May 18-29 E-Learning Package

ELA

Watch and Connect Week #1 – Practice Defending a Point of View

(Students will practice stating and sharing their own opinion on any topic with our classroom communities!)

Tasks:

State your opinion Research 2-3 facts you think support your opinion Double check this rubric to ensure you have everything BEFORE recording/participating. Feel free to “chat” with your peers and teacher about what you think!

Ideas – (Please feel free to use your own ideas!):

Who is the best athlete of a specific sport and why? What is the best type of food to eat and why? Who is the best artist right now and why? What organization needs money for its charity and why? Which world event has been the most impactful and why?

Tools - (Please feel free to watch these instructional videos if you’d like to learn the formal setting of debates!)

Students give a “Beginners Guide To Debating”, and a teacher gives an example of how it might look like in the classroom.

Examples - (Some silly and some serious ways people defend their point of view)

The Debaters is a CBC podcast and show that has comedians debate crazy topics!o Here is a funny example of them debating: "Fastfood: Is It Really That Bad For Us?"

Politicians have the keen ability to point out an error in someone's idea, and quickly pivot to their own idea. They are the master of deflecting questions!

o Here is an example of our Federal Leaders Debate during the last election Sports commentators and writers like Stephen A. Smith are famous for creating colourful

debates with their colleagues on a variety of topics.o Here is an great Debate: Lebron and his Success

Students are fantastic debaters as well! In many schools they have debate teams!o Here are some students Debating Race and Gun Control, as well as a Middle School

Championship Debate 2016

Submission/Participation Options:

Create a piece of writing that highlights and supports your opinion via Microsoft Teams for teacher feedback.

Submit your opinion via video/audio on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!

Participate in the weekly “classroom conference” with Mr. Wilson to share what you’ve been able to discover!

Record a mock debate between you and a family member/friend and add it to Teams!

Write and Reflect Week #2 - Writing an Argument : How to Defend your Point of View

Tasks:

State your opinion, research your argument and find 3 pieces of evidence to support your opinion.

Create a debate (Introduction, Reasoning and Explanation, Conclusion) in writing/video form and share with your peers and teacher.

Feel free to “chat” and make sure to respond, in writing or with a video, to other students' opinions!

Materials:

Mr. Wilson has created and attached a “check-list” of ideas included in a debate that are helpful! Be sure to review it before submitting!

Tools:

Mr. Wilsons writing example attached in assignments. Please check it out! Here are some helpful videos to learn about the Parts of an Argument and 4 Tips to help

create an Argument

Ideas – Feel free to include your own:

Do school uniforms help students learn? video Should cell phones be banned in schools? video Do video games make students more violent? video and article Can money buy you happiness? video and article Do students need recess? video and article Should people be required to show their identity online? video and article

Submission/Participation Options:

Create a piece of writing that highlights and supports your opinion via Microsoft Teams for teacher feedback.

Submit your opinion via video/audio on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!

Participate in the weekly “classroom conference” with Mr. Wilson to practice debating skills!

Introduction Checklist: Reasoning and Explanation Checklist:

Conclusion Checklist:

Thesis statement – one sentence that HIGHLIGHT your OPINION.

PROVIDE INFORMATION (Why did you choose this side of the argument? What is your connection to the idea/argument?)

IDENTIFY the REASONS why you chose your side

This is where you SUPPORT REASONS. Each reason you give should have EVIDENCE and detail EXPLAINING and backing up your reasons

Use examples, research, statistics, studies and quotes to help justify your points

Take a moment to reflect on what the other side of the argument might say, why do you disagree with some of their points?

SUMMARIZE your points! Do not introduce new arguments!

A good conclusion will include a connection to the writers' emotions. Why should they believe in your argument?

Remember, it is always good to make it connected to you as well! Finish with a personal quote/anecdote or example of how the topic personally affects you/them!

Read/Watch/Listen and Connect Week 1-2 Reading Response

Task:

Continue to do a weekly reading response to what you are reading/watching/listening too at home!

Summarize what you’ve read each week, reflect on the narrative or what you’ve learned, and connect the material to other areas of your life!

Be sure to submit and respond to other students' responses on Microsoft Teams and Flipgrid!

Tools:

Thank you to all the students that submitted a video on Flipgrid here is an example! Mr. Wilson has also been providing and creating some responses as well, if you would like a the

first and the second one!

Materials:

Mr. Wilson has included a graph below of some questions to help guide some of your questions while you read/watch/listen!

Summarize Reflect Connect

What was your text about without giving away too many details?

Do you think it did a good job of telling a story or conveying information?

What was your favorite quote/passage and why?

What would you “rate” this writing? Why?

Would you recommend it to someone? Why or why not?

What is your favorite part of the story so far and why?

Which of the characters do you like the most or the least and why?

Give a few reasons why main character is like you?

What new information did you find most useful? Why?

What new information did you find surprising? Why?

Does a character from your story remind you of another character? Why?

Does the story remind you of another book/TV Show/Movie? Why?

How did the information change how you thought about the topic?

Would you recommend this video to someone else? Why or why not?

Submission/Participation Options:

Create a piece of writing that highlights your summarizing, reflecting and connecting skills via Microsoft Teams for teacher feedback.

Submit a video/audio clip on Microsoft Teams or Flipgrid (8CD). We encourage you to listen and respond to other students as well to allow conversation!

Participate in the weekly “Book Talks” with Mr. Wilson to practice video conferencing skills.

French

Challenge #1 - Connect with the community with French:

As we near the end of the year, the grade 8 teachers thought of starting to put videos together to share.

One such video we thought we could create to help you welcome future students to our school each year, would be to create a “Hello! Welcome to ESMP!” message!

In order to do that, we are asking that you film a SHORT 5 SECOND VIDEO of you saying the following phrase:

“Salut/Bonjour! Bienvenue à l’école Salisbury Morse Place School!” Feel free to enlist your siblings/pets/friends help to create a memorable video Be sure to send in your video recording to your teacher via teams! Feel free to copy/paste the large font into “google translate” if you are unsure of how to say it

properly! Remember, we are creating a video to share with students! Your videos are encouraged to be

fun and silly. We expect them to also be school appropriate!

Challenge #2 - KWL Chart:

Please Open resource: KWL Chart As a class, our goal is to collaboratively list French terms, phrases, words, cultural ideals/beliefs,

etc. on the chart. List as many things as possible that you already knew from previous years, things you still want to learn, and things that you learned specifically this year.

KWL Chart:

What I Know

What I Want to Know

What I Learned

Challenge #3) Word Scramble:

Please Open resource: déchiffrer les mots Your task is to unscramble the 14 French words. Hint: They are all related to Spring! After completing the word scramble, please guess the translation of each word (without help

from a dictionary or google translate!) Be sure to share your guesses on your French Teams group.

déchiffrer les mots1. un liaaeurpp

2. le isolel

3. enu lrfeu

4. nu ipmmreleeab

5. un ionlpalp

6. el dianjr

7. une liefule

8. eun eniarg

9. al eplui

10. nu raerb

11. nu rac-ne-clie

12. un liaaerupp

13. nu ieoasu

14. nue blileea

le jardin le soleil la pluie un arbre

un arc-en-ciel un impermeable un oiseau un papillon

un parapluie une abeille une feuille une fleur

une graine une plante

Science

HYDRAULICS/PNEUMATICS WEBQUEST

You have now learned about what a fluid is, and properties different fluids have like viscosity and density. We are now going to look at some real-life applications where fluids are very important. We see this in hydraulic and pneumatic power. What is hydraulic and pneumatic power you might ask? Well… let’s explore!

WEEK 1: LEARNINGYour job this week is to investigate to learn more about “hydraulics” and “pneumatics”. Then you will further your investigation to look at applications of fluid power systems.

PART 1: To learn about hydraulics and pneumatics, watch the following videos and answer the questions below them.

Hydraulics: https://www.youtube.com/watch?v=YlmRa-9zDF8

1. Pressure machines are grouped as either ______ or _____.

2. State the two most important ideas for understanding how a hydraulic system works.

3. Define hydraulic system.

4. Briefly explain how a hydraulic system can “multiply force.”

5. Which fluid is typically used in hydraulic systems?

6. Briefly explain, in your own words, how the hydraulic brakes on a car work.

7. List and briefly describe three examples of real-world uses for hydraulics other than car brakes.

Pneumatics: https://www.youtube.com/watch?v=-ZFR73WYqkk

8. What do pneumatic systems use instead of oil or water?

9. In your own words, briefly explain how a pneumatic system works.

10. Name and briefly describe three real-world examples of uses for pneumatics.

11. Pneumatic machines are much noisier than hydraulic ones. Explain why this is.

Additional Video on Fluid Power: (If you want to know more!)https://www.tpt.org/fluid-power-a-force-for-change/video/tpt-documentaries-fluid-power-force-change/

PART 2:Let’s look deeper at some real-life applications of fluid power. Various resources are listed below. As you explore the sites, look for answers to the questions. Keep a record of any sites where you find answers by noting the title and URL (Internet address). For example:

(title) Technology Student Association(URL) www.tsaweb.org

Resources:Visit the Web sites listed here to find information that will enable you to answer the questions. You may use additional sites if you wish. Be sure to keep a record of any sites you use.

HowStuffWorks: How Hydraulic Cranes Work explains how cranes used for construction operate.

HowStuffWorks: How the Jaws of Life Work explores how the set of hydraulic tools called the Jaws of Life are used in rescue operations.

HowStuffWorks: How Hydraulic Machines Work explains the operation of heavy construction equipment, such as cranes and backhoes. This site also includes video clips.HowStuffWorks: How Animatronics Work explains the operation of animated dinosaurs and other large creatures used for entertainment.

Wessels Living History Farm: Farming in the 1940’s—Hydraulics tells how hydraulic power revolutionized farming.

HowStuffWorks: How Nail Guns Work explores how automatic nailers are powered, including those with pneumatic systems. The site also includes safety tips. eLCOSH: Pneumatic Nailer Injuries—A Report on Washington State 1990-1998 provides statistics on common injuries.

About.com: General Elevator and Escalator Information talks about the history of these devices.

Questions:Questions Answer Source1. During what decade was

hydraulic power first used for farming?

2. How many tons can a 40-ton hydraulic crane lift?

3. Why does an air bubble in a hydraulic system reduce the system’s efficiency?

4. What are the names of the hydraulic tools used in the Jaws of Life?

5. How many hydraulic cylinders are used to move the Animatronic Spinosaurus?

6. Which type of power is used to lift cars at auto service centers, hydraulic or pneumatic?

7. In what part of a pneumatic nailer is air from the compressor stored.

8. To what part of the user’s body do most pneumatic-nailer injuries occur?

WEEK 2: APPLICATION

This week you will CHOOSE ONE (1) of the two (2) activities below that will show your learning.

OPTION 1: RESEARCH A REAL-LIFE APPLICATIONYou will choose, research, and complete a mini-report/poster/presentation (it is up to you on how you would like to present it) on a real life application of a fluid system. Students may pick one of the following examples:

Hydraulics Pneumatics Dump truck lift hydraulic lift to lift cars jaws of life blood in body used in cars your choice (approval

needed)

precision drills used by dentists pneumatic brakes (air brakes) used by buses, trucks, and heavy-duty vehicles tampers used to pack down dirt and gravel lungs nail gun dentist chairs your choice (approval needed)

Each report/poster/presentation, should include:£ What type of fluid system is being used? (Hydraulic or Pneumatic) £ What exactly is the working fluid in the system?£ How is the fluid pressurized in the system?£ What industry is this system used in?£ How does this fluid system work?£ What are the advantages of this fluid system?£ What are the disadvantages to using this fluid system?£ Include at least one picture/diagram/drawing of the system at work.

OPTION 2: HYDRAULIC/PNEUMATIC SYSTEM DESIGN PROJECT Overview: In this project you will design a hydraulic or pneumatic powered system to accomplish a task of your choosing. You will present your final product with a diagram/picture and a written explanation.

Background: Automation is a very fast-growing industry. The development of new robotic devices (which use hydraulic/pneumatics) to accomplish tasks quicker and more efficiently than a human has made many companies very wealthy and has allowed for a drastic increase in the production of many products. Robotic systems are being used in areas such as health care and even toys.

Task: Your job, as a “robotics engineers,” is to design a hydraulic or pneumatic powered “robotic” system that could be used to automate, simplify, or simply accomplish a task.

1. Decide on a task for which you would like to design a system 2. Design your system. Draw a picture of your machine/tool/toy (Optional: Build your design!)3. Write a written explanation. Include the following:

What type of system is this? (Hydraulic or pneumatic?) How are hydraulics/pneumatics used in the machine/tool/toy?

What is it? What exactly does it do? Where would it be used? (what industry) Who does it help? (ex: what people? Industry? Company?) Would this be easy/hard to make in real life? Would it be expensive/inexpensive? What kind of materials would you need to make this in real life?

Example Systems: A “robotic” arm to move an item from one

location to another A dentist’s chair A toy

A component from a piece of construction equipment (e.g., excavator arm)

Elevator Chair for people that have limited mobility

Math

Week 1- Lesson 1- Linear Equations as Patterns

In our last Home Learning Package, you were introduced to Linear Relations. You learned how to:

- Solve a linear equation to find the value of “y”- Turn the x and y variables into ordered pairs- Graph the ordered pairs

In this booklet, we will be exploring the relationship between variables in Linear Relations. What patterns do we notice, and what rule would we follow to extend the pattern? Let’s look at the following example:

This image represents a linear equation. As the term number increases, the number of dots increase by the same amount. The question is, what linear equation would create this pattern? Start by creating a table and filling in what you know. Looking at this pattern, I know that there are 3 terms. Lets add that into a table to start.

Looking at the pattern, what else do we know? Well, we know how many dots are in each term. Let’s add that as the second column in our table and fill in the appropriate value.

Term # # of Objects1 3

Term #123

2 63 9

What else do I know? When I look at the numbers in my table, the first thing I notice is that the # of dots increases by 3 each time. This is called the change and it is important to notice! Since we are working with Linear Equations, the change will be the same with each term. Let’s add that into our table.

Term # # of objects Change

1 3+32 6

3 9

Looking at this table, how many dots will be in the 4th and 5th term of the pattern? How do you know?

Answer: the 4th term will have 12 dots. The 5th term will have 15 dots. I know this because the pattern increases by 3 each time.

Week 1- Lesson 2- Creating Tables from Linear Patterns

Look at the patterns provided and fill in the tables appropriately, including the Term #, # of Objects, and Change in the # of objects with each term. Fill in the tables provided; an answer key is on the following page.

Term # # of Objects Change

Term # # of Objects Change

Term # # of Objects Change

Term # # of Objects Change

Term # # of Objects Change

ANSWER KEY

Term # # of Objects Change1 6

+42 103 14

Term # # of Objects Change1 1

+22 33 54 7

Term # # of Objects Change1 8

+42 123 16

Term # # of Objects Change1 7

+32 103 13

Term # # of Objects Change1 1

+52 63 11

Week 1- Lesson 3- Determining Relationships in Linear Patterns

Remember this pattern from our first lesson? If I asked you to draw the next picture in this pattern, could you? I’m sure you could! But if I asked you to draw the 100th term in this pattern, could you? That’s a whole lot trickier, isn’t it? Well, if we determine the relationship between the term # and the # of dots in this particular pattern, you can predict the # of dots in any term! In fact, I could ask you to tell me how many dots were in the 9,837th term of this pattern, and you could do it very easily! Cool!

Before we get started, there are some important things to notice/remind ourselves with Linear patterns:

o All of the Term #’s are increasing by 1. o The change must be consistent throughout the pattern. If the pattern

does not increase or decrease by the same amount every term, it is NOT a Linear Equation.

It is this consistent increase/decrease that creates a straight line when we graph the equation

So, how do we determine the relationship, or rule, between the Term # and the # of Objects? Basically, what do we have to “do” (mathematically) to the term #, so that the answer will equal the # of dots?

Term # # of Dots Change1 3

+32 63 9

My first guess at the relationship (or rule) is “if I add two on to the term #, it will equal the # of dots” But wait…I only tested this on the first term of my pattern. The tricky part is that the same relationship we find between the first term # and

Miss Z is looking at the first row in her table. The first term # is 1, and the # of dots is 3. If I add 2 on to the term #, I will get an answer of three.

Because 1 + 2 = 3

# of dots, must hold true for the rest of our table. The relationship CANNOT change! Does my first guess apply to the other two terms in the pattern?

Since my rule did not apply to all terms in the table, I need to try again. I could continue with this guess and check method. Or, I can use a more efficient method…Remember how we identified the ‘change’ between the # of objects in each term? This is important in helping us determine the relationship between term # and # of objects in our pattern. What happens if you multiply your term # by the change?

Term # # of Objects Change1 (3) = 3

+32 (3) = 63 (3) = 9

Hey! This rule worked for all 3 terms in our pattern. The relationship is: If we multiply the term # by 3, we will always get the # of objects in each term.

**We always test a rule on the 1st three terms in a pattern. If it works for all 3, we

can assume it will work for all**

Let’s test our rule on the next term # . How many dots will be drawn in the 4th term?

We already know that each term increases by 3 dots, and the 3rd term had 9…so the 4th term has to have 12 dots. But we don’t want to have to ‘count up’ for each term of the pattern. This is not efficient. We can use the relationship (or rule) instead:

“Multiply the term # by 3 to get the # of dots”

4 (3) = 12. There should be 12 dots in the next term.

What if I wanted you to find the # of dots in the 100th term?

100 (3) = 300. There would be 300 dots in the 100th term.

If I follow my rule of “add 2 onto the term # to get the # of dots” then…Term 2 + 2 = 4 dots

BUT our chart shows us that Term 2 actually has 6 dots. This means the rule doesn’t work!

What if I wanted you to find the # of dots in the 9,837th term?

9837 (3) = 29, 511

Practice: Use the same pattern and answer the following questions. I encourage you to not use a calculator 😊 An answer key is on the next page:

a) How many objects would be in the 103rd term of this pattern?b) How many objects would be in the 618th term of this pattern?c) What term # as 99 objects? How do you know?d) Miss Z says that if you were to continue drawing this pattern out long

enough, you would eventually have a term with 1034 objects in it. Is she correct? Why?

e) Draw the 12th term in this pattern

Answer Key

a) 103 x 3 = 309 objects b) 618 x 3 = 1854 c) The 33rd term as 99 objects. 99/3=33

d) No, she is wrong. 1034 is not divisible by 3, so it would not be in this pattern.

e) Your drawing should have 12 rows of 3 dots; 36 dots altogether.

Week 1- Lesson 4- Two Step Linear Relationships

Yesterday we learned how to determine the relationship between a term # and total # of objects in a given pattern. When we determine this relationship (or rule), we are able to find the number of objects in any term- whether its 10th or 1,000,000th term! Super Cool!

The pattern we used yesterday was somewhat unique in that there was only one step needed to turn the term # into the # of dots (or objects) in the pattern. We just had to multiply by 3. The reality is, however, that most of the time (when working with Linear Equations) you will have a two-step relationship/rule. That is, you will need to multiply the term # and then add or subtract a certain amount to equal the # of objects. Let’s try it with a new pattern:

֍֍֍֍֍֍֍

֍֍֍֍֍֍֍֍֍

֍֍֍֍֍֍֍֍֍֍֍

Term 1 Term 2 Term 3

Step 1: Like we did with our last pattern, start by creating a table and including what you know from the pattern: the term #, # of objects in each term

Term # # of Objects Change1 7

+22 93 11

Step 2: Fill in the change column. I notice that the # of objects increase by 2 each time, so I write “+2” under the “change” column.

Step 3: Determine the relationship between the term # and # of objects. As we learned yesterday, we multiply the term # by the change. In this pattern, it is 2.

1 (2) = 2…We end up with 2 objects. But, we know the # of objects for Term 1 is actually 7. How do we get from 2 to 7? We add on 5!

So, the relationship (or rule) between the term # and # of objects in this pattern is “multiply the term # by 2 and add 5 on”

Step 4: Check the rule with the next 2 terms in the pattern. It must work for all 3 terms to be considered true. REMEMBER to follow BEDMAS; multiplication comes before addition!

Relationship: “Multiply the term # by 2 and add 5 to get the # of objects”

Term 2: 2 (2) + 5 = 9

4 + 5 = 9

9 = 9

Term 3: 3 (2) + 5 = 11

6 + 5 = 11

11 = 11

The rule works for all 3 terms! That means it is correct!What you may not have realized, is that we actually created a linear equation by figuring out this relationship. If the term # becomes the x variable, and the # of objects becomes the y variable, then y = 2x + 5. There’s your linear equation!

Term # x variable # of objects y variable Change1 3

+32 63 9

Your turn: Plug the term # in for the x variable and solve. Check your answers on the next page.

y = 2x + 5

a) How many objects would be in the 23rd term of this pattern? b) How many objects would be in the 432nd term of this pattern?

Answers:

a) 51 b) 869

Week 2- Lesson 1- Practice Determining 2-Step Linear Relationships

**PLEASE SUBMIT THIS ASSIGNMENT ON TEAMS WHEN COMPLETE**

Use the ‘change’ in each pattern to help create a linear equation that represents the relationship between the Term # and # of Objects in each pattern. I’ve done the first question as an example for you to follow.

Term # # of Objects Change1 6

+42 103 14

a) What is the relationship between the Term # and the # of Objects?“Multiply by 4 and add 2”

b) Prove the relationship is correct with the first 3 terms in the pattern.

Term 1 Term 2 Term 34 (1) + 2 = 64 +2 = 66 = 6

4 (2) + 2 = 108 + 2 = 1010 = 10

4(3) + 2 = 1412 + 2 = 1414 = 14

c) How many objects will be in the 48th term of this pattern?y = 4 (48) + 2 y = 192 + 2y = 194There will be 194 objects in the 48th term of this pattern.

Term # # of Objects Change1 1

+22 3

3 54 7

Your Turn:

a) What Linear equation create this pattern?b) Prove that your Linear Equation is correct with the first 3 terms in the

pattern.c) How many objects will be in the 176th term of this pattern?

Term # # of Objects Change1 8

+42 123 16

a) What Linear equation create this pattern?b) Prove that your Linear Equation is correct with the first 3 terms in the

pattern.c) How many objects will be in the 64th term of this pattern?

Term # # of Objects Change1 7

+32 103 13

a) What Linear equation create this pattern?b) Prove that your Linear Equation is correct with the first 3 terms in the

pattern.c) How many objects will be in the 75th term of this pattern?

Term # # of Objects Change1 1

+52 63 11

a) What Linear equation create this pattern?b) Prove that your Linear Equation is correct with the first 3 terms in the

pattern.c) How many objects will be in the 50th term of this pattern?

Week 2- Lesson 2- Create your OWN Linear Equations

Create 3 two-step linear patterns of your own.

a) Determine the linear relation/equation that creates your patterna. Remember that this is a TWO step linear equation; two functions must be used.

b) Draw the first 3 terms of the pattern. You can either create a pattern by inserting shapes in word, or drawing your own.

c) Create a table like you did in the last assignment. Extend the table to show the # of objects in the 15th term and 95th term of your pattern 😊

Pattern #1:

a) Linear Equation:

b) Draw the 1st 3 terms of your pattern here:

Term 1 Term 2 Term 3

c) Create your Table here. Remember to extend your table and include the 15 th term and 95th term.

Term # (x) # of Objects (y) Change

Pattern #2:

a) Linear Equation:

b) Draw the 1st 3 terms of your pattern here:

Term 1 Term 2 Term 3

c) Create your Table here. Remember to extend your table and include the 15 th term and 95th term.

Term # (x) # of Objects (y) Change

Pattern #3:

a) Linear Equation:

b) Draw the 1st 3 terms of your pattern here:

Term 1 Term 2 Term 3

c) Create your Table here. Remember to extend your table and include the 15 th term and 95th term.

Term # (x) # of Objects (y) Change

Week 2- Lesson 2- Graph your Linear Equations

Graph the 1st 3 points from each Linear Equation that you created over the last two days. Please indicate the linear equation along each line. Note: You will need to use/create 3 different co-ordinate planes, as they will most likely over-lap. I have included one here that goes up to 20. If your y co-ordinate is beyond 20, you will have to create or draw your own co-ordinate plane so that your linear equation will fit on to it. If they do not overlap, feel free to just use one co-ordinate plane!

Equation/Pattern Ordered Pairs (x,y)

Ex: 3x + 7 (1,10) (2,13) (3, 16)

Week 2- Lesson 4- Linear Equation Word Problem

Ahmad runs a dog-walking service. He charges a fee of $3 per walk, plus an additional $1 for every ten minutes of the walk.

a) Looking at the word problem provided, what linear equation can be used to plug in the table below?

b) How much will he charge a customer for a 10, 20 and 30 minute walk?

Time Spent Walking (x) Cost of walk (y)10

20

30

c) Create a flyer for Ahmad showing the rate he would charge for a 20, 40 and 60 minute walk.

d) Someone asks if Ahmad would be willing walk their dog for 45 minutes. How much would he charge? Show your work below.

1. Lucy is planning a wedding shower for her friend Jackie. She is ordering assorted dessert platters from a local baker. The baker indicates that she charges a base rate of $50 + $2.50 per guest. She is not sure how many people she is inviting to the shower yet but wants to start budgeting.

a) Looking at the word problem provided, what linear equation can be used to find the cost for any number of guests?

b) How much will he charge a customer for a 10, 20 and 30 minute walk?

Guests Cost10

15

20

25

c) She was planning on spending $100 on desserts. What is the MAXIMUM number of people she can invite, without going over budget?

2. Congratulations! You just earned an internship with a local company. Your boss is eager to gain more followers to increase advertisement. Right now, she has 395 followers. She is hoping to gain an average of 20 followers per month with your help.a) Looking at the word problem provided, what linear equation can be used to

complete this pattern?

b) Project how many followers she will have after 4 months.

Month Followers

1

2

3

4

c) How many followers will she have after 2 years, at this rate? Show your work.

d) How many months will it take the business to hit 1000 followers? Show your work and describe your reasoning.

Social Studies

Goal: Last week, we focused on world religions and the defining characteristics of ancient civilizations during The Iron Age, (also known as antiquity - 500 BCE to 500 CE). These next few lessons, we will sharpen our focus more on the culture of Ancient Greece.

WEEK 1: Culture of Ancient Greece

1. Together as a class, we will brainstorm what we know, think, or have heard about Ancient Greece, including its social organization, social roles, stories and myths, daily life, beliefs, education, arts, and governance.

Open resource “May 18th - Ancient Greece Word Splash.” Everyone must brainstorm at least 5 ideas. Please do not use the internet to research!

2. Greek Gods and myths were an important part of the education of Greek citizens. The myths were like stories, often recited aloud, not simply to entertain, but to teach about many subjects, such as the following:

Responsibilities of humans Weaknesses and strengths of humans Rivalry and conflicts Ideas about good and evil Ideas about love and hate Right and wrong behaviour Stories of origins Explanations of the mysteries of life, etc.

From the list, pick 3 Greek Gods to research.

Greek Gods: Aphrodite, Apollo, Ares, Artemis, Athena, Demeter, Dionysus, Hades, Hephaestus, Hera, Hermes, Poseidon, and Zeus

Using the internet and the following template, find as many interesting facts as possible for each Greek God.

Be sure to list the website used in your research. Rewrite the interesting facts in your own words and in complete sentences.

Source (Website) Greek God Interesting Facts

Please share at least one “fun fact” in your S.S. teams group after completing your research.

Options:

A. Create a poster that summarizes the myth or story of one of the Greek Gods you researched. Explains his or her importance in Greek culture (e.g., values and beliefs, practices, art, rituals...).

B. Act out a major scene from one of the Greek Gods/myths you researched.C. Re-write a Greek myth in your own modernized version. D. Write a poem about one of the Greek Gods you chose and begin it with “The time I

met...” Please be creative with it and share via audio, video, or written response in your S.S.

teams group!

3. In our S.S. Teams group, discuss what kinds of myths do we see in modern societies? Where can we find mythology in our society today? Do you think myths still influence people’s beliefs and values?

Please share your response either written, audio, or video in our S.S. Teams group.

WEEK 2: Social Organization of Ancient Greece

1. Open resource: Curriculum Doc Word Splash Compare/contrast this document with our class’ collaborative word splash. Were our

guesses correct? What did we miss? What are things we might want to learn more about?

Please be sure to post your thoughts on your S.S. teams group.

2. Here is a list of the central values of each of the two societies (also known as city-states) in Ancient Greece:

In Sparta: discipline, order, heroism, strength, responsibility, and obedience In Athens: freedom, discussion, debate, reasoning, and open-mindedness

Using the internet, gather images and/or symbols to represent the differences in Sparta and Athens. Place your images and/or symbols into the Venn diagram below.

In the inner circle/middle, what do you think their similarities might be? Think about their values, social roles, and daily life.

3. Discuss and reflect which city-state you would prefer to live in and why. Be sure to include details of ways of life, social organization and roles, and values and

beliefs. Please create a response either written, audio, or video.

4. Thinking of Sparta or Athens, pick one topic from the list:

• Education • Myths and stories

• Wars • Governance

• Art • Architecture

• Poetry • Drama

• Sports • Science

• The role of women • The role of slavery

• Philosophers • Mathematical thinkers

• Poets • Playwrights

Predict: What do you think ______________ was like in Sparta/Athens?

Using the internet to research, find 3 interesting facts about your chosen topic. Was your prediction correct?

Sources:

5. If COVID-19 occurred in Ancient Greece, what do you think would be some of the negative and positive aspects of life in Greek society? Use the following t-chart to help organize your thoughts/ideas. You may also use the internet to research for further reading and understanding (i.e., social structure, roles, classes, beliefs and values, daily life and culture, organization of the polis, governance in Sparta and Athens).

COVID-19 in Ancient Greece

Positive

Negative

Additional Assignment:

Draw a diagram illustrating what you think the layout and architecture of a Greek city-state might look like. Sketches should also include a legend and a brief response, explaining why you chose to put things in certain places. Be sure to include public meeting places such as:

• The agora (central marketplace)

• The acropolis (fortified central hill) and its temple (e.g., the Parthenon in Athens)

• Theatres

• City fortifications (defensive wall)

• The gymnasium

• Roads

• The port (harbour; dock near watering)

• The council-house and public buildings

• Craftsworkers’ quarters

• Family homes