Student Name: Grade Level:

Morrilton Junior High AMI PROGRESS REPORT- Self Reporting - Week 4 Check the boxes of the lessons/activities/PBS programming you have accomplished this

week. You can use this to help keep track of your assignments for this week.

PBS Programming: OPTIONAL This week.

I was able to watch: OPTIONAL ❏ All 5 days of programs (2 hours each day) ❏ 4 days ❏ 3 days ❏ 2 days ❏ 1 day ❏ Did not watch

Literacy Corner: Contact Mrs. Duvall, Underwood, or Mr. Schneider if you have any questions by email or Google Classroom.

Mark the learning opportunities that you completed: ❏ Read the Article ❏ Writing Creativity

Math 7th and 8th grade math: Contact Mrs. Blakley, Prather, Mr. Gasaway, or Mr. Herrmann if you have any questions by email or Google Classroom.

Mark the math learning opportunities you completed: ❏ Khan Academy 3 times or more this week (30 min each) ❏ Friends you can Count On ❏ Cube Tower Challenges ❏ More Garage Sale Dominoes ❏ Area of a Rectangle ❏ Would you rather? ❏ Wrapping Presents ❏ Integer Subtraction Battle ❏ Integer Addition

Pre Algebra Students: Contact 7th Mrs. Prather or Coach Dauksch if you have any questions by email or Google Classroom.

Complete the following assignments for Math this week: ❏ Moby Max lesson: Solve Equations word problems (Under assignment Equations with one variable)

❏ Khan videos to support this Moby Max lesson: Solving Consecutive Integer Problems & Sum of Integers ❏ Moby Max lesson: Find the x-intercept of a line on a graph. (Under assignment Linear Equations) ❏ Moby Max lesson: Find the y-intercept of a line on a graph.(Under assignment Linear Equations) ❏ Moby Max lesson: Define Slope (Under assignment Linear Equations) ❏ Moby Max lesson: Identify positive & negative slope on a graph. (Under assignment Linear Equations) ❏ Moby Max lesson: Find the positive slope of a line on a graph Part 1.(Under assignment Linear Equations) ❏ Moby Max lesson: Find the positive slope of a line on a graph Part 2.(Under assignment Linear Equations)

Algebra 1 Students: Contact Mr. Herrmann if you have any questions by email or Google Classroom.

❏ Mr. Herrmann videos (posted in Google Classroom and on Website) ❏ Lesson 4.7 Using graphs to find average rate of change notes (reference sheet) ❏ 4.7 Using graphs to find average rate of change cool down ❏ Lesson 4.9 Comparing graphs notes (reference sheet) ❏ 4.9 Comparing graphs cool down

THINK like a Scientist! Contact Mr. Blocker, Mrs. Lawrence or Mrs. Pinion if you have any questions by email or Google Classroom.

This week complete the following station assignments (directions in packet & stations in packet/uploaded) for science:

❏ Watch Introduction the Periodic Table ❏ Complete the Les s on Color Coding the Periodic Table

THINK like a Historian! Contact Coach Davis, Ms. Brown, or Ms. Buchholz if you have any questions by email or Google Classroom.

Primary Source Project: This week’s assignments listed below. Complete then turn in digitally or paper in the bin at MES.

❏ This week you are reading the passage Tracking Coronavirus and answer the questions. ❏ Journal writing: Write about your day during this Covid- 19 time (at least three days a week, each journal entry must be at least

5 sentences)

Technology (Rogers, Sommers, Grant, Byers classes) OPTIONAL

Mark the learning opportunities you completed: ❏ https://www.typing.com/ ❏ 1-MobyMax Reading Lesson ❏ 1-MobyMax Math Lesson ❏ 1-MobyMax Social Studies Lesson ❏ 1-MobyMax Science Lesson ❏ https://vr.vex.com/ ❏ https://www.tinkercad.com/ ❏ Gcflearnfree.org/word2016 ❏ https://choices.scholastic.com/issues/2019 -20/050120/flying -high-landing-hard.html (password: morrilton40)

Stay Healthy! (Coach Young & Robinson’s classes) OPTIONAL

Mark the learning opportunities you completed: ❏ Push Ups 10 a day (50 a week) ❏ Crunches 20 a day (100 a week) ❏ Dance for 20 minutes ❏ Watch Coach Young/Robinson’s exercise video ❏ Challenge: Walk 30 minutes each day this week!

Fun for All! (Band, Music, Art) OPTIONAL

❏ Get active- dance, do exercises,create an obstacle course, go for a walk or run. ❏ Perform - Write and perform an original song or dance.

❏ Play a family game (Uno, Heads Up, Battleship, Chess, etc…)

❏ Create a masterpiece- Paint or draw

❏ Practice your choir skills : https://utheory.com/section/i2n r5

❏ Watch PBS- build your background knowledge while watching the educational programs provided by PBS.

Assignments can be returned either by paper at MES OR

Digitally to classroom teachers through email or Google Classroom.

❖ Please contact your teachers if you need help with returning work.

Grades 6-8, Week 4 Page 1

Student Name: _______________________ Grade Level: __________

AMI Morrilton Junior High School

AMI WEEK 4

APRIL 20 -24th Contact your teacher(s) if you have any questions by email.

PBS Arkansas Shows and Times 11:00 am - 1:00 pm OPTIONAL THIS WEEK!

PBS can be accessed on Channel 2, online, and PBS. Shows are live streamed on line https://www.myarkansaspbs.org/arkansasami or archived to watch at 4:00pm

Life from Above Moving Planet

Behold Earth as it’s never been seen before. Cameras in space tell stories of life on our planet from a brand-new perspective, revealing its incredible movements, colors, patterns and just how fast it’s changing.

Arthur The Squirrels/Fern and Persimmoy Glitchet

Arthur's goals are to help foster an interest in reading and writing, to encourage positive social skills, and to model age -appropriate problem-solving strategies.

SciGirls Code Center

SciGirls showcases bright, curious, real tween girls putting science, technology, engineering and math (STEM) to work in their everyday lives.

Nature The Mighty Weasel

NATURE brings the beauty and wonder of the natural world into your home, becoming in the process the benchmark for natural history programs.

Odd Squad Portlandia/Slides & Ladders

The show focuses on two young agents, Olive and Otto, who are part of the Odd Squad, an agency whose mission is to save the day whenever something unusual happens in their town.

Changing Seas Corals in Crisis Mystery of the Humpback Whale Songs

Protected inside a National Marine Sanctuary, the Cordell Bank is a hotspot for marine life. Cold, nutrient-rich waters swelling up from the deep fuel the base of the marine food chain in the region, which in turn feeds birds, sea turtles, and marine mammals who travel from thousands of miles away.

Magical Land of Oz Human

Burrow into the magical depths of Australian animal life as unique species navigate extremes on land and sea. Blue chip cameras capture the continent’s diverse animal populations in its highest snow peaks, frigid southern seas and suburban backyards.

Ireland’s Wild Coast Part 2

Follow a unique journey along one of the most spectacular coastlines in the world featuring the wildlife and wild places that make it so special.

NOVA Inside Animal Minds: Dogs & Super Senses Decoding the Great Pyramid

How do dogs experience the world? New archeological evidence sheds light on the stunning engineering of the Great Pyramid of Giza.

Yoga in Practice Allow Yourself to Soar

Designed to teach the foundations of yoga to the at -home student, and to encourage a daily yoga practice that is more than simply physical exercise.

Grades 6-8, Week 4 Page 2

Wild Metropolis Residents

Discover the extraordinary animals adapting to life in the world’s most loved cities and witness the remarkable ways they meet the challenges of surviving in the newest habitat on the planet.

Literacy Corner (Mrs.Duvall, Miss. Underwood, & Mr. Schneider)

Complete the 2 following lessons this week to practice your reading, writing and communication skills.

Don’t forget to grab a good book and read daily.

● Read the Article: Read Cross-Training and answer the questions. (Copy of passage is in the paper packet or can be found on teacher Google Pages or on MJHS website.)

● Writing Creativity : Select a s hort s tory, movie, play, or film that has an ending you would like to change. Write a different ending. Will it be a happier or s adder ending? Will it end on a cliffhanger? (Extens ion: Why did you want to change the ending to this s hort s tory, movie, play, or film?). Complete this on paper (paper not provided). Your writing s hould be a t leas t 7 s entences long.

7th and 8th Math: (Mrs. Blakley, Mrs. Prather, Mr. Gasaway, & Mr. Herrmann)

Complete 3 of the lessons below this week to build and reinforce your math skills. You have free choice from the 9 (bullet points mark a lesson) lessons below.

● Khan Academy: If you have internet acces s , it is recommended that your child utilize the Khan Academy modules with built-in ins truction to s upport math learning at leas t 3 days a week. Select your grade level or type in the web addres s and s elect the GET STARTED button. (Counts as one each day) If needed s tudents may s elect a different grade, regardles s of age.

7th grade math https :/ / www.khanacademy.org/ math/ cc-seventh-grade-math 8th grade math https :/ / www.khanacademy.org/ math/ cc-eighth-grade-math

● Friends You Can Count On: You and your friend went to get ice cream. The res taurant has a s ign with the different kinds of ice creams , candies / cookies , and toppings . You and your friend wonder how many different blas ts you can make. Find all the combinations you can make and explain how you know you have found all of them.

● Cube Tower Challenges: Material: Paper and pencil; Crayons/Markers (Optional) Work with a partner. Both of you read the challenge and s ecretly draw the tower on your paper. Then compare to see if you have the s ame tower. If the towers don’t match, work together to decide what the tower s hould look like. Optional: make a color drawing of the tower. Create your own Cube Tower Challenge.

Challenge: ● There are 5 cubes : 2 white, 1 green, 1 blue, and 1 red. ● The top and bottom of the tower are the s ame color. ● Blue is between the two whites , but blue does not touch white. ● The red cube is above the blue cube.

Grades 6-8, Week 4 Page 3

● More Garage Sale Dominoes: Mr. Blake knows that there are 28 dominoes in a double-six set. Since nine is 6 + ½ of 6, he estimates that there should be 28 + ½ of 28 dominos altogether in a double-nine set for a total of 42 dominoes. Is Mr. Blake correct in his estimate? Explain your reasoning using words, pictures and/or numbers.

● Area of Rectangle: In Odd Squad: Portlandia, the second rectangular portal was

composed of right triangles as seen in the picture to the right. What is the total area of the rectangle? Explain your thinking and don’t forget the units.

● Would you rather? Which amount of 1 inch square pieces of chocolate would you

rather have? Explain the reason for your choice. a. Enough to cover a rectangle with a length of 9 in. and a perimeter of 22 in. b. Enough to cover a rectangle with a length of 5 in. and a perimeter of 20 in.

● Wrapping Presents: Material: Rectangular box

Choose a box and find the smallest amount of paper needed to cover it on all sides. Think about nets and the surface

area for rectangular prisms, including measures of length, width, and height. What is the volume of your box? Would

the units for surface area and volume be the same or different? Explain your thinking. ● Integer Subtraction Battle: 2 players. Materials: Deck of Cards, Ace = 1, Jack = 11, Queen = 12, King = 13, Red

cards = negative, black cards = positive. How to Play: Each person turns over two cards then subtracts the value of the second card from the value of the first card. The player with the highest value hand wins all 4 cards. Continue play until all cards have been used. The player with the most cards wins. (Remember: 2 - 3 = -1, -2 - (-3) = 1, 2 - (-3) = 5, -2 - 3 = -5)

● Integer Addition : In Odd Squad: Slides and Ladders, Oswald is lost in the OSMU van. The floors are connected with

ladders and slides. The ladders take him up floors and slides take him down floors. He started on floor 10, then took an 8 slide, 2 ladder, 3 slide, and finally a 5 slide. What level is he on now? Does he need to take a slide or ladder to get back to the main floor (floor zero)? What number will the slide or ladder need to be? Use a vertical number line and/or an equation to help Oswald.

Pre-Algebra (7th Period Mrs.Prather and Mr. Dauksch): Complete the lessons below this week to build and reinforce your math skills.

The Moby Max lessons can be done online. A paper version will be offered in the paper packet if you cannot access Moby Max.

Complete the following assignments for Math this week: ❏ Moby Max lesson: Solve Equations word problems (Under assignment Equations with one variable)

❏ Khan videos to support this Moby Max lesson: Solving Consecutive Integer Problems & Sum of Integers

❏ Moby Max lesson: Find the x-intercept of a line on a graph. (Under assignment Linear Equations) ❏ Moby Max lesson: Find the y-intercept of a line on a graph.(Under assignment Linear Equations) ❏ Moby Max lesson: Define Slope (Under assignment Linear Equations) ❏ Moby Max lesson: Identify positive & negative slope on a graph. (Under assignment Linear Equations) ❏ Moby Max lesson: Find the positive slope of a line on a graph Part 1.(Under assignment Linear Equations) ❏ Moby Max lesson: Find the positive slope of a line on a graph Part 2.(Under assignment Linear Equations)

Algebra 1 (Mr. Herrmann):

Complete the lessons below this week to build and reinforce your math skills. Turn in Cool Downs via email, Google Classroom, or turn in paper to bin at MES.

Grades 6-8, Week 4 Page 4

● Mr. Herrmann videos (posted in Google Classroom and on Website) ● Lesson 4.7 Using graphs to find average rate of change notes (reference sheet) ● 4.7 Using graphs to find average rate of change cool down ● Lesson 4.9 Comparing graphs notes (reference sheet) ● 4.9 Comparing graphs cool down

THINK like a Scientist! (Mrs. Lawrence, Mrs. Pinion, & Mr. Blocker)

Complete the lessons below this week to build and reinforce your science skills.

● Watch the following Youtube video about the Periodic Table ● Read the Powerpoint to learn more about the Periodic Table ● Complete the

THINK like a Historian! (Mrs. Buchholz, Mrs. Pinion, Mrs. Brown & Coach Davis)

Complete the lessons below this week to build and reinforce your social studies skills.

Primary Source Project: This week’s assignments listed below. Complete then turn in digitally or paper in the bin at MES.

● Read the passage Tracking Coronavirus and answer the questions.

● Journal writing: Write about your day during this Covid- 19 time (at least three days a week, each journal entry must be at least 5 sentences)

Technology

These are optional activities for Mrs. Grant, Mrs. Rogers, Coach Byers, and Ms. Sommers classes

● https://www.typing.com/ ● 1-MobyMax Reading Lesson ● 1-MobyMax Math Lesson ● 1-MobyMax Social Studies Lesson ● 1-MobyMax Science Lesson ● https://vr.vex.com/ ● https://www.tinkercad.com/ ● Gcflearnfree.org/word2016 ● https://choices.scholastic.com/issues/2019 -20/040120/the -best-jobs-for-future-you.html (password: morrilton40)

Stay Healthy!

These are optional activi ties for Coach Robinson and Young.

● Push Ups 10 a day (50 a week) or challenge yourself to do more! ● Crunches 20 a day (100 a week) or challenge yourself to do more! ● Dance for 20 minutes ● Watch Coach Young/Robinson’s exercise video ● Challenge: Walk 30 minutes each day this week!

Grades 6-8, Week 4 Page 5

FUN ZONE

These are optional activities for Music, Band, P.E., Health, and Art classes

★ Get active- dance, do exercises,create an obstacle course, go for a walk or run.

★ Perform - Band perform your solo for someone.

★ Band- Practice 30 minutes a day

★ Play a family game (Uno, Heads Up, Battleship, Chess, etc…)

★ Create a masterpiece- Paint or draw

★ Practice your choir skills : https://utheory.com/section/i2nr5

★ Watch PBS- build your background knowledge while watching the educational programs provided by PBS.

Grades 6-8, Week 4 Page 6

Cross-Train Your Way to Fitness (From ReadWorks.org)

You've been running four miles a day, five days a week, for eight weeks. You made the track team, but your times aren't improving. Suddenly you can't stand the thought of running. You just want to veg out in front of the TV. Are you burned out at such a young age? For many athletes, a loss of interest can mean boredom. Luckily, there's a cure for this that will also improve your overall fitness. It's called cross-training. What Is Cross-Training? Cross-training is a way of adding variety to your exercise program by doing two or more different types of exercise in one workout. Athletes have been cross-training since the days of the Olympic pentathlons of ancient Greece. At first, cross-training may seem contradictory. You might have been taught that the way to improve performance is to concentrate on that area. If you want to be a runner, you might think strength training would only waste your time. Research has found, however, that for runners, strength

training can actually improve performance by about 20 percent. What Are the Benefits? There's a lot to be said about cross-training.

● Cross-training reduces the risk of injury. When you run all the time, you stress the same muscles. If you alternate running with swimming or cycling, you use different muscles, and give the running muscles a rest.

● Cross-training improves your overall fitness. Jogging gives you aerobic fitness, but doesn't do anything to develop the upper body. Strength training makes muscles stronger, but doesn't give you flexibility.

● Cross-training adds variety to your routine. If you get into a rut, chances are you'll quit your workouts. On the other hand, if you don't have to face that four-mile run every day, you'll have more enthusiasm on the days that you do run.

● Cross-training allows you to become good at more than one activity. You can spend time doing more than one activity, like bike riding for an hour and lifting weights for another hour.

● Cross-training keeps you improving. According to many fitness trainers, sticking with one activity, your body adapts to your exercise routine. Pretty soon your body thinks it has to have a four-mile daily run to survive. Eventually, no matter how much you run, your performance doesn't improve. To avoid such plateaus, you need to throw your body off its schedule by including other activities.

One Person's Experience

Grades 6-8, Week 4 Page 7

Alli Rainey is a professional climber, and there was a time when she was ranked the number one climber in the United States. Although rock climbing is her passion, she spends a lot of time cross-training. "All the other sports have a positive impact overall," she says. "Cross-training helps me to avoid burnout, and to step away from being so serious about rock climbing." Cross-training also gives her a mental break. "I don't push as hard in the other sports," Alli says. Alli cautions against overtraining. "I still struggle with doing too much. The key to not getting injured is working into a new sport slowly. If you haven't been running, you can't start out running six miles at top speed. Listen to your body. When it tells you it's tired, stop." Having a second sport helps Alli avoid depression when she's injured. "When I hurt my finger and couldn't rock climb, I learned how to snowboard. I was able to continue exercising, and I could socialize too." How Do I Get Started? Cross-training should include activities that challenge the heart and lungs; increase the body's flexibility; and strengthen the muscles. If you've been running or cycling, you should add strength-training workouts for strength and muscle definition. If you've been concentrating on strength training, pick an aerobic activity to add. Examples of aerobic activities include swimming and jumping rope. If you're involved in competitive sports, ask your coach for suggestions for cross-training activities. The main rule to follow when setting up a cross-training program is to choose activities you like. If you hate what you're doing, you'll only get discouraged and quit. What About Equipment? Once you start cross-training, probably the most important equipment you'll have to think about is cross-training shoes. Cross-training shoes have wide bottoms to provide stability for your feet. They have durable soles, so you can wear them inside and outside. When you choose a cross-training shoe, be sure to get one with the most cushioning per square inch. Setting Up a Cross-Training Schedule Here are some physical activities you can combine to make your own cross-training schedule. Aerobics

● running ● cycling ● swimming ● kickboxing ● power walking ● skating ● jumping rope ● stair climbing

Strength Training

● using upper-body machines ● using lower-body machines

Grades 6-8, Week 4 Page 8

● using free weights ● doing calisthenics ● doing crunches ● doing push-ups and sit-ups

Flexibility

● stretching ● doing yoga ● doing calisthenics

Now write down an exercise plan in this order with these guidelines.

● Warm-up: 10-20 minutes of walking, stretching muscles that are used in your aerobic activity, and doing flexibility exercises.

● Aerobics: 20-60 minutes of an aerobic activity; alternate two activities throughout the week. ● Strength Training (no more than three times a week): 20-30 minutes of strength-training exercises. ● Cooldown: about 10 minutes of slow walking and stretching.

Here’s an example of an exercise plan.

● 9:00 – 9:15 a.m. – walking, stretching arms and legs, and doing yoga (Monday through Saturday, except Wednesday)

● 9:15 – 10:00 a.m. – swimming (Monday, Thursday, and Saturday); jumping rope (Tuesday and Friday) ● 10:00 – 10:20 a.m. – using free weights, doing push-ups and sit-ups, and doing calisthenics (Tuesday

and Friday) ● 10:00 a.m. (Monday, Thursday, and Saturday); 10:20 a.m. (Tuesday and Friday) – 10 minutes of slow

walking and stretching Keep a record of your progress, such as distances covered, increase in weights lifted, and number of push-ups.

Copyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.

Comprehension Questions 1. According to the text, what is cross-training?

A. doing two or more different types of exercise in one workout B. doing two or more of the same type of exercise in one workout C. doing the same exercise in many workouts throughout the week D. doing two or more different exercises that make muscles stronger

2. What does the author list in the text?

A. the different definitions of cross-training B. the different athletes who do cross-training C. the different benefits of cross-training D. the different pieces of equipment used for cross-training

Grades 6-8, Week 4 Page 9

3. Read these sentences from the text. According to many fitness trainers, sticking with one activity, your body adapts to your exercise routine. Pretty soon your body thinks it has to have a four-mile daily run to survive. Eventually, no matter how much you run, your performance doesn't improve. To avoid such plateaus, you need to throw your body off its schedule by including other activities. Based on these sentences, what can you conclude about doing different kinds of physical activities in your exercise routine?

A. It helps your body adapt to your routine. B. It makes your body think you have to do the activities to survive. C. It can help your performance in a sport improve. D. It makes your performance reach a plateau.

4. Read these sentences from the text. At first, cross-training may seem contradictory. You might have been taught that the way to improve performance is to concentrate on that area. If you want to be a runner, you might think strength training would only waste your time. Research has found, however, that for runners, strength training can actually improve performance by about 20 percent. As used in these sentences, what does the word "contradictory" mean?

A. constant B. steady C. opposite D. reliable

5. What is the main idea of this text?

A. Cross-training should involve strength training every day. B. Cross-training is only helpful to rock climbers. C. Cross-training does more harm than good to athletes. D. Cross-training can provide many benefits to athletes.

6. How does cross-training add variety to an exercise program? 7. An effective cross-training workout is a mix of kickboxing, using free weights, and doing yoga. Why is this an effective cross-training workout? Use evidence from the text to support your answer. 8. Choose the word that best completes the sentence. You should choose activities you like for your cross-training program ________ you'll get discouraged and quit if you hate the activities.

A. but B. so C. until D. because

Name: __________________________________ 7th & 8th Grade Science

Color Coding the Periodic Table The Periodic Table is a list of all the known elements. It is organized by increasing atomic number. There are two main groups on the periodic table: metals and nonmetals. The left side of the table contains elements with the greatest metallic properties. As you move from the left to the right, the elements become less metallic with the far right side of the table consisting of nonmetals. The elements in the middle of the table are called “transition” elements because they are changed from metallic properties to nonmetallic properties. A small group whose members touch the zigzag line are called metalloids because they have both metallic and nonmetallic properties.

The table is also arranged in vertical columns called “groups” or “families” and horizontal rows called “periods.” Each arrangement is significant. The elements in each vertical column or group have similar properties. Group 1 elements all have the electron in their outer shells. This gives them similar properties. Group 2 elements all have 2 electrons in their outer shells. This also gives them similar properties. Not all of the groups, however, hold true for this pattern. The elements in the first period or row all have one shell. The elements in period 2 all have 2 shells. The elements in period 3 have 3 shells and so on.

There are a number of major groups with similar properties. They are as follows:

Hydrogen: This element does not match the properties of any other group so it stands alone. It is placed above group 1 but it is not part of that group. It is a very reactive, colorless, odorless gas at room temperature. (1 outer level electron) Group 1: Alkali Metals – These metals are extremely reactive and are never found in nature in their pure form. They are silver colored and shiny. Their density is extremely low so that they are soft enough to be cut with a knife. (1 outer level electron) Group 2: Alkaline-earth Metals – Slightly less reactive than alkali metals. They are silver colored and more dense than alkali metals. (2 outer level electrons) Groups 3 – 12: Transition Metals – These metals have a moderate range of reactivity and a wide range of properties. In general, they are shiny and good conductors of heat and electricity. They also have higher densities and melting points than groups 1 & 2. (1 or 2 outer level electrons) Lanthanides and Actinides: These are also transition metals that were taken out and placed at the bottom of the table so the table wouldn’t be so wide. The elements in each of these two periods share many properties. The lanthanides are shiny and reactive. The actinides are all radioactive and are therefore unstable. Elements 95 through 103 do not exist in nature but have been manufactured in the lab. Group 13: Boron Group – Contains one metalloid and 4 metals. Reactive. Aluminum is in this group. It is also the most abundant metal in the earth’s crust. (3 outer level electrons) Group 14: Carbon Group – Contains on nonmetal, two metalloids, and two metals. Varied reactivity. (4 outer level electrons) Group 15: Nitrogen Group – Contains two nonmetals, two metalloids, and one metal. Varied reactivity. (5 outer level electrons) Group 16: Oxygen Group – Contains three nonmetals, one metalloid, and one metal. Reactive group. (6 outer level electrons) Groups 17: Halogens – All nonmetals. Very reactive. Poor conductors of heat and electricity. Tend to form salts with metals. Ex. NaCl: sodium chloride also known as “table salt”. (7 outer level electrons) Groups 18: Noble Gases – Unreactive nonmetals. All are colorless, odorless gases at room temperature. All found in earth’s atmosphere in small amounts. (8 outer level electrons)

Color Coding the Periodic Table (Ask before you color if you are not sure)

Name: __________________________________ 7th & 8th Grade Science This worksheet will help you understand how the periodic table is arranged. Color the in the periodic table as follows:

1. Leave Hydrogen white. 2. Color the Alkali Metals light brown. 3. Color the alkaline earth metals yellow. 4. Color the transition metals very light grey. 5. Color the metalloids purple. 6. Color the nonmetals orange. 7. Color the halogens blue. 8. Color the noble gases green. 9. Using a black color, trace the zigzag line that separates the metals from the nonmetals. 10. Color all the lanthanides and actinides red.

****When you are finished, make a key that indicates which color identifies which group.

Name: Date:

Name: __________________________________ 7th & 8th Grade Science

Family Ties Follow the instructions below to label the major groups and divisions of the periodic table.

1. The vertical columns on the periodic table are called ____________.

2. The horizontal rows on the periodic table are called _____________.

3. Most of the elements in the periodic table are classified as _____________.

4. The elements that touch the zigzag line are classified as _______________.

5. The elements in the far upper right corner are classified as______________.

6. Elements in the first group have one outer shell electron and are extremely reactive. They are called

___________ ______________.

7. Elements in the second group have 2 outer shell electrons and are also very reactive. They are called

______________ ______________ ________________.

8. Elements in groups 3 through 12 have many useful properties and are called _________________

_______________.

9. Elements in group 17 are known as “salt formers”. They are called _________________.

10. Elements in group 18 are very unreactive. They are said to be “inert”. We call these the

______________ ______________.

11. The elements at the bottom of the table were pulled out to keep the table from becoming too long. The

first period at the bottom called the _________________.

12. The second period at the bottom of the table is called the _____________________.

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

Tracking the spread of coronavirus with a map

This map created by Johns Hopkins University's Center for Systems Science and Engineering on January 22 tracks the spread and locationof the deadly novel coronavirus. Map: John Hopkins University Center for Systems Science and Engineering

A map created by U.S. researchers tracks in real-time a virus in China that has sickened almost

6,000 people and resulted in 132 deaths as of January 29. This new virus is a strain in the

coronavirus family and has been linked to an outbreak of pneumonia. Global public health officials

are concerned about its potential to spread around the world, which is why they are closely

tracking it.

"Transparent Data Sources"

Researchers at Johns Hopkins University's Center for Systems Science and Engineering launched

the map on January 22. They suggest that the virus may be growing faster than what sources have

reported so far.

"We think it is important for the public to have an understanding of the situation as it unfolds,

with transparent data sources," said Lauren Gardner. Gardner is a professor in civil and systems

engineering at Johns Hopkins University and led the team that produced the map.

By PBS NewsHour, adapted by Newsela staff on 01.29.20Word Count 680Level 1180L

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

The map shows the official global death toll. It also plots out a higher infection rate, showing the

virus has made 555 people sick as of January 22.

A Live-Animal Market In Wuhan, China

The outbreak is centered in Wuhan, China — a city of 11 million residents — where the virus was

traced back to a live-animal market. Outside of China, cases have been reported so far this week in

the U.S., Taiwan, Thailand, South Korea and Japan, the Centers for Disease Control and

Prevention (CDC) reported.

Novel coronavirus belongs to a family of viruses linked to gastrointestinal and respiratory

infections in pigs, dogs, bats, cats, poultry and other animals. When spread to humans, it triggers

respiratory symptoms, affecting the lungs.

The virus spreads through water droplets that spew into the air when an infected person sneezes

or coughs. Those droplets spread the virus when they are inhaled through a person's nose or

mouth or wiped into their eyes, according to Daniel Kuritzkes. Kuritzkes is chief of the Division of

Infectious Diseases at a hospital in Boston, Massachusetts.

Gardner said the map is a "very simple" collection of reported cases gathered from local sources.

Mapping Media Reports

To make the map, Gardner and her team combed through and compiled local Chinese media

reports. The reports were then translated into English and their locations were mapped. As new

reports come in, the map is updated, Gardner said.

Since there is much the public health community still does not know about novel coronavirus, "it's

hard to keep it up to date," she said. People may not know they are infected until they show

symptoms. Another important thing to keep in mind is that novel coronavirus in many ways

resembles influenza, the common flu, so people may not realize they have it.

"There's not a lot of other global cases reported yet," Gardner said. "They'll happen because people

travel."

The timing of the outbreak is opportunistic for the virus, and dangerous for people. This week,

millions of people are embarking on international travel, particularly in and out of East Asia, for

Lunar New Year celebrations — the world's largest annual human migration.

Extreme Measures To Fight The Outbreak

In China, authorities have taken extreme measures to prevent further spread of the virus. They

suspended train and airplane travel from Wuhan along with bus, subway and ferry travel, a

Chinese news agency reported. These measures effectively quarantined the city, isolating it from

the rest of China.

"Public transport and other mass gatherings should be avoided," said World Health Organization

(WHO) Director-General Tedros Adhanom.

As of January 24, there were two reported cases of the coronavirus in the U.S. One person in

Washington state has been infected with the virus after traveling to Wuhan. A woman in Chicago,

Illinois, was also diagnosed with the virus after traveling back to the U.S. from Wuhan.

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

The CDC increased its travel warning to U.S. residents and Great Britain issued an advisory

against all, except essential, travel to Wuhan.

As the outbreak spreads beyond China, Gardner said her team will rely on WHO and CDC data to

keep their map up to date.

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

Quiz

1 Read the paragraph from the section "Mapping Media Reports."

Since there is much the public health community still does not know about novel coronavirus, "it'shard to keep it up to date," she said. People may not know they are infected until they showsymptoms. Another important thing to keep in mind is that novel coronavirus in many waysresembles influenza, the common flu, so people may not realize they have it.

Which of the following can be inferred from the paragraph above?

(A) It is impossible to know if you have contracted novel coronavirus unless you go to a doctor to have yourblood tested.

(B) It is likely that many people have already contracted and are unknowingly spreading novel coronavirus.

(C) The reported cases of novel coronavirus are spreading faster than Chinese and international healthagencies can track them.

(D) Anyone who has flu-like symptoms should immediately quarantine themselves and be tested for novelcoronavirus as soon as possible.

2 Read the following statement.

Novel coronavirus is easily transmittable, so quarantining known carriers is critical.

Which sentence from the article BEST supports the statement above?

(A) Global public health officials are concerned about its potential to spread around the world, which is whythey are closely tracking it.

(B) The outbreak is centered in Wuhan, China — a city of 11 million residents — where the virus was tracedback to a live-animal market.

(C) Since there is much the public health community still does not know about novel coronavirus, "it's hardto keep it up to date," she said.

(D) They suspended train and airplane travel from Wuhan along with bus, subway and ferry travel, aChinese news agency reported.

3 Which of the following BEST represents the Chinese government's approach to dealing with the novel coronavirus outbreak inthe article?

(A) They have isolated the city in which the virus originated from the rest of China.

(B) They have prohibited people from traveling to China for Lunar New Year celebrations.

(C) They have set up virus checkpoints at all major sea and air entry points into the country.

(D) They have asked other countries to send experts and doctors to help address the crisis.

4 Why did the author conclude the article by describing international response to the outbreak and Lauren Gardner's plans toupdate her team's map?

(A) to illustrate what virus and disease experts are hoping to learn from this outbreak

(B) to help the reader understand what they can do to help to prevent the spread of the virus

(C) to describe the effect of international efforts to help control the outbreak

(D) to suggest that the virus will likely infect many more people before it is contained

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