Distance Learning Plan - Eliot-Hine Middle School

1y ago
12 Views
3 Downloads
3.02 MB
104 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : Amalia Wilborn
Transcription

Distance Learning Plan6th GradeWeeks 2 and 31200 First Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 dcps.dc.gov

Student Log in for Digital Platforms and ContentEvery student in the District of Columbia Public Schools has access to digital platforms, content, and tools.Below are the resources available and how to log in. Contact your teacher or designated technologyrepresentative at your school if you do not know your student log in credentials.Digital PlatformDescriptionCleverHow do I log in?Clever is the platform that puts blendedlearning digital content on one dashboardand one login.Go to:https://clever.com/in/dcpsk12Username/password: yourstudent credentialsSelect: your digital contentMicrosoft Office 365Microsoft Office 365 includes onlineversions of Word, Excel, PowerPoint andother applications for preparing futureready learners. Students can accessapplications anywhere on any device.Download the Office 365Apps on your smartphone!Access your documents and assigments onthe go! (Word, Powepoint, Teams, Forms,Excel, OneNote, OneDrive)CanvasGo to: portal.office.comUsername/password: yourstudent credentialsGo to: your app storeSearch: for the Office 365 appInstall the appSign in: with your studentcredentialsGo to: dcps.instructure.comUsername/password: yourstudent credentialsSelect: your courseDownload the CanvasStudent App on yoursmartphone!Canvas is the learning management systemfor accessing DCPS online courses.1200F irs tSt re et ,NE W as hi n gt o n,DC20 0 0 2 T2 0 2. 4 42 .5 8 85 F20 2. 4 42 .5 0 2 6 dc ps. dc.g ov

Course: ELA 6Unit: 2Close Reading Module 2ELA 6Unit 2Unit Title: Growing UpUnit Description: In this unit, students will build upon their learning from ELA Culminating Writing Task: You have read “Decisions, Decisions” and6 Unit 2 Growing Up and continue to explore the benefits and challenges of“Growing Down” two poems that explore conflicted attitudes about growingand multiple perspectives on growing up. In this Close Reading Moduleup. Using details from both poems, write an essay that compares andextension, students will read two poems about attitudes towards growing up contrasts how each text approaches the topic of growing up. In your essay,and respond at length to a culminating evidence-based writing promptbe sure to explain how the narrator of “Decisions, Decisions” and Mr. Brownconnected to the unit topic.in “Growing Down” experience an internal conflict about growing up (ordown) and the attitudes they ultimately take on.Addressed CCSS:Reading RL.6.1, RL.6.2, RL.6.4, RL.6.5 Writing W.6.2Text(s): “Decisions, Decisions” by Unknown and “Growing Down” by Shel SilversteinDay 1Learning Objective:By the end of Day 1, you will be ableto: Define and explore keyvocabulary from “Decisions,Decisions” and “GrowingDown” using a Frayer Model. Engage in a first read of“Decisions, Decisions” and“Growing Down” and writean objective summary of thetext.Agenda:1. Vocabulary Frayer Models2. First Read of “Decisions,Decisions” and “GrowingDown”3. Objective SummariesreckonDistrict of Columbia Public SchoolsDay 2Learning Objective:By the end of Day 2, you will be ableto: Complete a second read of“Decisions, Decisions” and“Growing Down” to answertext-dependent questionsand annotation prompts.Day 3Learning Objective:By the end of Day 3, you will be ableto: Complete a third read of“Decisions, Decisions” and“Growing Down” and collecttextual evidence in responseto a culminating writingprompt. Outline a response to theculminating prompt.Day 4Learning Objectives:By the end of Day 4, you will be ableto: Compose a text-basedresponse to the “Decisions,Decisions” and “GrowingDown” culminating promptusing your evidencecollection chart and outlinefrom Day 3.Agenda:1. Second Read of “Decisions,Decisions” and “GrowingDown”2. Text-Dependent QuestionsAgenda:1. Third Read of “Decisions,Decisions” and “GrowingDown”2. Evidence Collection Chart3. MPO OutlineAgenda:1. Review evidence collectionchart and Multi-ParagraphOutline2. Write culminating multiparagraph responsesneerKey VocabularyimitatescuffbelchPage 1 of 19

Course: ELA 6Unit: 2Daily Sequence and GoalsDay 1 and First Read Goal: Reading begins withdefining key vocabulary.Start with vocabulary andthen read the text straightthrough to gain a generalsense of the text(s).Day 2 and Second ReadDay 4 and Fourth Read & WritingDay 3 and Third Read Goal: During this read,stop and address sometext-dependent questionsand tasks. They will helpyou better understand thetext(s). Goal: Throughout thewriting process, youshould refer back to thetext to select yourresponse. Goal: It's imporant to goback to the text andcollect textual evidencebefore you craft a claimand organize your thinkingfor writing. Return to thetext to complete theevidence collection chart.Task List for 6.2 Growing UpDirections: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date.TasksCategoryPointsDue5 Frayer ModelsPractice/Application5Day 1Objective Summary of “Decisions, Decisions”Practice/Application5Day 1Objective Summary of “Growing Down”Practice/Application5Day 1Text-Dependent Questions and AnnotationsPractice/Application5Day 2Hochman Sentence Expansion (Because/But/So)Practice/Application5Day 2Evidence Collection Chart and MPOPractice/Application5Day 3Vocabulary ActivityPractice/Application5Day 4Culminating Writing TaskAssessment10Day 4Close Reading ReflectionParticipation5Day 4District of Columbia Public SchoolsDoneGradePage 2 of 19

Course: ELA 6Unit: 2Day 1Learning Objective: By the end of Day 1, students will be able to: Define and explore key vocabulary from “Decisions, Decisions”and “Growing Down” using a Frayer Model. Engage in a first read of “Decisions, Decisions” and “GrowingDown” and write an objective summary of the text.reckonBefore Reading:sneerAgenda:1. Vocabulary Frayer Models2. First Read of “Decisions, Decisions”and “Growing Down”3. Objective SummariesKey VocabularyimitatescuffTasks: 5 Frayer Models Objective Summary of “Decisions,Decisions” Objective Summary of “GrowingDown”belchDo Now: VocabularyDirections: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud and indicate how familiaryou are with each word. If you know what the word means, jot it in the open space.Vocabulary WordreckonsneerHow familiar are you with this word? If you already know what it means, jot it here. I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this word I know this word and I use it regularly. I’ve heard this word, but I don’t remember what it means I’ve never heard this wordimitatescuffbelchDistrict of Columbia Public Schools I know this word and I use it regularly.I’ve heard this word, but I don’t remember what it meansI’ve never heard this wordI know this word and I use it regularly.I’ve heard this word, but I don’t remember what it meansI’ve never heard this wordI know this word and I use it regularly.I’ve heard this word, but I don’t remember what it meansI’ve never heard this wordPage 3 of 19

Course: ELA 6Unit: 2Vocabulary Frayer ModelThe Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply theirknowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.Directions: Look up the definition of each vocabulary word and complete allspaces with information related to the word.Definition (look up word)Traits/CharacteristicsreckonSentenceDistrict of Columbia Public SchoolsReal World ExamplesPage 4 of 19

Course: ELA 6Unit: 2Vocabulary Frayer ModelThe Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply theirknowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.Definition (look up word)Traits/CharacteristicsDefinition (look up word)sneerSentenceDistrict of Columbia Public SchoolsReal World ExamplesTraits/CharacteristicsimitateSentenceReal World ExamplesPage 5 of 19

Course: ELA 6Unit: 2Vocabulary Frayer ModelThe Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply theirknowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.Definition (look up word)Traits/CharacteristicsDefinition (look up word)scuffSentenceDistrict of Columbia Public SchoolsReal World ExamplesTraits/CharacteristicsbelchSentenceReal World ExamplesPage 6 of 19

Course: ELA 6Unit: 2“Decisions, Decisions” and “Growing Down”Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write anobjective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection,and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay.Culminating Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changing attitudes about growing up.Using details from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, besure to explain how the narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience changing attitudes about growing up(or down) and the attitudes they ultimately take on.TextAnnotations/QuestionsDecisions, DecisionsWhat is the speaker’s attitude towards childhood in the first twostanzas?by UnknownSometimes late at night,All snug in my bed,Thoughts of my childhoodParade through my head.I think back to simpler times,5 No large decisions to make.Just play time and games,What does the speaker desire in stanza 3?With afternoon naps to take . . .I’d play all day and10 Sleep when told,Sometimes wishingDistrict of Columbia Public SchoolsWhat does the speaker mean when he/she says “growing older,growing choices”?Page 7 of 19

Course: ELA 6Unit: 2I’d quickly grow old.Growing older, growing choices,Each minute, every second.15 Requires many more decisionsThen I ever reckoned.How does this compare to how the speaker describes “childishchoices?”What to do? Where to go?To save or to buy?All the decisions now required20 Make me shiver and sigh.Childish choices I chooseExplain the speaker’s conflict and ultimate attitude towards growingup.Childish consequences I getWon’t someone comeAnd rescue me yet?25 If growing older means makingEven more choices still,I’d rather stay youngForever, I will!District of Columbia Public SchoolsPage 8 of 19

Course: ELA 6Unit: 2“Growing Down”by Shel SilversteinMix a grunt and a grumble, a sneer and a frown,And what do you have? Why old Mr. Brown,The crabbiest man in our whole darn town.We all called him Grow-Up Brown:[5] For years each girl and boy and pupHeard “Grow up, grow up, grow up.”He’d say, “Why don’t you be polite?Why must you shout and fuss and fight?Why can’t you keep dirt off your clothes?[10] Why can’t you remember to wipe your nose?Why must you always make such noise?Why don’t you go pick up your toys?Why do you hate to wash your hands?Why are your shoes all filled with sand?How does the author describe Mr. Brown?Why do the kids call Mr. Brown Grow-Up Brown?Who is Mr. Brown speaking to when he asks a series of questions inlines 7-16? What does he want from them?[15] Why must you shout when I’m lying down?Why don’t you grow up?” grumped Grow-Up Brown.One day we said to Grow-Up Brown,“Hey, why don’t you try growing down?Why don’t you crawl on your knees?[20] Why don’t you try climbing trees?Why don’t you bang on a tin-can drum?Why don’t you chew some bubble gum?Why don’t you play kick-the-can?Why don’t you not wash your hands?What is meant by the phrase “growing down?”[25] Why don’t you join the baseball team?Why don’t you yell and jump and scream?District of Columbia Public SchoolsPage 9 of 19

Course: ELA 6Unit: 2Why don’t you try skipping stones?Why don’t you eat ice cream cones?Why don’t you cry when you feel sad?[30] Why don’t you cuddle with your dad?Why don’t you have weenie roasts?Why don’t you believe in ghosts?Why don’t you have pillow fights?Why don’t you sleep with your teddy at night?[35] Why don’t you swing from monkey bars?Why don’t you wish on falling stars?Why don’t you run in three-legged races?Why don’t you make weirdie faces?Why don’t you smile, Grow-Up Brown?[40] Why don’t you try growing down?”Then Grow-Up Brown, he scrunched and frownedAnd scratched his head and walked around,And finally he said with a helpless sound,“Maybe I will try growing down.”How does Grow-Up Brown respond to all the questions asked of him?[45] So Grow-Up Brown began to singAnd started doing silly things:He started making weirdie facesAnd came in first in three-legged races.All day he swung from monkey bars,[50] All night he’d lie and count the stars.He tooted horns, he banged on drums,He spent twenty bucks on chewing gum,He went to all the weenie roastsAnd once he thought he saw a ghost.District of Columbia Public SchoolsPage 10 of 19

Course: ELA 6Unit: 2[55] He got to be great at pillow fightsAnd went to sleep with his teddy at night.He flew a kite, he kicked a can,He rubbed some dirt upon his hands.He drew some pictures, threw some stones,What connections do you see between lines 18-40 and lines 45-66?[60] Ate forty-seven ice cream cones.He got some sand between his toes,Got a loose tooth and a bloody nose.He got a dog, they rolled in mud.He imitated Elmer Fudd.[65] He climbed a roof (though no one asked),He broke his wrist — he wore a cast.He rolled down hills, he climbed up trees,He scuffed his elbows, skinned his knees,He tried to join the baseball team;How does Grow-Up Brown feel about “growing down” at the end ofthe poem?[70] When they said no, he spit and screamed.He cried when he was feeling sadAnd went and cuddled with his dad.He wore a hat that didn’t fit,He learned just how far he could spit,[75] He learned to wrestle and get tickled,Sucked his thumb, he belched and giggled.He got his trousers torn and stained,He ran out barefoot in the rain,Shouting to all the folks in town,[80] “It’s much more fun, this growin’ down.”District of Columbia Public SchoolsPage 11 of 19

Course: ELA 6Unit: 2After ReadingDirections: Write objective summaries for both texts.What is an objective summary?An objective summary is a short statement or paragraph that tellswhat something is about but does not include unnecessary detailsor your opinions.Narrative Objective Summary Strategy:Somebody Wanted But SoSWBS (Macon, Bewell, & Vogt, 1991, Beers, 2003) offers students aframework as they write narrative summaries. Students read astory and decide who the Somebody is, what that somebodyWanted, But what happened to keep something from happening,and So, finally, how everything works out.What does an objective summary look/sound like?In chapter 3 of the third part of the novel, Irene goes shopping with her friend, FeliseFreeland. It is a cold day, and the women unexpectedly run into Clare’s husband, JohnBellew. Mr. Bellew recognizes Irene, but Irene pretends not to know him and does notgreet him. Although they do not speak, it is clear that Mr. Bellew notices that Feliseand Irene are not white. When they are away from Mr. Bellew, Felise chides Irene for“passing,” and Irene wishes that she had spoken so that Clare’s secret might also befound out by her husband. Irene regrets her loyalty to Clare and to her race. Irenealso says she intends to tell Clare about the meeting, but she never does, insteadpraying for March to “come quickly” because that is when Clare and Mr. Bellew arescheduled to leave New York.How will I know if my objective summary is complete?In an objective summary, the writer: Explains the central idea of the subject (text) Records essential details of the text Moves from general description to specificdescription Chooses exact descriptive words Suspends his or her own beliefs and feelingsabout the textObjective Summaries: “Decisions, Decisions” and “Growing Down”District of Columbia Public SchoolsPage 12 of 19

Course: ELA 6Unit: 2Day 2Learning Objective:Agenda:By the end of Day 2, you will be able to:1. Second Read of “Decisions, Decisions” and“Growing Down” Complete a second read of “Decisions,2.Text-Dependent QuestionsDecisions” and “Growing Down” to answer textdependent questions and annotation prompts.Tasks: Text-Dependent Questions and Annotations Hochman Sentence Expansion(Because/But/So)Hochman Sentence Expansion ActivityMr. Brown wants the kids to grow up because .Mr. Brown wants the kids to grow up, but Mr. Brown wants the kids to grow up, so Day 3Learning Objective:By the end of Day 3, you will be able to: Complete a third read of “Decisions, Decisions”and “Growing Down” and collect textualevidence in response to a culminating writingprompt. Outline a response to the culminating prompt.District of Columbia Public SchoolsAgenda:1. Third Read of “Decisions, Decisions” and“Growing Down”2. Evidence Collection Chart3. MPO OutlineTasks: Evidence Collection Chart Multi-Paragraph OutlinePage 13 of 19

Course: ELA 6Unit: 2Evidence Collection Chart Directions:“Attack the Prompt” - Unpack what the prompt expects from you using the process below1. Identify the part of the prompt that provides actual instructions for writing. Cross out the rest.2. Circle the verbs. By identifying ALL the tasks, you will avoid only partially answering the prompt.3. Draw an arrow from each circled word to what it specifically tells you to do.Culminating Writing Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changing attitudes about growing up. Usingdetails from both poems, write an essay that compares and contrasts how each text approaches the topic of growing up. In your essay, be sure to explain howthe narrator of “Decisions, Decisions” and Mr. Brown in “Growing Down” experience changing attitudes about growing up (or down) and the attitudes theyultimately take on.Create an Evidence Collection Chart --Create a chart below to help you gather textual evidence to answer the prompt.District of Columbia Public SchoolsPage 14 of 19

Course: ENG 6Unit: 2Multiple Paragraph OutlineName Date:Topic:Thesis Statement:Main strict of Columbia Public SchoolsPage 15 of 19

Course: ENG 6Unit: 2Day 4Learning Objective:By the end of Day 4, you will be able to: Compose a text-based response to theculminating prompt using their evidencecollection charts and outlines from Day 3.Agenda:1. Complete Vocabulary Activity2. Review evidence collection chart and MultiParagraph Outline3. Write culminating multi-paragraph responseTasks: Vocabulary Activity Culminating Writing Task Close Reading ReflectionDo Now: Vocabulary ReviewDirections: Demonstrate your understanding of the target vocabulary by composing text-related sentences. Each sentence should begin with a subordinatingconjunction.Subordinating Conjunction ListBeforeAfterIfWhenEven though scuffbelchDistrict of Columbia Public SchoolsPage 16 of 19

Course: ENG 6Unit: 2Name Date:Culminating Task: You have read “Decisions, Decisions” and “Growing Down” two poems that explore changingattitudes about growing up. Using details from both poems, write an essay that compares and contrasts how eachtext approaches the topic of growing up. In your essay, be sure to explain how the narrator of “Decisions, Decisions”and Mr. Brown in “Growing Down” experience changing attitudes about growing up (or down) and the attitudes theyultimately take on.District of Columbia Public SchoolsPage 17 of 19

Course: ENG 6Unit: 2District of Columbia Public SchoolsPage 18 of 19

Course: ENG 6Unit: 2Anchor Writing Standard ChecklistGrade 6CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts,and information through the selection, organization, and analysis of relevant content.A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), andmultimedia when useful to aiding comprehension.B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.C. Use appropriate transitions to clarify the relationships among ideas and concepts.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.E. Establish and maintain a formal style.F. Provide a concluding statement or section that follows from the information or explanation presented.Target Writing Standard ChecklistW.2A. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information Introduces a topicOrganizes into broader categories:o Ideaso Conceptso InformationUses strategies to aid comprehension:o Definitiono Classificationo Comparison/Contrasto Cause/effecto Formatting (e.g., headings)o Graphics (e.g., charts, tables)Multimedia B.Develops the topic with:o Relevant factso Definitionso Concrete detailso Quotationso Other information and examples Use transitions:o To clarify relationships: Among ideas Among conceptsD. Use precise language to inform about or explain the topicUse domain-specific language to inform about or explain the topicE. Establish a formal styleMaintain a formal style Provide a conclusion that follows from information presented:o Statemento SectionC.F.District of Columbia Public SchoolsPage 19 of 19

DCPS Distance Learning Plan6th GradeScience/MathWeek 2

Grade 6 STEM: Week 2 Distance LearningDear Students and Families,We hope you are safe and healthy while you are out of school and learning from home! Yourassignments in science and math are combined into a single STEM block. In science, you will bereviewing, applying, and extending content from first semester. This week you will be focused on Unit 2:The History of Planet Earth. In math you will have a daily opening activity, a math activity connected tothe science content, an extended math application, and a daily reflection.Science: Mission Log and Action Plan (45 minutes per day)During the first part of the week, you will review content from each of topic in the science unit andapply it to a mission. Read the Mission Briefing at the front of your packet and work through the ClassMission Log. You can refer to your notes or online STEMscopedia to complete the InformationGained column. Then use what you know to complete the Connection to Mission column. Details onaccessing the STEMscopedia are included below.After you complete the Mission Log, you should move on to the Action Plan. The Action Plansummarizes what you should know and invites you to apply your science knowledge and skills to a newsituation. In most cases you will need to use some imagination and creativity to create your plan. Thereis no single correct answer! Questions are included to guide your work.We recommend that you spend 45 minutes per day working on these tasks, but you can decide howbest to organize your work and spread it out across the week.Math: Daily Problems and Science-Math Connections (50 minutes per day)Your math work is organized differently from science, and it is separated by day. Each day, you have anopening set of problems (5 minutes), extended math application tasks (approximately 30-40 minutes),and a closing reflection on your learning (5 minutes). For example, Day 1 has an opening activity, tasks,and a reflection component.Sample Pacing for STEM BlockMondayTuesdayWednesdayThursdayScience MissionLog (45 min.)Science MissionLog (45 min.)Science ActionPlan (45 min.)Science ActionPlan (45 min.)Math Day 1Math Day 2Math Day 3Math Day 4(40-50 min.)(40-50 min.)(40-50 min.)(40-50 min.)Fridayn/an/aNote: Work is designed to be completed in four days. Students should work with their families indetermining how to pace their work. This calendar with Friday off is only one example.District of Columbia Public Schools SY 2019-2020Page1of2

Repeating Prior WorkIn some cases, your science teacher may have already assigned the Mission Log, ActionPlan, or Math Connections activity earlier in the year. If you have done the Mission Log before, challenge yourself to complete as muchas possible without looking at your notes. If you have done the Action Plan already, come up with an alternative solution.There is more than one correct way to respond! If you have done a Math activity, build on it and complete the additional mathexercises.Your teacher may also share specific expectations for you. Instructions on accessing optionalextension activities are included below.Accessing the STEMscopediaThe STEMscopedia is the primary text within STEMscopes, your science curriculumresource. You have likely been reading excerpts from it all year. You can access theSTEMscopedia on STEMscopes via Clever. Sections relevant to this week are also postedonline at http://bit.ly/DCPSscienceathome.Using STEMscopes via CleverBy default, the STEMscopedia is turned on for all units. Your teacher does not need toassign it to you. You can access STEMscopes online through Clever. Go to https://clever.com/in/dcpsk12 As your username, use your DCPS student ID number. As your password, use your date of birth (mmddyy). Find the “STEMscopes” icon to get started. Select “Learning Resources” at the top of the page. Search for the name of the topic you are reviewing (e.g., Cells). The topics areincluded as subtitles on the Mission Log.Optional Extended Learning Opportunities (Science)You can also explore a list of science learning activities that you can complete at home. TheseScience Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 6 folder.Optional Extended Learning Opportunities (Math)i-Ready- In addition to the math tasks and connections in the distance learning plan, youcan also supplement your learning by continuing your lessons on i-Ready. You can access iReady through your Clever account (clever.com). All students will have access to i-Readylessons even if you usually do not work on i-Ready lessons at school.Khan Academy- You can explore math topics for your grade by following the steps below:1. Go to khanacademy.org and click on “Courses” on the top left2. Find “Math” and then select “Eureka Math/EngageNY”3. Work for your grade is organized by the modules you use in class (On-Grade Support).You can also choose to click on “Remediation Support” if you want to review conceptsyou have been struggling with this year.District of Columbia Public Schools SY 2019-2020Page2of2

The History of Planet EarthBundle 2Mission BriefingAnchoring PhenomenaWhat clues can tell us about a planet’s past and help us predict its future?Mission BriefingYou work for NASA as a planetary geologist and have just discovered a new planet inthe "Goldilocks" zone of a different solar system. You will create a model predictingthe tectonic activity of the new planet to present to your fellow scientists at NASA. How can rock strata organize Earth’s history?Has Earth always looked the same as it does today?What are some pieces of evidence that prove that the surface has changed?How has the seafloor changed over time?1

The History of Planet EarthBundle 2Class Mission LogInformation GainedConnection to MissionGeologic History of EarthGeologic History of EarthWhen studying rock strata, are the oldest rocks usuallyfound at the bottom or in the top layers?Imagine the new planet you helped discover. Draw and labelthe rock strata from this planet’s history. Make sure toinclude index fossils.What are index fossils?2

The History of Planet EarthBundle 2Class Mission LogInformation GainedConnection to MissionPlate TectonicsPlate TectonicsWhat evidence do we have that tectonic plates havemoved over time?Sketch the current look of continental shapes on your newlydiscovered planet.If you find similar fossils and rocks in very different partsof the world, what can you conclude about their previouslocations?3

The History of Planet EarthBundle 2Class Mission LogInformation GainedConnection to MissionSeafloor SpreadingSeafloor SpreadingDraw a diagram of seafloor spreading.While examining your new planet, you discover oceanridges and trenches. What do you know about the age ofthe land around those landforms?4

The History of Planet EarthBundle 2Create a model predicting the tectonic activity of the new “Goldilocks” zone planet you discovered. Be prepared to present it to your fellowscientists at NASA.Here’s what we know: The crust of Earth is separated into different tectonic plates. These plates move and crash into each other slowly over time. Scientists use fossil record, rock data, continental shapes, and seafloorstructures as evidence for past plate motion. The rock strata provide a geologic timescale of Earth’s 4.6-billion-year history. New ocean floor is created at ridges and destroyed at trenches.1

The History of Planet EarthBundle 2Draw and label the fossils and rock strata you discovered on your new planet.2

The History of Planet EarthBundle 2Draw and label any glacial evidence and seafloor spreading you discovered on your planet.3

The History of Planet EarthBundle 2Take Action!Now, put it all together. Name your planet and predict the future plate motion of your planet.

by Shel Silverstein Mix a grunt and a grumble, a sneer and a frown, And what do you have? Why old Mr. Brown, The crabbiest man in our whole darn town. We all called him Grow-Up Brown: [5] For years each girl and boy and pup Heard “Grow up, grow up, grow up.” He’d say, “Why don’t you be polite

Related Documents:

The Eliot-Hale Archive: First Readings I. “After such knowledge,” by John Whittier-Ferguson 1 II. Letters to an Eliot Fan, by Lyndall Gordon 9 III. Eliot’s Personal Theory of Poetry, by Frances Dickey 10 IV. Searching for Emily Hale, by Sara Fitzgerald 12 V. “For Whom the Bell Tolls,” by Katerina Stergiopoulou 15

Child Labor in Oklahoma 2016 3 Lewis Hine and Oklahoma When Hine came to Oklahoma in 1916 the state was still primarily an agrarian society. While Oklahoma City and Tulsa had some small factor

Introduction a la pens ee conservatrice de T.S. Eliot Jean-Paul Rosaye To cite this version: Jean-Paul Rosaye. Introduction a la pens ee conservatrice de T.S. Eliot. Jean-Paul Bar-biche. "Cultures et soci et es: Ordre et d esordre", Universit e du Havre, Mar 1999, France. L’Harmattan,

references to the Gita function as decoration or whether they appear as organically incorporated in the works where they are cited. I will focus on the reception of the Gita in the 1940 by T.S. Eliot and J. Robert Oppenheimer. T.S. Eliot T.S. Eliot (1999-1965) shared Emerson’s

T.S.Eliot and Ezra Pond are marked in making use of banal diction in their poems (Leech, 1969, p.6). but this simplicity is pro ductive in pragmatic sense. In his poem under analysis Ash-Wednesday, Eliot presents the dilemma of a man whose materialistic instincts again and again stop

ber prompted to return to the critical prose of Eliot. Another student, Johannes Black, reflects on the good fortune of a bursary which enabled him to attend the T. S. Eliot Summer School at the University of London. A literary-critical piece on a passage in ‘Ash-Wednesday’ ends with a chal-lenge that we hope to meet in the next edition.

Winner of the 2017 T. S. Eliot Prize. The T. S. Eliot Prize for Poetry is an annual award sponsored by Truman State University Press for

Drew suggest an interpretation of 'rose-garden' but do not show "why," other than that Eliot uses it in juxtaposition with other images. Helen Gardner, in The Art of T. S. El iot, makes frequent reference to mythology in Eliot, but only in a general sense. George Williamson, in A Reader's Guide to T. S. Eliot, A