grade 7 april 13, 2020 - hemet learns together€¦ · 9:45 - 10:00 am Ì rotura de cerebro: : use...

Grade 7

April 13, 2020

These and other resources are also available digitally on the

HemetLearnsTogether.org website.

H.U.S.D. Secondary Suggested Daily Schedule

Time Suggested Enrichment Activities & Resources (Modify as needed based on your family’s needs.)

8:00 - 9:00 a.m. ☀ Start your day: Wake up, stretch, make your bed, eat breakfast, clean up your dishes, and getready for the day!

9:00 - 9:45 a.m. 🧮 Math: Complete a Math Enrichment Activity from the provided packet or from the H.U.S.D. math digital resources at HemetLearnsTogether.org.

9:45 - 10:00 a.m. 🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack!

10:00 - 10:45 a.m. 📚 English Language Arts: Complete an ELA Enrichment Activity from the provided packet or from the H.U.S.D. ELA digital resources at HemetLearnsTogether.org.. Then spend 20-30 minutes reading a book!

10:45 - 11:30 a.m. 😅 Exercise Break: Take a walk outside or try some workout programs on darebee.com.

11:30 - 12:30 p.m. 🥪 Lunch & Free Time: Eat lunch, clean up your dishes, use the restroom, and do something you enjoy! (Check Hemetusd.org for updated lunch pick-up day, time, & locations.)

12:30 - 1:00 p.m. 📓 Creative Writing/Journaling: Spend some time writing about a topic of your choice! Write your own stories or poems or keep a journal of your thoughts. Here are some writing prompts to get you started:

● What are you excited or worried about? ● Write a letter to yourself 10 years in the future. What do you want to tell your future self? ● How do you think the world will be different after the coronavirus pandemic?

Explore more journal topics here or create your own!

1:00 - 2:45 p.m. 🧪 Science: Complete a Science Enrichment Activity from the provided packet or from the H.U.S.D. science digital resources at HemetLearnsTogether.org..

2:45 - 3:00 p.m. 🧠 Brain Break: Use the restroom, stretch, & eat a healthy snack!

3:00 - 3:30 p.m. 📜 Social Studies: Complete a Social Studies Enrichment Activity from the provided packet or from the H.U.S.D. social studies digital resources at HemetLearnsTogether.org.

Explore additional enrichment activities at HemetLearnsTogether.org

#HemetLearnsTogether

http://hemetlearnstogether.org/


https://darebee.com/

http://hemetusd.org/

https://www.dailyteachingtools.com/journal-writing-prompts.html




Distrito Escolar Unificado de HemetTabla de Actividades Sugeridas

Tiempo Aproximado

Actividades y Recursos de Enriquecimiento Sugeridos (Modificar según sea necesario según las necesidades de su hijo /hija.)

8:00-9:00 a.m. ☀ Para empezar el día: Despierta, estirar, hacer la cama, desayunar, limpia tus platos y prepáratepara el día!

9:00 - 9:45 am 🧮 Matemáticas: Complete una actividad de enriquecimiento matemático del paquete provisto o de los recursos digitales matemáticos a HemetLearnsTogether.org.

9:45 - 10:00 am 🧠 Rotura de Cerebro:: Use el baño, estirar y comer una merienda saludable!

10:00 - 10:45 am 📚 Artes del Lenguaje en Inglés: Complete una actividad de enriquecimiento de ELA del paquete provisto o de los recursos digitales de ELA a HemetLearnsTogether.org. ¡Entonces pasé 20-30 minutos leyendo un libro!

10:45 - 11:30 am 😅 Pausa Para Ejercicio: Salga a caminar o pruebe algunos programas de entrenamiento en darebee.com.

11:30 - 12:30 pm 🥪 Almuerzo y Tiempo Libre: Almorzar y, limpie sus platos, use el baño y haga algo que disfrute! (Visite Hemetusd.org para conocer el día, la hora y los lugares de recogida del almuerzo actualizados.)

12:30 - 1:00 pm 📓 Escritura Creativa /Diario: Dedique algo de tiempo a escribir sobre un tema de su elección! Escribe tus propias historias o poemas o lleva un diario de tus pensamientos. Aquí hay algunos consejos de escritura para comenzar:

● ¿Por qué está emocionado o preocupado? ● Escribe una carta 10 años en el futuro. ¿Qué quieres decir a tu futuro yo? ● ¿Cómo crees que el mundo será diferente después de la pandemia de coronavirus?

¡Explore más temas de revistas aquí o cree el suyo propio!

1:00 - 2:45 pm 🧪 Ciencia: Complete una actividad de enriquecimiento de la ciencia del paquete provisto o de los recursos digitales de cienci aa HemetLearnsTogether.org.

2:45 - 3:00 pm 🧠 Rotura de Cerebro: Usa el baño, estira y come un bocadillo saludable!

3:00 - 3:30 pm Estudios Sociales: Complete una actividad de enriquecimiento de estudios sociales del paquete provisto o de los recursos digitales de estudios sociales a HemetLearnsTogether.org.

Explore actividades de enriquecimiento adicionales en HemetLearnsTogether.org




https://darebee.com/

https://www.dailyteachingtools.com/journal-writing-prompts.html




THINKING ABOUT TEXTS Questions & Sentence Frames to use while reading Literature & Informational Texts

Preface: When reading, we can improve our comprehension by periodically stopping to ask ourselves questions about the text. The questions we ask will vary depending on the type of text we’re reading.

Below you’ll find text analysis questions divided into two categories: literary (fiction) and informational (expository). While you’re reading, or once you’ve finished, take some time to consider a few of these questions. Discuss your thoughts with someone in order to hear yourself speak your ideas aloud. In a writing journal, write a brief response to the question(s) of your choice. Cite evidence from your text to support your response. Sentence frames have been provided to support you in your thinking and writing.

Literary (Fiction) Text Analysis

Plot What is the story about? What are the main events in the story, and how are they related to each other? Are the main events of the story arranged chronologically or in some other way? Explain. Use evidence from the text.

● The story ___________is about ____________.● The main event is ___________. The main event involves ___________.● Another important event is _______________.● These events are related (connected) because ____________.● The events are arranged ___________. Evidence to support this includes ______.

Setting Where does the action take place? How does the setting affect characters in the story? Describe social forces that shape the characters (political, social, economic, religious, educational, etc.)

● The action occurs __________________.● _________is influenced by _______(aspect of the setting) because ___________.● ________ is shaped by ______ forces. Evidence to support this includes _______.

Character What are some of the chief characteristics (personality traits) of the main character? How are these characteristics revealed in the story?

● The main character __________seemed______________because_______________.

Point of View From what point of view is the story told? How do you know? How does this affect the telling of the story? ● The author uses_______________ to tell the story. Evidence to support this includes__________.● First-person point of view affects the story by____________________________.

Imagery What scenes, moments, descriptive passages, phrases or words stand out in your reading of the story? ● I could visualize _______________ because of the author’s use of ____________.● I felt ______________ when the author used _____________to describe ____________.

Tone What is the author’s attitude toward actions/events in the story? Is the story tragic, humorous, frightening? How does the author want the reader to react?

● The story has a _________________ feeling because the author uses______________.● As a reader, I feel __________________ because ___________________.

Theme What theme(s) does this story reveal? Does the theme(s) support or oppose popular notions of life? Does it offer new insight about the human experience or support traditional ideas?

● One theme of the story is_____________________.● The theme connects to life by_______________________________.

Informational (Expository) Text Analysis

Main Idea What point is the author making in the text? ● The author’s first point is ______________.● The author makes several points. To begin with,_____________. Additionally, _______.

Supporting Details What evidence does the author use to support each point? ● The author supports the point that_______by stating _______.

Claims What is the main claim the author makes in the text? ● The author’s main claim is ________________.

Paraphrasing How would you paraphrase what the author is saying? ● Another way to say this would be_______.● In other words, the author is saying____________.

Summarizing How would you summarize what the author is saying? ● In summary,_______________● To summarize, the author’s main points are________________.

Agree/Disagree Are the ideas in this passage correct or reasonable? Do you agree or disagree with them? Why? ● I agree/disagree with the author’s claim that_______________ because___________.

Text Connections (Compare/ Contrast)

How does this passage relate to other texts you have read? ● This passage is similar to ______________because________________.● This passage differs from _____________because________________.

After reading literary OR informational texts, use the sentence starters below in a journal to reflect on and/or form opinions about what you have read.

Reflective Sentence Starters

I wonder… I was reminded of… I was surprised that…

I began to think of… I can’t believe… It is interesting that…

I suppose that… If I had been… I don’t really understand…

I don’t see how… It bothers me when… I agree with this because…

I like the idea… Why did… I disagree with this because…

I noticed that… How did… I think the author intends…

PENSANDO EN LOS TEXTOS Preguntas y marcos de oraciones para usar al leer literatura y textos informativos

Prólogo: Al leer, podemos mejorar nuestra comprensión deteniéndonos periódicamente para hacernos preguntas sobre el texto. Las preguntas que hacemos variarán según el tipo de texto que leamos.

A continuación, encontrarás preguntas de análisis del texto divididas en dos categorías: literarias (ficción) e informativas (expositivas). Mientras estás leyendo, o una vez que hayas terminado, tómate un tiempo para considerar algunas de estas preguntas. Habla con alguien de lo que piensas para poder escuchar tus ideas en voz alta. En un diario, escribe una breve respuesta a la(s) pregunta(s) de tu elección. Cita evidencia de tu texto para respaldar tu respuesta. Se han proporcionado marcos de oraciones para apoyarte en tus ideas y escritura.

Análisis de Texto Literario (Ficción)

Trama ¿Sobre qué es la historia? ¿Cuáles son los principales eventos de la historia y cómo se relacionan entre sí? ¿Los principales eventos de la historia están ordenados cronológicamente o de alguna otra manera? Explica. Usa evidencia del texto.

● La historia ___________ es sobre ____________.● El evento principal es ___________. El evento principal involucra ___________.● Otro evento importante es _______________.● Estos eventos están relacionados (conectados) porque ____________.● Los eventos se organizan ___________. La evidencia para apoyar esto incluye ______.

Escenario ¿Dónde se lleva a cabo la acción? ¿Cómo afecta el escenario a los personajes de la historia? Describa las fuerzas sociales que dan forma a los personajes (políticos, sociales, económicos, religiosos, educativos, etc.)

● La acción ocurre __________________.● _________ está influenciado por _______ (aspecto del entorno) porque ___________.● ________ está formado por ______ fuerzas. La evidencia para apoyar esto incluye _______.

Personaje ¿Cuáles son algunas de las principales características (rasgos de personalidad) del personaje principal? ¿Cómo se revelan estas características en la historia?

● El personaje principal __________parecía______________porque_______________.

Punto de vista ¿Desde qué punto de vista se cuenta la historia? ¿Cómo lo sabes? ¿Cómo afecta esto a la narración de la historia? ● El autor usa _______________ para contar la historia. La evidencia para apoyar esto incluye ______.● El punto de vista en primera persona afecta la historia por ____________________________.

Imaginería ¿Qué escenas, momentos, pasajes descriptivos, frases o palabras se destacan en su lectura de la historia? ● I Pude visualizar _______________ debido al uso del autor de ____________.● Me sentí ______________ cuando el autor usó _____________ para describir ____________.

Tono ¿Cuál es la actitud del autor hacia las acciones/eventos en la historia? ¿Es la historia trágica, humorística, aterradora? ¿Cómo quiere el autor que reaccione el lector?

● La historia tiene un sentimiento de _________________ porque el autor usa______________.● Como lector, me siento __________________ porque ___________________.

Tema ¿Qué tema(s) revela esta historia? ¿El tema(s) apoya o se opone a las nociones populares de la vida? ¿Ofrece una nueva visión sobre la experiencia humana o apoya las ideas tradicionales?

● Un tema de la historia es _____________________.● El tema se conecta a la vida por _______________________________.

Análisis de Texto Informativo (Expositivo)

Idea principal ¿Qué punto quiere hacer el autor en el texto?

● El primer punto del autor es ______________.● El autor hace varios puntos. Para empezar con,_____________. Además, _______.

Detalles de apoyo Detalles de apoyo

● El autor apoya el punto que _______ indicando _______.

Afirmaciones ¿Cuál es la afirmación principal que el autor hace en el texto?

● La afirmación principal del autor es ________________.

Parafraseando ¿Cómo parafrasearías lo que dice el autor?

● Otra forma de decir esto sería _______.● En otras palabras, el autor está diciendo ____________.

Resumiendo ¿Cómo resumirías lo que dice el autor?

● En resumen,_______________● En resumen, los puntos principales del autor son ________________.

De acuerdo/ en desacuerdo

¿Son las ideas de este pasaje correctas o razonables? ¿Estás de acuerdo o en desacuerdo con ellos?¿Por qué?

● Estoy de acuerdo/no estoy de acuerdo con la afirmación del autor que _______________ porque ___.

Conexiones de texto (Comparar/ Contraste)

¿Cómo se relaciona este pasaje con otros textos que has leído?

● Este pasaje es similar a ______________ porque _________________.● Este pasaje difiere de _____________ porque _________________.

Después de leer textos literarios o informativos, utiliza los iniciadores de oraciones a continuación en un diario para reflexionar y/o formar opiniones sobre lo que has leído.

Iniciadores de Oraciones Reflexivas

Me pregunto Me recordó de… Me sorprendió que…

Empence a pensar en… No puedo creer… Es interesante que…

Supongo que… Si hubiera sido… Realmente no entiendo…

No veo cómo… Me molesta cuando… Estoy de acuerdo con esto porque…

Me gusta la idea… ¿Por qué… No estoy de acuerdo con esto porque…

Me di cuenta de que… ¿Cómo fue… Creo que el autor tiene la intención de…


Grade 7 MATH Enrichment for the Week of 4/13/20

Dear Parents, Guardians and Students- At HUSD the safety and education of our students is of highest importance in times like this. We are excited that during this time of being off of school that you are continuing to trust us in your child’s education. We are happy to provide resources during this time including this packet of elected work in math that your child can practice and sharpen previous learned skills that will have a lasting impact on their education. Each week you will be provided with the optional packet of work to complete in your free time at home. Continue to check hemetusd.org so that you can be provided with the most up to date information. It is our pleasure to continue to support your child during this time. #HemetLearnsTogether Sincerely,

~HUSD Instructional Support Math Team

Games to Play at home:● Tic-Tac-Toe● Chess● Rummy

● Crazy 8● Connect 4● Solitaire

Skills to Practice Daily at Home: ❏ Add and subtract integers❏ Multiply and divide fractions

Topics Covered in this week’s work: ❏ Use ratios in context❏ Use fractions and

percents❏ Use units❏ Do calculations in context❏ Select relevant data and

operations in a “bestbuy” problem

Try It At Home Game: Stuck in the Mud

Materials: ❏ 5 Dice❏ Paper (to score on)

How to Play: ● Player one rolls all 5 dice.● If a 2 or a 5 are rolled these are stuck in the mud and are set aside. The

score is zero.● The rest of the dice are rolled again. If there are no 2s or 5s all dice are

added up. Then all those dice are rolled again.● Play continues until all dice show either a 2 or 5.● The score accumulates through the dice rolls with the score for the

round coming when all the dice are stuck in the mud.● The first player to reach 500 points is the winner!

Example: 1) Roll One: 2, 3, 5, 6, 1 score 0 the 2 & 5 are suck in the mud 2) Roll Two: 1, 4, 1 score: 6 3) Roll Three: 2, 4, 6 score: 6 the 2 is stuck in the mud 4) Roll Four: 1, 3 score: 6 + 4 = 10 5) Roll Five: 2, 5 score: 10 turn is over

Family Challenge: Share with your family tonight the answer to this question. ● Share with each member

of your family somethingthat you appreciateabout them.

● See how many things youcan list out this week thatyou are thankful for.

Candy Bars 1. $0.79 x 20 candy bars = $15.80

2. He needs 4 packs of 5 candy bars to get 20 candy bars.

$3 x 4 = $12

3. He needs 7 groups of the special offer to get 20 candy bars. (He will actually get 21 candy bars because he gets 3

candy bars in each grouping of the special offer.

$1.58 x 7 = $11.06

4. The cheapest way for Andy to buy 20 candy bars is to buy them using the special offer .

Cereal 1. Tasty Oats cereal will give you 9 grams of protein in 75 grams of cereal.

12 g protein100 g cereal ÷ 4

4 = 3 g protein25 g cereal

3 g protein25 g cereal × 3


-or-


12 = 1 g protein8.33 g cereal

1 g protein8.33 g cereal × 9


2. The cereal with the higher ratio of protein is Tasty Oats.

● I know this because Tasty Oats has 1 g of protein in 8.33 g of cereal whereas Cornbits has 1 g of protein

in 9 g cereal.

● I know this because when I look at 60 g of protein in each cereal, it takes 540 g of Cornbits to achieve 60

g of protein but only 500 g of Tasty Oats to reach 60 grams of protein.

Cornbits


5 = 9 g cereal1 g protein



Tasty Oats





Yogurt 1. The company makes $0.15 profit on each container of yogurt.

.75 .1520100 × 0 = 0 -or- .20 .75 .15 0 × 0 = 0

2. You need 50 gallons of yogurt to fill 1600 containers.

3. There are 2,500 gallons of yogurt processed each week.

4. There is a 40% increase in production if the machine runs for 7 days a week instead of 5 days a week.

Published by CTB/McGraw-Hill LLC. Copyright © 2004 Page 1 Candy Bars Test 6by Mathematics Assessment Resource Service. All rights reserved.

Candy BarsThis problem gives you the chance to:

• select relevant data and operations in a ‘best buy’ problem

Andy wants to buy twenty candy bars for a party.

When Andy goes to the shop, he finds that:

• The regular price of a single candy bar is 79 cents.

• Packs of five candy bars cost $3.

• There is a special offer of “buy two candy bars get one free”.

1. Find the cost of buying twenty single candy bars at the regular price.

$

2. How much will Andy pay if he buys twenty candy bars in packs of five?

$

3. Find the cost of buying twenty candy bars at the special offer price.

Explain how you figured it out. $

4. What is the cheapest way for Andy to buy twenty candy bars?

5

Published by CTB/McGraw-Hill LLC. Copyright © 2004 Page 2 Cereal Test 7by Mathematics Assessment Resource Service. All rights reserved.

Cereal

This problem gives you the chance to:• use ratios in context

Here is some information on the side of two boxes of cereal.

1. How many grams of Tasty Oats cereal will give you 9 grams of protein?grams

Show your work.

2. Which cereal, Tasty Oats or Cornbits, has the higher ratio of protein?

Explain how you figured it out.

7

Tasty Oats

12 grams of protein in 100 grams of cereal

Cornbits

5 grams of protein in 45 grams of cereal

Published by CTB/McGraw-Hill LLC. Copyright © 2003by Mathematics Assessment Resource Service. All rights reserved.

DO

N

OT

W

RIT

E

HE

RE

DO

N

OT

W

RIT

E

HE

RE

DO

N

OT

W

RIT

E

HE

RE

DO

N

OT

W

RIT

E

HE

RE

YogurtThis problem gives you the chance to:• use fractions and percents• use units• do calculations in context

A food company produces yogurt in 12-cup containers.

1. The containers of yogurt are sold for 75¢ each.

Twenty percent of this price is profit for the food company.

How much profit does the company make on each container of yogurt?

Show your work.

The machine that fills the containers with yogurt fills 1600 containers per hour.

2. How many gallons of yogurt are needed to fill 1600 containers?

Show your calculations.

yogurtyogurt

yogurtyogurt

2 cups = 1 pint2 pints = 1 quart4 quarts = 1 gallon

Yogurt Test 7: Form A

07m_01-16_A03BAM 11/12/02, 10:11 AM8

Published by CTB/McGraw-Hill LLC. Copyright © 2003by Mathematics Assessment Resource Service. All rights reserved.

DO

NO

T W

RIT

E H

ER

ED

O N

OT

WR

ITE

HE

RE

DO

NO

T W

RIT

E H

ER

ED

O N

OT

WR

ITE

HE

RE

The machine runs 10 hours a day for 5 days a week.

3. How many gallons of yogurt are processed each week?

Show your work.

8

Yogurt Test 7: Form A

4. What is the percent increase in production if the machine runs for 7 daysa week instead of 5 days a week?

Show how you figured it out.

07m_01-16_A03BAM 11/12/02, 10:11 AM9

7th Grade English Language Arts

for the week of April 13th, 2020

Building Your VocabularyELA RI.7.4, L.7.4c, ELD PI.7.6c, PI.7.7

All readers sometimes find unfamiliar words in their reading. These unfamiliar words may be technical words from a particular field or subject area. They may also be multiple-meaning words you have seen before that are used with an unfamiliar meaning. To add these words and meanings to your vocabulary, you can use context clues, on-page definitions, and entries in dictionaries, glossaries, and thesauruses. Knowing a word’s definition alone is enough to help you understand it when you are reading. However, to build your vocabulary, you also need to be able to pronounce the word and use it in a sentence. Dictionaries, both print and online, tell you far more than just what a word means. Look at this example:

tan·gi·ble (tan ‘ jS bSl) adj. [Late Latin tangibilis from Latin tangere, to touch] 1. possible to touch. 2. possible to be treated as fact; real.3. possible to understand or realize.—SYN. PALPABLE; CONCRETE —tan·gi·bil·i·ty n.

Here is what you can learn from a dictionary definition.

Feature What It tells You

1 Syllabication Where to break and hyphenate the word if you reach the end of a line

2 Pronunciation How to say the word out loud. To understand the symbols used in a pronunciation, check the pronunciation guide that usually appears at the beginning of the dictionary.

3 Part of speech How the word is used in a sentence—as a noun, verb, etc. Abbreviations for parts of speech labels are usually explained at the beginning of the dictionary.

4 Etymology What language the word comes from. Knowing the source can give you a deeper understanding of the word’s meaning and help clarify its pronunciation. A dictionary that abbreviates names of original languages will provide a key at the beginning of the book.

5 Definitions All of the meanings the word has, with the most common meanings listed first

6 Synonyms Other words with similar meanings

7 Other forms How to turn the word into a different form that does not have its own entry in the dictionary. The part of speech for each form is noted.

12 3

4

6

7

5

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 1 Building Your Vocabulary

Building Your Vocabulary continued

Building Your Vocabulary See how one student used the following dictionary entry to answer the questions below.

re·spond (ri-spond ’ ) v. [Middle English responden from Latin respondere < re-, back + spondere, to pledge] 1. to answer or reply. 2. to react. —SYN. ANSWER— re·spond·er n.

1. What information do you get from the letter “v.” in this entry? How does thisinformation help you to use the word?

This abbreviation tells me that the word is a verb, so I know to use it as the action in a sentence.

2. If a friend says, “I hope my dog will respond well to his new food,” whichdefinition is she using?

Because a dog wouldn’t talk to its food, she is using definition 2 to mean that she hopes the dog will react well to the change in food.

Practice and apply Use the following dictionary entry to answer the questions below it.

mer·ry (mer ‘ E) adj. [Middle English mery from Old English myrge, pleasing, agreeable] 1. fun, lively, and cheerful.2. causing good cheer; festive.—SYN. JOYFUL — mer·ri·lyadv. — mer·ri·ness n.

Questions1. What is this word’s part of speech? Write a sentence using this word correctly.

2. Does this word rhyme more closely with carry or with hurry? Explain.

3. If you were describing how a merry person was behaving, what form of thisword would you use? Why?


California Standards Support and Enrichment 2 Building Your Vocabulary

Technical vocabulary refers to words that are associated with a particular subject area. As you learn the meanings of these technical terms, you are more able to learn about a subject area. For example, recognizing a word that is often associated with disease or its prevention or treatment can help you better understand issues related to health.

You can use context clues to help you determine the meaning of technical vocabulary. If the context clues don’t tell you, you might look up the unfamiliar word in a dictionary or science book.

EXAMPLE After the doctor diagnosed Rafael with pink eye, she prescribed an antibiotic to fight the infection.

In this example, the context clues tell you that the word antibiotic refers to a medicine for treating infections caused by bacteria. If you look up antibiotic in the dictionary, you would find out the meaning and also learn that the word antibiotic comes from the Greek prefix anti- added to the Greek word biotikus.

Practice and Apply Use context to determine a likely meaning for the italicized word in each sentence. Check if your meaning is correct in a print or digital dictionary.

1. He had been ill for some time, but finally his disease went into remission.

2. The doctor was very careful to make every needle sterile so that no germswere passed onto the patient.

3. The disease is pandemic in other countries, but fortunately it is undercontrol here.

Technical VocabularyELA RI.7.4, ELD PI.7.7


California Standards Support and Enrichment 1 Technical vocabulary

7th Grade History for the weekS of

April 13 & 20, 2020

HemetLearnsTogether.org

“Dark Ages”

“Dark Ages” Lessons

Central Historical Question: Were the “Dark Ages” really dark?

Materials

• Dark Ages Documents A-G• Dark Ages Introduction

PowerPoint• Timeline• Guiding Questions• Claims Organizer

Instructions:

1) Do Now: Display and read the American Cyclopaedia quote from thePowerPoint slides handout.

a. Free write: Summarize the quote.b. Understand the key elements of the statement, including:

• What is meant by an “intellectual depression”?• What was the “barbarian supremacy”?• What is meant by the “revival of learning”?• How long did the Dark Ages last according to this

statement?c. Do you believe this statement? Why or why not?

• Did you notice the source?• Who wrote this? When? Why is such information important?• Point to note: The American Cyclopaedia: A Popular

Dictionary of General Knowledge was a multi-volume set of

encyclopedias published in New York and sold across the country in the years following the Civil War.

2) Use the PowerPoint slides handout to review more information about the term “Dark

Ages” and see the lesson’s questions:

Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?

3) Round 1: Get out Documents A and B, guiding questions, and claimsorganizer.

a. Read Document A and answer guiding questions.

7th grade History - Enrichment Activities Weeks of April 13 & April 20, 2020

The Dark AgesThe past is often neatly partitioned in time periods and eras with generalized names meant to characterize what life was like during that time. In this multi-day lesson, students question the validity of using “Dark Ages” to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary sources highlighting different social, political, economic, cultural, and environmental facets of life in Europe during this period.

“Dark Ages”

• Points to note:• The textbook handout corroborates with the encyclopedia

entry that this was a period of decline and should be referredto as “Dark Ages.”

• The textbook handout includes the distinction of “early” MiddleAges and claims this period lasted from 476 to 1100. This is adifferent periodization than the encyclopedia.

b. Read Textbook B and answer guiding questions.• Points to note:

• The second textbook’s depiction of prosperity from1000 to 1300 overlaps with the time periods describedby the other 2 texts.

• The claim about population growth over the largeperiod of time contradicts Textbook A’s account of thistime.

• NOTE: Some may claim that Textbook B is mostreliable simply because of its date. Push such thinkingto connect the different textbook accounts to changesin historical interpretations of the Middle Ages over thepast 60 years.

c. Get out Timeline. Use Timeline to review the periods of timementioned by the 2 textbooks and the American Cyclopaedia. Youwill be using the Timeline to help organize information and eventsfrom the other documents you will be working with today.

4) First Claima. Create an initial response to the questions: Was the time period

between 400 AD and 1400 AD a “Dark Age” for Europe?Was this atime of cultural decay and decline?

b. List 2-3 points from either textbook to support your claims.5) Round 2: Get out Documents C and D.

a. Remember the purpose for reading documents is to address thequestion of whether or not the Middle Ages was a period of culturaldecline.

b. Read documents and answer guiding questions.• Points to note:

• These documents were created before the time perioddescribed positively in Textbook B.

• The reliability of Document C is high, due in large partto its central purpose of simply recording events. Thisdocument seems to support Textbook A.

“Dark Ages”

• Document D both corroborates and contradicts Textbook A. Theestablishment of laws and rules for commerce runs counter tothe textbook’s claim about lack of government order andindicates at least some structured economic activity rather than a“semi-barbaric” lack of order. However, the laws depict a harshlyunequal social system and divisions between people of differenttowns

6) Second Claim

c. Record 2-3 events from each document or the approximate date ofthe document itself on the Timeline.

d. Get out Document E. (NOTE: This is an OPTIONAL document ifyou want to go deeper into the inquiry. Skip to step 5 for students tomake their second claim if you don’t have time for Document E.)

e. Read Document E and answer guiding questions.• Points to note:

• The document seems to contradict the notion ofintellectual decline mentioned in the AmericanCyclopaedia, as the monk is studying an ancientclassic along with medicine and botany.

• However, the document seems to reflect how limitededucation was during this time period.

• Highlight issues of reliability. This is only one person’saccount. This may not be representative of the timenecessarily.

f. Create a second response to the questions: Was the time periodbetween 400 AD and 1400 AD a “Dark Age” for Europe? Was this atime of cultural decay and decline?

g. List 2-3 points from the documents to support your claims.

7) Round 3: Get out Documents F and G.a. Remember the purpose of analyzing final documents is to address

the question of whether or not the Middle Ages was a period ofcultural decline.

b. Analyze documents and answer guiding questions.• Points to note:

• The establishment of European universities andconstruction of Notre Dame began in the 12th century.This is a period of time included in the AmericanCyclopaedia’s description of the Dark Ages but nottextbook A’s description, which ends in 1100.

“Dark Ages”

• Gothic architecture and the university system ofeducation counter claims this was a period of culturaldecline.

• Reliability of Wikipedia. Is this a reliable source? Whyor why not?

c. (OPTIONAL): Record 2-3 events from each document orthe approximate date of the document itself on the Timeline.

8) Final Claima. Drawing from evidence across the document set, create a final

response to the questions “Was the time period between 400 ADand 1400 AD a ‘Dark Age’ for Europe? Was this a time of culturaldecay and decline?”

b. Include 4-5 pieces of evidence drawn from the entire document setto support your claim.

9) Reflection Questionsa. Did your claims change over the course of the lesson? How and

why?

b. Why has the term “Dark Ages” to describe the Middle Ages beendebated by historians? Do you think it is a valid description? Why orwhy not? What is the best way to describe the Middle Ages?

c. Why do historians label time periods? What’s the danger in this?What are the challenges in trying to describe different periods ofhistory?

d. What other sources would you analyze to continue exploring theissue of cultural progress or decline during the Middle Ages?

Citations:

Roehm, A., Buske, M., Webster, H. & Wesley, E. (1954). The Record of Mankind. Heath and Company. 131, 139.

Cassar, G.H., Goff, R.D., Holoka, J.P., Terry, J.J., Upshur, Jiu-Hwa (Eds.). (2002). World History Before 1600: The Development of Early Civilization. Stamford, CT: Cengage Learning. 195.

Robinson, J.H. (Ed.). (1904). Readings in European History: Vol. I. Boston: Ginn and co. Reprinted in Bernard, L. and Hodges, T.B. (Eds.). (1958). Readings in European History. New York: Macmillan. Downloaded from: Fordham Medieval Sourcebook: http://www.fordham.edu/halsall/source/xanten1.html

“Dark Ages”

Migne, J. (Ed.) (1862). Patrologiae Cursus Completus, Vols. XCVI, p. 1518, XCVII, pp. 194, 202, 287, reprinted in Cave R. & Coulson, H. (1965). A Source Book for Medieval Economic History. 131-132.

Richer of Rheims. Histoire de France, ed. by Latouche, R. (Paris, 1964), vol. 2, 225-230. Translation by Michael Markowski. Downloaded from: Fordham Medieval Sourcebook: http://www.fordham.edu/halsall/source/richer1.asp

400 AD

Middle Ages Timeline(“Dark Ages” according to the American Cyclopaedia, 1883)

1400 AD

476 Fall of Rome

1100 End of “Dark Ages” (Textbook A)

1000 Beginning of prosperity (Textbook B)

The “Dark Ages”

2

“The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 AD) to the revival of learning at about the beginning of the fifteenth (1400 AD), thus nearly corresponding in extent with the Middle Ages.”

- The American Cyclopaedia: A Popular Dictionary ofGeneral Knowledge, 1883

3

• The time period following the fall of Rome in Europe is sometimes known as the “Dark Ages.”

• The term implies that the time between the fall of the Roman Empire and the European Renaissance was a period of decline for Europe.

• This time is also called the Middle Ages because it falls in the middle of 2 important time periods: Classical Period (Greece & Rome) and the European Renaissance.

Background

4

• The metaphor of “dark” and “light” was originally used by Christians to describe the “darkness” people lived in before God sent Jesus Christ to bring “light” to the world.

• Petrarch was an Italian scholar during the 1300s who loved Greek and Roman writing.

• He used the terms “dark” and “light” to describe learninginstead of religion. He believed that Europe was in the “dark” after the “light” of the Greek and Roman empires were gone.

Why “Dark”?

5

Historians, and others, since Petrach continued to use the phrase “Dark Ages.”

They argued that during the centuries following the fall of the Roman Empire, Europe was in a state of cultural where. A time that:

• Did not support learning• Created very little culture (art, literature, architecture, etc.)• Was repeatedly invaded• Had no central government• Had a bad economy• Was basically a miserable place to live

Why “Dark”?

6

• Today many historians disagree with this term.

• They think it is not the proper way to describe this period of time.

• But, people continue to use term “Dark Ages.”

• What do you think:

Was Europe really in a “Dark Age” for almost 900 years?

Today

Central Historical QuestionWas the time period between 400 AD

and 1400 AD a “Dark Age” for Europe?

Was this a time of cultural decay and decline?

Document A: Textbook (Excerpt)

During the early Middle Ages much of Europe passed through a time of turmoil and confusion, of ignorance and lawlessness . . . The early Middle Ages may justly be called the Dark Age . . . During the early Middle Ages, from 476 to about 1100, European civilization slipped back into semi-barbarism. The chief cause of this decline was lack of a government which could keep order. The Germanic Kingdoms which had been set up by 476 were unable to suppress violence. There were so many highway robbers that travel became dangerous. Europe suffered a decline in commerce and manufacturing, in education, in literature and the arts, and in almost all that makes possible a high civilization. Cities grew smaller and in some cases practically disappeared, and western Europe became a region of poverty-stricken farming communities, each virtually isolated from the rest of the world. Source: Roehm, A., Buske, M., Webster, H. & Wesley, E,. (1954). The Record of Mankind. Heath and Company.

Document B: Textbook B (Excerpt)

From 1000 to 1300, the economy of Europe developed and prospered. Available farmland tripled, and the food supply increased notably, bringing up the population. Europeans re-settled lands that had been depopulated by the ninth- and tenth-century invasions and also opened new lands for farming . . . Technological improvements like the heavy plow, the shoulder collar for horses, metal horshoes, and more efficient water and windmills contributed to the jump in food supply. Between 500 and 1300 Europe’s population grew from 25 million to more than 70 million. Source: Cassar, G.H., Goff, R.D., Holoka, J.P., Terry, J.J., Upshur, Jiu-Hwa (Eds.). (2002). World History Before 1600: The Development of Early Civilization. Stamford, CT: Cengage Learning.

Document C: Abbey of Xanten Records (Modified)

The following document is from the yearly records of the Abbey of Xanten, a city in modern day Germany. An abbey is a place where Catholic monks and nuns live. The document describes Europe’s troubles in the mid ninth century. It focuses on invasions by heathens, or non-Christian barbarian tribes. Specifically, it mentions the Vikings, or “Northmen,” and Saracens, Arab tribes. Most of the names mentioned are cities or areas in Germany. Gaul is basically modern day France, and Christendom is the Christian part of Europe.

845 Twice in Worms there was an earthquake. In the same year the heathen broke in upon the Christians at many points, but more than twelve thousand of them died. Another party of invaders devastated Gaul, and more than six hundred of them died.

846 According to their custom, the Northmen plundered eastern and western Frisia and burned down the town of Dordrecht, with two other villages, before the eyes of Lothair [The Emperor]. He was in the castle of Nimwegen but could not punish the crime. The Northmen returned to their own country with many men and goods.

At this same time the Saracens killed all the Christians whom they found outside the walls of Rome. They also carried men and women away prisoners. Their crimes from day to day bring sorrow to Christians.

849 The heathen from the North caused trouble in Christendom as usual and grew greater in strength, but it is revolting to say more of this matter.

853 A great famine in Saxony so that many were forced to live on horse meat.

Source: Modified excerpt from the “Annals of Xanten,” probably written by the abbey’s monks in the middle of the 9th century.

Document D: Medieval Economic Laws (Modified)

The excerpts below come from different laws of the late 8th and early 9th centuries defining the worth of currency, regulating the exchange of currency, and establishing penalties for people breaking these laws. The first two come from what is today part of France and the third from what is now part of Germany.

Capitulary (Law) of Aix-la-Chapelle on the Value of Commodities, 797.

C.11. Be it noted how much the solidi (unit of currency) of the Saxons ought to be worth. It should be worth a young ox. One solidus should also be worth forty bushels of oats and fifteen bushels of rye. For those who live near to us, 1 solidi should be worth 1/2 sigla of honey. For people who live in the north, 1 solidi should be worth 2 sigla of honey.

Capitulary of Aix-la-Chapelle Concerning Adulterers of Money, 817.

C.19. Concerning false money, we have ordered that he who has been proved to have made it shall have his hand cut off. And he who does not obey this, if he is free, shall pay sixty solidi; if he be serf, let him have sixty lashes.

Capitulary of Frankfort on the Legality of Coinage, 794.

C.5. In all places, in all states, and in all markets, the new denarii shall be exchanged as money and be received by all . . . If any one refuses to negotiate a purchase or a sale, they can bring the case before the king. They can do this only if they are a free man. But if they are servile and they own a business, let them lose the business, or be stripped any publicly beaten in the presence of people. However, if he refuses to use the money for purchase or sale because he was ordered by his master, then the master shall pay 15 solidi.

Source: 8th Century Economic Laws, from: J. P. Migne, ed., Patrologiae Cursus Completus, (Paris, 1862), Vols. XCVI, p. 1518, XCVII, pp. 194, 202, 287, reprinted in Roy C. Cave & Herbert H. Coulson, A Source Book for Medieval Economic History, (1965) 131-132.

Document E: Journey to Chartres, 10th Century (Modified) The passage below is an excerpt from a history of France, written by a monk named Richer in the late 900s. In this passage, Richer describes how he went to the town of Chartres, in what is today France, to study. The passage illustrates medieval education, which was provided primarily at monasteries or church schools and was not available to most people.

While engaged in the study of the liberal arts, I wanted very much to learn logic through the works of Hippocrates (an ancient philosopher). One day a horseman from Chartres came to Rheims and we began to talk. He told me that Heribrand, a clerk of Chartres, had sent him here to bring a message to a monk named Richer. I told the messenger that I was Richer. He gave me the letter which I opened with some excitement. This was it! An invitation from Heribrand to come to Chartres and study with him.

Then I diligently began the study of the Aphorisms with Hippocrates with Heribrand, a highly cultured and scholarly man. I learned the ordinary symptoms of diseases and picked up a surface knowledge of ailments. This was not enough to satisfy my desires. I begged him to continue to guide my studies on a deeper level, for he was an expert in his art and in pharmaceutics, botany and surgery.

Source: Richer of Rheims. Histoire de France, ed. by Robert Latouche (Paris, 1964), vol. 2, 225-230, translated by Michael Markowski.

Document F: The Rise of Universities

Beginning in the early 11th century, universities were founded throughout Europe. Below is a list of the 10 oldest European universities in Europe. Attendance at these universities was limited to a small percentage of the population. However, universities introduced a new system of education, eventually replacing the monastery and church schools.

Source: “List of Oldest Universities in Continuous Operation,” Wikipedia. http://en.wikipedia.org/wiki/List_of_oldest_universities_in_continuous_operation

Year (approximately)

Current location Name

1088 Bologna, Italy University of Bologna 1150 Paris, France University of Paris

1167 (1254) Oxford, UK University of Oxford

1209 (1231) Cambridge, UK University of Cambridge 1218 Salamanca, Spain University of Salamanca 1222 Padua, Italy University of Padua

1224 Naples, Italy University of Naples Federico II 1229 Toulouse, France University of Toulouse 1240 Siena, Italy University of Siena

1241 Valladolid, Spain University of Valladolid

Document G: Gothic Cathedrals

Cathédrale Notre Dame de Paris, or Our Lady of Paris Cathedral, is one of the most famous gothic cathedrals in Europe. The gothic style of architecture was common in the late Middle Ages. Common features of gothic cathedrals included architectural innovations, including: large columns, high celings with ribbed vaults, flying buttresses, and large stained glass windows. Gothic cathedrals were usually the tallest and largest buildings in a city. Notre Dame is 420 ft. long, 226 ft. wide, and its two towers are 226 ft. high. Construction on the cathedral began in 1163 and was completed in 1345.

Source: View of Notre Dame from the River Seine, http://commons.wikimedia.org/wiki/File:Notredame_Paris.JPG

Flying buttress

Source: View of Notre Dame from the front, http://commons.wikimedia.org/wiki/File:Facade-notre-dame-paris-ciel-bleu.JPG

Source: View of Notre Dame’s South Rose Window, http://commons.wikimedia.org/wiki/File:GothicRayonnantRose003.jpg

Guiding Questions Round One

Textbook A 1. What type of document is this? 2. When was it written? 3. How long does this textbook suggest the “Dark Ages” lasted? 4. Why, according to this textbook, were the “early Middle Ages” a “Dark Age”?

5. What is similar and different about this account and the American Cyclopaedia entry?

Textbook B 1. What type of document is this? 2. When was it written? 3. What 2 periods of time does this excerpt describe? How does the textbook

describe them? 4. How does this textbook compare to textbook A and the American Cyclopaedia? 5. Which do you find more reliable? Why?

Round Two Document C: Abbey Records 1. When was this document written? By whom? 2. What kind of document is it? What do you think the purpose was for writing it? 3. Which textbook account (A or B) does this document corroborate, or more clearly

match, with? How and Why? 4. Do you think it is a reliable piece of evidence? Why or Why not? Document D: Medieval Economic Laws 1. When and where were these laws written? 2. What was the purpose of these laws? 3. Compare this document to textbook A. Do you think these laws reflect how the

textbook describes life in the Middle Ages? Why or why not?

Document E: Journey to Chartres (optional) 1. What type of document is this? When was it written? Why? 2. How did this monk get his education? What did he study? 3. How does this account compare to the other documents? In particular, the

American Cyclopaedia?

Round Three Document F and G: European Universities and Notre Dame Cathedral 1. In what century were the oldest European universities founded and the

construction of Notre Dame Cathedral begun? 2. Does the founding of universities and construction of Notre Dame conflict with or

match the textbook accounts of the Middle Ages? Explain. 3. Is Wikipedia a reliable source? Why or why not?

Claims Organizer

Was the time period beween 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?

First Claim

List 2-3 points from either textbook that support your claim 1) 2) 3)

Second Claim List 2-3 pieces of evidence from these documents that support your claim 1) 2) 3)

Third Claim List 4-5 pieces of evidence from these documents that support your claim 1) 2) 3) 4) 5)

7th Grade Integrated Science: Paper Airplane Design Challenge Week 04/13/2020 Reading:

● Annotate the article: The Wright Brothers’ Invention Process ○ Underline important ideas ○ Circle important words ○ Write a “?” next to something you want to know more about

Activity: ● Paper Airplane Design Challenge Guidelines

○ Fold 4 different paper airplanes ( 3 designs have been included for you) ○ Complete the Design Sheets to find the plane that has the longest flight time

Writing:

● Complete the STEM Challenge questions

https://drive.google.com/open?id=17t39DwPAguQg122p7zCjIdwl8_gRcq97

https://drive.google.com/open?id=1C0TRCIi3tlpzM5c8aXWsx0jabrIfkw_r

Paper Airplane Design & Data Sheet

1. Build/Fold 4 Paper Airplanes 2. Draw each one of your planes

3. Test Flights

4. Improvements - Make adjustments to your plane with the shortest flight distance. What adjustments did you make?

5. Revise - Test your updated design 6. Reflection -

a. What worked well?

b. What did not work so well?

c. What changes would you make?

This article is available at 5 reading levels at https://newsela.com.

The Wright brothers' invention process

TOP: On December 17, 1903, two brothers from Dayton, Ohio, named Wilbur and Orville Wright, were successful in flying an airplane theybuilt. This first powered aircraft flew for 12 seconds above the sand dunes of Kitty Hawk, North Carolina. Orville is at the controls of the"Wright Flyer" as Wilbur looks on. Photo: John T. Daniels/AP. BOTTOM: The forces at play with the "Wright Flyer." Image: NASA

The first step in any new project is research. The Wright brothers, Orville and Wilbur, performed a

great deal of research before inventing the airplane. First, they set out to determine how much was

already known about building and flying aircraft. They wrote to the Smithsonian Museum and

obtained technical papers regarding aerodynamics, which is the study of how air moves around a

solid object, like the wings of an airplane. They studied the problems that had been encountered

by previous engineers and observed the flight of large gliding birds. They decided that controlling

flying aircraft would be the biggest and hardest problem to solve -- but they had some ideas for

how to solve it.

Developing Flight Control Systems

The Wright brothers tested their ideas for flight control between 1900 and 1902. Aircraft at this

point were still unpowered and therefore relied on pure gliding, as if they were kites. The Wrights

were kite enthusiasts and they used the kite flights to try out their ideas. Like an airplane, a kite is

heavier than air. It relies on the motion of the wind to generate lift. The lift force is an upward pull

By NASA.gov, adapted by Newsela staff on 02.02.17Word Count 880Level 1050L


necessary to overcome an object's own weight as it flies. The movement of the air past the kite also

generates drag, a force that pushes back against the direction of a kite's flight. Drag is overcome by

constraining the kite with a control line.

Kitty Hawk, North Carolina was chosen by the brothers for their early flight experiments. At this

location, constant strong winds blow in from the sea, and sand dunes allow for soft landings when

an aircraft goes down.

Testing The Theories

The early kite and glider experiments did not meet the performance goals the brothers had

expected. In late 1901, they began to doubt the information they were using to design their aircraft.

So they built a wind tunnel and developed new methods to test their models.

They tested more than 200 different wing models, trying new wing shapes to improve the

performance of their gliders. Their very successful 1902 aircraft was based on their new

findings. Its wings were long and thin to reduce drag and it had a 32-foot wingspan.

Developing Test Pilot Skills

Orville and Wilbur were airplane designers and test engineers. They were also the first pilots of a

powered aircraft. They developed their piloting skills by making more than 1,000 flights on a

series of gliders at Kitty Hawk between 1900 and 1902. At the time of their first powered flight, the

brothers were the most experienced pilots in the world. From 1903 to 1905, they continued to

perfect their piloting skills on a series of powered aircraft.

Developing Propulsion Systems

The Wrights were the first to pilot an aircraft that was heavier than air, self-propelled and

maneuverable. This required the development of two other pieces of technology: a lightweight

motor and the propellers to push the aircraft through the air.

The brothers based their engine design on an early engine for an automobile. The thin, high-speed

propellers they designed were based on wind tunnel tests and were unlike any other propellers at

that time. Between 1903 and 1913, the aircraft's engine power became six times greater.

The First Flight

The Wright brothers were the first to fly an airplane. Their historic first flight took place on Dec.

17, 1903. One of their major breakthroughs was the ability to control and steer their aircraft.

An aircraft in flight can rotate in three different dimensions. The nose of the aircraft can move up

and down, which is called pitch. The side-to-side movement of the nose is called yaw. The up-and-

down movement of the wing tips is called roll. In order to control their aircraft, the Wrights had to

account for these three types of movement.

The Wrights used a pair of movable wings at the front of the aircraft to control pitch. From the

glider flights of 1901, the Wrights identified the need for a rudder at the rear of the aircraft. This

allowed them to control yaw. They controlled the roll of the aircraft using wing warping, which

means twisting the wing tips to increase or decrease lift on the outer sections of the wing.

Flight Development


It is important to note that the four flights of 1903

were only an early chapter in the story of flight. The

longest flight lasted less than a minute and did not

include any maneuvers.

The Wright brothers continued to perfect their

machine with a series of aircraft built between 1903

and 1905. They moved their flight testing from Kitty

Hawk to their hometown of Dayton, Ohio and flew

their new aircraft at Huffman's Field on the edge of

town. With new, more powerful aircraft, they were able to stay aloft for up to a half hour, to fly

figure eights and to even take passengers up for a ride. The age of the airplane had arrived.

Pushing The Envelope

After the successful development of the first airplane, Orville and Wilbur Wright continued to be

involved in aerospace technology. Orville was one of the original members of the National

Advisory Council on Aeronautics (NACA), which is the parent organization of the current NASA.

Plane #1

Plane #2

3

5

5

1
1
2
2
3

4
4

Plane #3

Plane #4 Plane #4

Heads Up Activity – Sample Airplane Designs

Plane #1

Airplanes: Lesson 6, Heads Up Activity – Sample Plane Designs

Plane #2

Instructions for Plane 2

Fold at the center line. Unfold and fold at 1. Hold down and fold at 2. Fold at center and then fold away from center at 3 to form wing. Form up at 4 to form stabilizer. After folding is completed, cut along solid lines 5. Double up on dotted line to lock body together.


Plane #2 (continued) Plane #2 (continued)



Plane #3


Plane #4 Plane #4



Plane #4 (continued)

Plane designs source: Mander, J., Dippel, G., Gossage, H. The Great International Paper Airplane Book, Simon and Schuster, New York, NY, 1967.


Challenge STEM

Name: ____________________________________ Date: __________________________

Name of Today’s Challenge: ____________________________________________

Explain today’s challenge:

CHAL

LENG

E

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Record information needed to understand and complete today’s challenge?

RESE

ARCH

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What ideas do you have for completing this challenge?

IMAG

INE ________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________

© R

ebe

cca

Roja

s @

Cre

ateT

eac

hSha

re

Explain what you did to design and create your piece for this challenge. DE

SIGN

& C

REAT

E ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What was the outcome of this challenge?

OUT

COM

E ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What worked well during this challenge? What challenges did you face? In the future, how would you improve your design?

EVAL

UATE

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diagram:

© R

ebe

cca

Roja

s @

Cre

ateT

eac

hSha

re

The Riverside County Office of Education is launching a virtual student arts competition to help students channel their creativity during the COVID-19 school closures. Despite the closure of schools, students in Riverside County are continuing to create, dream, and express their ideas through their own unique talents and abilities. Artistic expression is a healthy way for students to process their feelings, exercise their creative abilities, and expand their understanding of a changing world. These expressions have the power to uplift others and bring meaning to their life and the lives of others during challenging times.

Rules and Eligibility Requirements

• Open to all Riverside County students in grades TK–12 attending public, charter, private, parochial, or home-school programs.

• One entry per student per art form per week.

• Individual entries only; no group entries.

• Grade level categories include TK–2, 3–5, 6–8, and 9–12.

Awards

• 1st, 2nd, and 3rd place awards will be selected in each art form.

• 1st place award: $75 gift card, plaque, and certificate of participation

• 2nd place award: $50 gift card and certificate of participation

• 3rd place award: $25 gift card and certificate of participation

• Honorable mention: Certificate of participation

• Awards will be announced weekly via www.rcoe.us/art-connects, on RCOE’s social media pages, and by email to the winners.

• The work of awardees may be shared on the website and RCOE social media pages.

Awards provided by the Riverside County Office of Education Foundation.

Judging Criteria

• Judges will include Riverside County artists, poets, choreographers, actors, writers, educators, filmmakers, and musicians.

• Judges will score entries based on the following categories:

• Creativity and originality

• Artistic composition

• Connection to weekly theme

• Overall impression

• Judges will take into account the constraints that come with the nature of a virtual competition.

• Example: Video submissions will be based on the content of the film, not the production value.

• Example: Photo submissions will be judged on the artistic quality of the image, not the resolution of the JPG.

For additional information, please visit www.rcoe.us/art-connects or contact Louisa Higgins, RCOE Arts Administrator, [email protected].

Art Connects2020 Virtual Student Arts CompetitionRIVERSIDE COUNTY OFFICE OF EDUCATION

How to Submit Entries

• Go to www.rcoe.us/art-connects and follow the directions to upload your submissions.

• Students will be asked to provide their name, school or district affiliation, and contact information in order to verify winners for any awards.

• After you submit your entry, you are encouraged to share your submission on social media with the hashtag #ArtConnectsRivCo.

Week One: PoetryTheme: Expressions of Change Submission: 100 word maximum, typed or handwritten Submit entries 3/25 through 3/31Winners announced on 4/7

Week Two: Visual Arts (2D, 3D, Photography)Theme: Expressions of Possibility Submission: JPEG photo of finished work Submit entries 4/1 through 4/7 Winners announced on 4/14

Week Three: DanceTheme: Expressions of Kindness Submission: Two-minute video Submit entries 4/8 through 4/14Winners announced on 4/21

Week Four: TheaterTheme: Expressions of Persistence Submission: Original writing of an excerpt enacted into two-minute videoSubmit entries 4/15 through 4/21Winners announced on 4/28

Week Five: Media ArtsTheme: Expressions of Connections Submission: Two-minute podcast or short film Submit entries 4/22 through 4/28 Winners announced on 5/5

Week Six: MusicTheme: Expressions of Hope Submission: Two-minute video; compositions encouraged, however can be performances of hope-themed music Submit entries 4/29 through 5/5Winners announced on 5/12

Art Connects2020 Virtual Student Arts CompetitionRIVERSIDE COUNTY OFFICE OF EDUCATION

Guidelines and Submission Information

For additional information, please visit www.rcoe.us/art-connects or contact Louisa Higgins, RCOE Arts Administrator, [email protected].