaries - A divergent boundary is one where two plates are getting pushed apart. The area

on land where the boundary occurs is called a rift. New land is formed by magma pushing up from the

mantle and cooling as it reaches the surface.

Transform Boundaries - A transform boundary is one where two plates slide past each other. These

places are often called faults and can be areas where earthquakes often occur.

Interesting Facts about Plate Tectonics

One famous transform boundary is the San Andreas Fault in California. It is the boundary between the

North American Plate and the Pacific Plate. It is the cause of so many earthquakes in California. The

Mariana Trench is the deepest part of the ocean. It is formed by a convergent boundary between the

Pacific Plate and the Mariana Plate. The Pacific Plate is being subducted under the Mariana Plate.

Scientists are now able to track the movement of tectonic plates using GPS.

The Himalayan Mountains, including Mount Everest, were formed by the convergent boundary of the

Indian Plate and the Eurasian Plate.

Plate Tectonics A Land in Motion

Although we think of the land on Earth as being fixed and stable, it turns out that it is constantly moving.

This movement is way too slow for us to notice, however, because it only moves between one to 6

inches per year. It takes millions of years for the land to move a significant amount.

The Lithosphere

The part of the land that is moving is the Earth's surface called the lithosphere. The lithosphere is made

up of the Earth's crust and a part of the upper mantle. The lithosphere moves in big chunks of land called

tectonic plates. Some of these plates are huge and cover entire continents.

Major and Minor Tectonic Plates

Most of the Earth is covered by seven major plates and another eight or so minor plates. The seven

major plates include the African, Antarctic, Eurasian, North American, South American, India-

Australian, and the Pacific plates. Some of the minor plates include the Arabian, Caribbean, Nazca, and

Scotia plates.

Here is a picture showing the major tectonic plates of the world.

https://www.ducksters.com/science/earth.php




Click on the picture to see a larger view

Continents and Oceans

Tectonic plates are around 62 miles thick. There are two main types of tectonic plates: oceanic and

continental.

• Oceanic - Oceanic plates consist of an oceanic crust called "sima". Sima is made up

primarily of silicon and magnesium (which is where it gets its name).

• Continental - Continental plates consist of a continental crust called "sial". Sial is made up

primarily of silicon and aluminum.

Plate Boundaries

The movement of tectonic plates is most evident at the boundaries between the plates. There are three

main types of boundaries:

• Convergent Boundaries - A convergent boundary is where two tectonic plates push together.

Sometimes one plate will move under the other. This is called subduction. Although the movement is

slow, convergent boundaries can be areas of geological activity such as the forming of mountains and

volcanoes. They can also be areas of high earthquake activity.

https://www.ilibrarian.net/science/tectonic_plates_lg.png

https://www.ducksters.com/science/chemistry/silicon.php




Tectonic plate convergence

• Divergent Boundaries - A divergent boundary is one where two plates are getting pushed apart.

The area on land where the boundary occurs is called a rift. New land is formed by magma

pushing up from the mantle and cooling as it reaches the surface.

• Transform Boundaries - A transform boundary is one where two plates slide past each other.

These places are often called faults and can be areas where earthquakes often occur.

Interesting Facts about Plate Tectonics

• One famous transform boundary is the San Andreas Fault in California. It is the boundary

between the North American Plate and the Pacific Plate. It is the cause of so many earthquakes in

California.

• The Mariana Trench is the deepest part of the ocean. It is formed by a convergent boundary

between the Pacific Plate and the Mariana Plate. The Pacific Plate is being subducted under the

Mariana Plate.

• Scientists are now able to track the movement of tectonic plates using GPS.

• The Himalayan Mountains, including Mount Everest, were formed by the convergent boundary

of the Indian Plate and the Eurasian Plate.

(adapted from Ducksters.com and DKfindout.com)

https://www.ducksters.com/geography/state.php?State=California




Composition of the Earth

It may seem like the Earth is made up of one big solid rock, but it's really made up of a number of parts.

Some of them constantly moving!

You can think of the Earth as being made up of a number of layers, sort of like an onion. These layers

get more and more dense the closer to the center of the earth you get. See the picture below to see the

four main layers of the earth: the crust, mantle, outer core, and inner core.

Crust

The crust is the thin outer later of the Earth where we live. Well, it looks thin on the picture and it is thin

relative to the other layers, but don't worry, we're not going to fall through by accident anytime soon.

The crust varies from around 5km thick (in the ocean floor) to around 70km thick (on land where we

live called the continental crust). The continental crust is made up of rocks that consist primarily of

silica and alumina called the "sial".


Mantle

The next layer of the Earth is called the mantle. The mantle is much thicker than the crust at almost

3000km deep. It's made up of slightly different silicate rocks with more magnesium and iron.

Tectonic plates

The tectonic plates are a combination of the crust and the outer mantle, also called the lithosphere. These

plates move very slowly, around a couple of inches a year. Where the plates touch each other is called a

fault. When the plates move and the boundaries bump up against each other it can cause an earthquake.

Outer Core

The Earth's outer core is made up of iron and nickel and is very hot (4400 to 5000+ degrees C). This is

so hot that the iron and nickel metals are liquid! The outer core is very important to earth as it creates

something called a magnetic field. The magnetic field the outer core creates goes way out in to space

and makes a protective barrier around the earth that shields us from the sun's damaging solar wind.

Inner Core

The Earth's inner core is made up of iron and nickel, just like the outer core, however, the inner core is

different. The inner core is so deep within the earth that it's under immense pressure. So much pressure

that, even though it is so hot, it is solid. The inner core is the hottest part of the Earth, and, at over 5000

degrees C, is about as hot as the surface of the sun.

(adapted from Ducksters.com and DKfindout.com)

https://www.ducksters.com/science/earthquakes.php



https://www.ducksters.com/science/chemistry/iron.php



https://www.ducksters.com/science/chemistry/nickel.php



https://www.ducksters.com/science/physics/pressure.php




Earthquakes

Earthquakes happen when two large pieces of the Earth's crust suddenly slip. This causes shock waves to

shake the surface of the Earth in the form of an earthquake.

Where do earthquakes happen?

Earthquakes usually occur on the edges of large sections of the Earth's crust called tectonic plates. These

plates slowly move over a long period of time. Sometimes the edges, which are called fault lines, can get

stuck, but the plates keep moving. Pressure slowly starts to build up where the edges are stuck and, once

the pressure gets strong enough, the plates will suddenly move causing an earthquake.

Foreshocks and Aftershocks

Generally before and after a large earthquake there will be smaller earthquakes. The ones that happen

before are called foreshocks. The ones that happen after are called aftershocks. Scientists don't really

know if an earthquake is a foreshock until the bigger earthquake occurs.

Seismic Waves

Shock waves from an earthquake that travel through the ground are called seismic waves. They are most

powerful at the center of the earthquake, but they travel through much of the earth and back to the

surface. They move quickly at 20 times the speed of sound.

Seismic wave chart of an earthquake

Scientists use seismic waves to measure how big an earthquake is. They use a device called a

seismograph to measure the size of the waves. The size of the waves is called the magnitude.

To tell the strength of an earthquake scientists use a scale called the Moment Magnitude Scale or MMS

(it used to be called the Richter scale). The larger the number on the MMS scale, the larger the

earthquake. You usually won't even notice an earthquake unless it measures at least a 3 on the MMS

scale. Here are some examples of what may happen depending on the scale:


• 4.0 - Could shake your house as if a large truck were passing close by. Some people may not

notice.

• 6.0 - Stuff will fall off of shelves. Walls in some houses may crack and windows break. Pretty

much everyone near the center will feel this one.

• 7.0 - Weaker buildings will collapse and cracks will occur in bridges and on the street.

• 8.0 - Many buildings and bridges fall down. Large cracks in the earth.

• 9.0 and up - Whole cities flattened and large-scale damage.

Epicenters and Hypocenters

The place where the earthquake starts, below the surface of the earth, is called the hypocenter. The place

directly above this on the surface is called the epicenter. The earthquake will be the strongest at this

point on the surface.

Can scientists predict earthquakes?

Unfortunately scientists cannot predict earthquakes. The best they can do today is point out where fault

lines are so we know where earthquakes are likely to occur.

Fun Facts about Earthquakes

• The largest earthquake ever recorded in the world was in Chile in 1960. It measured a 9.6 on the

Richter Scale. The largest in the US was a 9.2 magnitude in Alaska in 1964.

• They can cause huge waves in the ocean called tsunamis.

• Movement of tectonic plates has formed large mountain ranges like the Himalayas and the

Andes.

• Earthquakes can happen in any kind of weather.

• Alaska is the most seismically active state and has more large earthquakes than California.



Inventions and Technology in Egypt

The Egyptians are known to be one of the first civilizations that ever ruled in the world.

They had many different technological advances and inventions, some that we use today.

List of Ancient Egyptian Inventions

• Buildings

• Ship building

• Papyrus Sheets

• Writing

• Mathematics

• Makeup

• Tooth care

• Medicine

• The Calendar

• Surgical Instruments

• Black Ink

• The Ox-drawn Plough

• The Sickle

• Clocks

• Irrigation

• The Police

• Shadoof

• Wigs

• Mummification

Buildings

Some of the most important technology that was used by the Egyptians was when they built architecture.

They built pyramids, palaces, tombs and other things and in order to do this, they would use machines such as levers and

ramps.

They were able to build some of the fanciest buildings and the perfected their building by adding arches and other

architecture that we can see in different areas even today.


Ships

The Egyptians weren’t just good at building buildings and tombs, they were also great at building ships.

They would take papyrus reeds and would build small boats that they could use on the Nile River so that they could

trade with other areas.

They later were able to build larger ships by using woods such as cedar that were shipped in from Lebanon.

These bigger ships allowed them to transport people and to make bigger trades.

Papyrus

Papyrus was a plant and the plant was able to help them to make wood to build ships, but it also was used to make

paper.

The Egyptians would use the paper to write things such as religious ideas and books.

The Egyptians also used their papyrus paper to write important documents so that they could record things.

Not only did they use the papyrus paper for themselves, they also would sell these sheets to people in Greece.

They would make the paper but not tell other people how to do it so that they could continue to use it as one of their

trading items.

Writing and Math

One of the most important advancements that the Egyptians made was writing.

They started by writing hieroglyphics. Hieroglyphics is called “sacred text.” This was where they would write using

symbols.

Many historians are able to look at the hieroglyphics and tell things about people from Ancient Egypt.

The best thing about the writing during this time was that the Egyptians were able to write in order to keep records.


This is one of the ways that historians are able to know what happened during that time period.

Math such as geometry was very important for the Egyptians. They had to use math in order to be able to build things

like their pyramids and they used math in order to keep up with transactions.

Since math was new during this time, the Egyptians did not have the numbers for 2, 3, 4, 5, 6, 7, 8 or 9 and they would

only use the numbers such as 1, 10, 1000, 1000 and more.

If they wanted to write down the number 4, they would write four 1’s such as 1111.

If they wanted to write the number 30, they would write down three 10’s such as 101010.

Instead of just using regular numbers for math, the Ancient Egyptians used a decimal system.

This helped them to be able to keep track of what they did and to have a number for each thing that they wanted to

count.

Ancient Egyptian Writing

Makeup and Tooth Care

Another thing that the Egyptians created was makeup.

They would make makeup for their eyes that was called kohl. In order to make this kohl, they would use soot and

minerals.

This makeup was not used for fashion or to make women look good, as a matter of fact, both men and women wore the

kohl.

The kohl’s purpose was to make sure that their skin was protected from the sun.

People of Ancient Egypt had a lot of problems with their teeth because their food would always have sand in it.

This caused them to wear down their teeth quickly.

In order to take care of their teeth, they created a way to brush their teeth.

They would combine ashes, eggshells and hooves of animals and they would mix it together and brush their teeth with

it. No one is really sure what the toothbrushes were made out of.

Medicine

The ancient Egyptians used many strange and wonderful cures and medicines. Archaeologists have found written

records that described some of the practices that they tried.

Various documents show over 700 different types of remedies.


Some of the remedies are very good but likewise, some of the remedies are very questionable.

Evidence shows that doctors were able to treat burns and broken bones very similar to the way this is done today.

Other evidence shows things like crocodile dung being used (can you imagine) this is not really a method we use

nowadays.

The ancient Egyptians understanding of the cardiovascular system is surprisingly sophisticated and very accurate.

Ancient-Egyptian Medicine

The Calendar

The ancient Egyptian year was slightly different from what we currently use.

They divided their year into three main periods

• The inundation season (akhet)

• The sowing and growth of the crops (perit)

• The harvest (shemu)

Each of the periods was 120 days long

The start of the year coincided with the reappearance of Sirius (the Dog star) which appeared in the eastern sky and was

around the same time that the yearly flooding of the Nile River happened.

Overtime it became evident that calendar was short and this was then adjusted to 365 days. Again overtime an extra day

was added every four years which is something we still practice today.

Egyptian Calendar

Surgical Instruments

The ancient Egyptians had a mixture of magical treatments and more traditional treatments.

The Edwin Smith Papyrus was written around 1600 BC and is a medical text on surgery from ancient Egypt.


it has a list of instruments that the ancient Egyptians used for many different types of surgeries.

The list includes things like swabs, bandage, surgical stitches, swabs and lint to help with many treatments.

The Museum in Cairo holds a collection of different types of surgical instruments that would’ve been used during this

time they include things like scissors, copper needles, scalpels, hooks, pincers, spoons, and forceps.

I would be really worried if I went to the doctor and they used a spoon to help!

Egyptian Surgical Instruments

Black Ink

The ancient Egyptians use a mixture of bee wax, soot and vegetable gum to make black ink.

In 2017 scientists analyzing 2000-year-old papyri paper fragments with a sophisticated x-ray microscope discovered that

this ink also contained copper.

Egyptian Black Ink

The Ox-drawn Plough

A simple little invention that helped to revolutionize agriculture.

It’s something that we still see being used today by many farmers although these may be modified versions of what the

ancient Egyptians used the principles are still very much alike.


The Ox-drawn Plough

The Sickle

A sickle is a curved blade used for cutting and harvesting different grains like barley and wheat.

In ancient Egypt, the blade was made of wood rather than Iron.

They used methods to glazed and then honed the wood to allow them to shape the edges.

Ancient Egyptian Sickle

Clocks

The Egyptians were the first to use sundial clocks. They used something called a gnomon which was a stick or a pillar

they correlated the time depending on the length of the shadow.

They used a T-shaped sundial which consisted of a crossbar and a vertical stick. The stick was marked with five hours in

the morning they placed the stick East and the afternoon to stick facing West.

The built obelisks to calculate time as the shadows cast were similar to a sundial.

Over time they were able to calculate the shortest day and longest day of the year and they also build portable sundials

which were basically a smaller version of obelisks.

Sundial

Irrigation


As the river Nile floated every year the ancient Egyptians worked on ways to build canals and ditches to bring water from

the river banks of the Nile to distant fields.

Shadoof

This is a crane-like tool that helps with irrigation. As you can see in the photograph below it looks like a long pole with a

bucket attached to the end of it.

As you read above irrigation helped Egyptians bring water from the Nile to faraway fields.

Using the Shadoof this helps them lift the water out and enable them to water crops in a more manageable way along

irrigation ditches in the required direction.

Shadoof

Wigs

it was very warm in the summer months in ancient Egypt and many people shaved the hair from the heads for a couple

of reasons it was more hygienic and to prevent pests such as lice.

Another reason was to protect the shaved hairless heads from the sun.

Ancient Egyptians Wigs

Mummification

The Ancient Egyptians believed that when you died the body made a journey to the next world. To make it into the

afterlife they had to preserve the body.


This is how they came up with Mummification which helped to preserve the body from decomposing after death.

They removed all internal organs and kept them in jars with water and palm oil. However, they did not remove the heart

as they believed this to be the essence of a body.

Each organ had a different jar the Egyptian believe these to be important

• one for the stomach

• one for the intestines

• one for the lungs

• one for the liver

The body was then wrapped and placed in a tomb

Mummification

Facts About Inventions and Technology in Ancient Egypt:

• The Ancient Egyptians were not the ones that created the wheel. This was introduced to them when

foreigners took over their land and used chariots. This was probably during the reign of the Hyksos.

• The Egyptians had many games, one of them was like golf and bowling mixed. The player would roll the

ball and try to get it into a hole in order to win.

• Another invention made from the Egyptians was door locks. Some of these were extremely big and the

keys were very big too. Some of them were over 2 foot long.

• Paper comes from the Greek word for papyrus plant.


Egyptian Religion

The people of ancient Egypt developed their religion based on gods and goddesses and the powers that they had.

They had a deep belief in the supernatural and that their lives were controlled by their deities.

Ancient Egypt Religion Facts

• The ancient people of Egypt followed many different Gods like Seth, Isis, Anubis, Nu, Re and Osiris.

• Some people supported Gods to follow their profession like Thoth the god of scribes

• Local villages often chose to be represented by one God

• In local villages an important part of their beliefs and practices was to follow one God only

• The people in villages would worship at shrines that were erected in the village

• Gods were often represented by animals such as lions, cats, rams and crocodiles

• The ancient Egyptian religion contained roughly 2000 gods

• Osiris the god of the underworld was one of the most worshiped

• Some other highly worshiped God’s include Isis the goddess of motherhood and abundance; Horus, god

of the sky

• The Pharaoh was believe to be part man and part god and had good relationships with the gods

• The Pharaoh was believed to be the go-between Egyptian humans and the gods

• When the Pharaoh died Egyptians believed he would become a god

• Egyptian society also believed if the nation was in turmoil it was the Pharaoh’s fault for upsetting the

gods.

• Other beliefs and practices that the ancient Egyptians believed in was the afterlife

• They had many different rituals which included mummification

• They wanted to preserve the body for as long as possible after death to allow the spirit to have a place

to reside

• The body was wrapped in cloth and would also contain jewels and amulets

• A mask was also placed on their face bearing their likeness

• In the tomb of the deceased they would also place drink, food and riches


Lower Egypt and Upper Egypt

In old Egypt, there were two Kingdoms called Lower Egypt and Upper Egypt.

Both of these kingdoms had their own religions.

When the two kingdoms became one many of the religious beliefs and cultures were combined.

The Egyptian civilization lasted over 3,000 years and during this time many of the beliefs and customs changed.

The people of ancient Egypt were also influenced by their main source of life, which was the Nile River.

The Nile gave them water for growing crops, drinking, sailing and trade.

Flat Earth

Ancient Egyptians believed that the world was flat and made of clay.

They thought that it floated on a large sea of water and that the Nile River was one of the springs from this water.

They thought that all of the forces of nature could be identified as the children of a creator god.

They believed the universe was set in an established way of ‘balance’ as well as ‘truth’, and that this could not be

changed.

The pharaoh

The pharaoh was the king and leader of Egypt and was thought to be both man and god.

He could control nature, protect the people, start wars and keep their country successful.

The other gods and goddesses of ancient Egypt each had a job or role in the daily life and existence of ancient Egyptians

and there were many temples built to honor them.

Religious Rituals

The ancient Egyptians participated in religious rituals and traditions so that their gods and goddesses would help to give

them happy lives with an abundance of food.

Priests and priestesses were assigned to the temples to help in watching over the contributions and helping the people

pay tribute to the gods.

Many of the ancient Egyptian gods and goddesses were thought to look like humans and animals.


Each was show in pictures with different bodies or heads of animals, depending upon the type of job that the god might

have and the power that they associated with the animal or bird.

The gods and goddesses were often set up in sets of two, each showing the opposite site, such as life and death.

Other gods were associated together because they were similar, such as Amun, the god of hidden power who was paired

with Ra, the god of the sun.

Some of their gods and goddesses were shown to be more powerful than others.

They changed throughout the Egyptian history as some were raised above others.

The Afterlife

One of their main beliefs was that when a person died they would go to an afterlife and live the same kind of life they

had on earth.

In order to live that kind of life they had to have their body and be able to take all of the things with them that they

would need.

This is why the Egyptians created mummies and put all of the possessions in the burial tombs.

The ancient Egyptians believed that in order to enter the afterlife, the person would go to the Hall of Truths and would

have to take a test.

Annubis, the god of the dead, would weigh the heart on a scale and on the other side of the scale would be an ostrich

feather.

If the feather weighed more than the heart, it showed that the person led a good life and they could enter the afterlife.

If it didn’t the soul of the person would be eaten by Ammit, a female Egyptian demon that had the body of a lion and the

head of a crocodile.

The ancient Egyptians devoted their lives to honoring their gods and goddesses through rituals and building temples to

honor them.

Ancient Egyptian Mythology

There are many gods that the Ancient Egyptians worshipped and there were so many that it would be almost impossible

for someone to count them.

Goddesses

There were not only male gods but there were female gods that were called goddesses. These Egyptian goddesses most

of the time looked like humans but sometimes they would have part human features and then look part like animals.

Some of the animals were jackals, cats, birds and more. Most of the bodies were always human and it was the heads

that would sometimes look like different animals.


Other Religions

There are many religions and some of them only worship one god but in Ancient Egypt, they worshipped many different

gods.

Symbols

During the Ancient Egyptian culture, there were symbols that were used to represent things. Some of these symbols

were in the form of hieroglyphics. These hieroglyphics sometimes were pictures of the Egyptian gods.

• Djed-this was a hieroglyphic which mean stability. This looked like a pillar.

• Scepter-the scepter in Ancient Egypt was meant to have powers that were magical. When this was

written down or drawn, it meant that there was a lot of power and authority.

• Ankh-this symbol means that someone will live forever or have eternal life.

• Ka and Ba-this is a picture of a human head that is on the body of a bird. This is a symbol that means the

soul.

• Scarab Beetle-This symbol means the creation of a god and it means that they will transform or come

back.

• Tree of life-The tree of life symbol means someone that has knowledge or is divine. This is the path of

life that the Egyptians should be taking.

• Amun Crown-this symbol was a ram that had the head of a sphinx. This was the symbol that means light

and creation.

More Facts About Ancient Egyptian Mythology:

• Atun had the head of a ram and a frog or he was seen as a guy with a double crown.

• Anubis had the body of a person and the head of a jackal. He was found where bodies were buried and

carried them to the afterlife, according to legend.

• Horus lost his eye when fighting his uncle, Seth. The “Eye of Horus” became a symbol and it was a

powerful amulet or piece of jewelry, that was used to fight off sickness and evil.

• Horus was shown as the body of a man and the head of a falcon.

• Ra was seen as a human with the head of a falcon.

• Thoth is one of the most important gods, he was the god that would keep the universe protected and he

would judge people after they died.

• Thoth had the body of a person and the head of an ibis or a bird that is small with a curved beak.

• Osiris was killed by his brother, Seth. He also helps his sister Isis.

• Seth is the god of chaos and was considered an enemy of the Egyptians because he had so many gods

that were his enemies. He was colored red and people of Egypt hated people with red skin, and they would kill

animals that had red fir.


Symbols of Egyptian Gods

Many ancient Egyptian gods had symbols which meant different things. As an example there was the Ankh symbol which

meant eternal life.

There was a pillar-like symbol which was called a Djed and it was seen in hieroglyphics and meant stability. You’ll see

these in many pictures of Egyptian gods.

There was also a long staff called a sceptre and it was believed that it had magical powers, which symbolised divine

power and authority. They certainly weren’t gods to mess with.

Other symbols associated with deities included the Ankh symbol that represented eternal life.

There were some strange pictures of a human head on a bird which symbolised the part of the soul called the Ka and Ba

and these were shown in scenes from papyrus such as the Book of the Dead, which set humans apart from the gods of

the Underworld.

The famous Scarab Beetle, seen on so many charms, amulets and the jewellery of the Egyptian gods of ancient Egypt,

was a sacred symbol of revival and creation of the Egyptian gods suggesting ideas of transformation and bringing back to

life.

The Tree of Life was an important myth relating to the gods which symbolised ‘Knowledge of the Divine Plan’ and was

the same as a map of destiny, or where you were meant to be in life.


People and Society: Egypt

Population:This entry gives an estimate from the US Bureau of the Census based on statistics from population censuses,

vital statistics registration systems, or sample surveys pertaining to the recent past and on assumptions about future

trends. The total population presents one overall measure of the potential impact of the country on the world and

within its region. Note: Starting with the 1993 Factbook, demographic estimates for some countries (mostly African)

have explicitly taken into account t . . . more

104,124,440 (July 2020 est.) country

comparison to the world: 14

Nationality:This entry provides the identifying terms for citizens - noun and adjective.

noun: Egyptian(s) adjective:

Egyptian

Ethnic groups:This entry provides an ordered listing of ethnic groups starting with the largest and normally includes the

percent of total population. Egyptian 99.7%, other 0.3% (2006 est.) note: data represent respondents by nationality

Languages:This entry provides a listing of languages spoken in each country and specifies any that are official national or

regional languages. When data is available, the languages spoken in each country are broken down according to the

percent of the total population speaking each language as a first language. For those countries without available data,

languages are listed in rank order based on prevalence, starting with the most-spoken language.

Arabic (official), Arabic, English, and French widely understood by educated classes

Religions:This entry is an ordered listing of religions by adherents starting with the largest group and sometimes includes

the percent of total population. The core characteristics and beliefs of the world's major religions are described below.

Baha'i - Founded by Mirza Husayn-Ali (known as Baha'u'llah) in Iran in 1852, Baha'i faith emphasizes monotheism and

believes in one eternal transcendent God. Its guiding focus is to encourage the unity of all peoples on the earth so that

justice and peace m . . . more

Muslim (predominantly Sunni) 90%, Christian (majority Coptic Orthodox, other Christians include Armenian Apostolic,

Catholic, Maronite, Orthodox, and Anglican) 10% (2015 est.)

MENA religious affiliation: PDF

Demographic profile:This entry describes a country’s key demographic features and trends and how they vary among

regional, ethnic, and socioeconomic sub-populations. Some of the topics addressed are population age structure,

fertility, health, mortality, poverty, education, and migration.

Egypt is the most populous country in the Arab world and the third most populous country in Africa, behind Nigeria and

Ethiopia. Most of the country is desert, so about 95% of the population is concentrated in a narrow strip of fertile land

along the Nile River, which represents only about 5% of Egypt’s land area. Egypt’s rapid population growth – 46%

between 1994 and 2014 – stresses limited natural resources, jobs, housing, sanitation, education, and health care.

Although the country’s total fertility rate (TFR) fell from roughly 5.5 children per woman in 1980 to just over 3 in the late

1990s, largely as a result of state-sponsored family planning programs, the population growth rate dropped more

modestly because of decreased mortality rates and longer life expectancies. During the last decade, Egypt’s TFR decline

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stalled for several years and then reversed, reaching 3.6 in 2011, and has plateaued the last few years. Contraceptive

use has held steady at about 60%, while preferences for larger families and early marriage may have strengthened in the

wake of the recent 2011 revolution. The large cohort of women of or nearing childbearing age will sustain high

population growth for the foreseeable future (an effect called population momentum).

Nevertheless, post-MUBARAK governments have not made curbing population growth a priority. To increase

contraceptive use and to prevent further overpopulation will require greater government commitment and substantial

social change, including encouraging smaller families and better educating and empowering women. Currently, literacy,

educational attainment, and labor force participation rates are much lower for women than men. In addition, the

prevalence of violence against women, the lack of female political representation, and the perpetuation of the nearly

universal practice of female genital cutting continue to keep women from playing a more significant role in Egypt’s

public sphere.

Population pressure, poverty, high unemployment, and the fragmentation of inherited land holdings have historically

motivated Egyptians, primarily young men, to migrate internally from rural and smaller urban areas in the Nile Delta

region and the poorer rural south to Cairo, Alexandria, and other urban centers in the north, while a much smaller

number migrated to the Red Sea and Sinai areas. Waves of forced internal migration also resulted from the 1967

ArabIsraeli War and the floods caused by the completion of the Aswan High Dam in 1970. Limited numbers of students

and professionals emigrated temporarily prior to the early 1970s, when economic problems and high unemployment

pushed the Egyptian Government to lift restrictions on labor migration. At the same time, high oil revenues enabled

Saudi Arabia, Iraq, and other Gulf states, as well as Libya and Jordan, to fund development projects, creating a demand

for unskilled labor (mainly in construction), which attracted tens of thousands of young Egyptian men.

Between 1970 and 1974 alone, Egyptian migrants in the Gulf countries increased from approximately 70,000 to 370,000.

Egyptian officials encouraged legal labor migration both to alleviate unemployment and to generate remittance income

(remittances continue to be one of Egypt’s largest sources of foreign currency and GDP). During the mid-1980s,

however, depressed oil prices resulting from the Iran-Iraq War, decreased demand for low-skilled labor, competition

from less costly South Asian workers, and efforts to replace foreign workers with locals significantly reduced Egyptian

migration to the Gulf States. The number of Egyptian migrants dropped from a peak of almost 3.3 million in 1983 to

about 2.2 million at the start of the 1990s, but numbers gradually recovered.

In the 2000s, Egypt began facilitating more labor migration through bilateral agreements, notably with Arab countries

and Italy, but illegal migration to Europe through overstayed visas or maritime human smuggling via Libya also rose. The

Egyptian Government estimated there were 6.5 million Egyptian migrants in 2009, with roughly 75% being temporary

migrants in other Arab countries (Libya, Saudi Arabia, Jordan, Kuwait, and the United Arab Emirates) and 25% being

predominantly permanent migrants in the West (US, UK, Italy, France, and Canada).

During the 2000s, Egypt became an increasingly important transit and destination country for economic migrants and

asylum seekers, including Palestinians, East Africans, and South Asians and, more recently, Iraqis and Syrians. Egypt

draws many refugees because of its resettlement programs with the West; Cairo has one of the largest urban refugee

populations in the world. Many East African migrants are interned or live in temporary encampments along the

EgyptIsrael border, and some have been shot and killed by Egyptian border guards.

(Source: CIA World Factbook)

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