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Montz 6th Grade

Distance Learning wk 6

MATH

Cooking Math

Please use the assignment on Google classroom to complete your cooking volume math

worksheet

Print: Please use the pages discussing volume and recipes to complete your math

worksheet.

Go Math Lesson 3.1:

Digital: Please complete the digital math lesson on MyHRW.

https://my.hrw.com/index.jsp?isVerified=true&message=logout

Print: Please use the lesson to complete lesson 3.1: independent practice. The

whole lesson is scanned in case you need reference materials

Go Math Lesson 3.2:

Digital: Please complete the digital math lesson on MyHRW.


Print: Please use the lesson to complete lesson 2.2: independent practice. The

whole lesson is scanned in case you need reference materials

ELA

Digital: Please log into Galileo to do the Cold Read you only have 1 assignment this

week on Galileo. Your other CRC and YT pages are on Google classroom. Follow

directions on those assignments.

Print: Your turn: pgs 271, 272, 276, and 277



CRC: 180, 181, 183, and 186 use the stories attached to answer these questions

*Reading/Writing workshop pages attached to help explain pages from CRC

Writing: Over the next two weeks create a journal: The events occuring right now

are a part of living history. Schools are closed, sports are cancelled, people are

quarantined…,..on a GLOBAL level! Create a journal that is handwritten, typed,

in photographs, or drawings or even digitall videos. Record events from the

news, your day to day, fears or feelings. Interview your parents. Please have a

daily entry and put your heart into it. After we turn them in you will be keeping

them so that 30 or so years from now you can look back and share with your

family/kids/grandkids and have a primary source.

Social Studies: As we continue our understanding and learning about various belief

systems across the world that helped shape our understanding and our culture

we are moving into Shintoism. The native belief system of Japan. This week

both print and digital will be understanding and trying some of the 4 basic

pillars of the belief system. For digital this will be found on our google

classroom and print will be inside this packet.

Science: Flight Lab

CONTINUED FROM LAST WEEK

Digital: please use google documents to complete the digital toy flight creation.

Print: Attached are directions to create your own flying toy. Please use the

resources you have at home to fill in the questions. This will be completed over

week 5 and 6

Reading: CONTINUED FROM LAST WEEK

Continue to read each night and work on your book report. Don't forget to read a

chapter or 2 a week, completing a paragraph per chapter. . Please ensure you are

logging your reading time to turn in a reading log when we return or to email

me.

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https://galileo.ati-online.com/GalileoASP/ASPX/Testing/Reports/ViewQuestion.aspx?TestID=e03c38a4-21cb-4e83-8dd7-2e8b23bebe82&ShowAllTest… 1/8

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“The Fox and the Goat” (a folktale by Aesop)

Once, a fox was walking through the forest, looking for his next meal. Deep in thought,he fell into a deep well, and could not find his way back out. Before long, a goat came by,and looked down into the well. “How is the water?” he asked.

“Fresh, cool, and delicious,” replied the fox, encouraging the goat to join him. The goatleapt down and quenched his thirst, only then noticing there was no way out of the well.“If you place your forefeet upon this wall and bend your head forward, I will run up yourback and escape, and then I can help you out,” offered the fox.

The goat agreed this was a fine plan, and the fox leaped upon his back, reached themouth of the well, and ran away as quickly as he could. When the goat scolded the fox forbreaking his promise, the fox turned around and cried, “If you had any brains in yourhead, you would have never gone down before you inspected the way back up.”

Assessment Technology, Inc. 2006

from "The Fox and the Goat"

How does the fox resolve his conflict?

A. by grabbing hold of the goat's tail

B. by tricking the goat into entering the well

C. by grabbing hold of the goat's horns

D. by tricking the goat into finding some help

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Read these statements about the text.

1. The goat becomes stuck in the well. 2. The fox is looking for food.3. The fox gets out of the well.4. The goat helps the fox.

This list describes the critical details from this text. They are not listed in the orderthat they appear in the text. Which answer places the details in the correct order?

A. 2, 1, 3, 4

B. 3, 2, 1, 4

C. 2, 4, 3, 1

D. 3, 1, 4, 2

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from “The Fox and the Goat”

What stylistic element does this story share with many fables?

A. It explains a mystery of nature.

B. It teaches a lesson.

C. It tells about an imaginary hero.

D. It contains a mystery.

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Which is a theme of this story?

A. Wells can be dangerous places.

B. Friends will usually help you.

C. Not everyone can be trusted.

D. Foxes and goats are enemies.

4

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Tom and his friends Joe and Huck have run away from home and are camping on a smallisland in the middle of the Mississippi River.

“Storm”from The Adventures of Tom Sawyer

by Mark Twain

About midnight Joe awoke, and called the boys. There was a brooding oppressiveness inthe air that seemed to bode something. The boys huddled themselves together andsought the friendly companionship of the fire, though the dull dead heat of the breathlessatmosphere was stifling. They sat still, intent and waiting. The solemn hush continued.Beyond the light of the fire everything was swallowed up in the blackness of darkness.Presently there came a quivering glow that vaguely revealed the foliage for a momentand then vanished. By and by another came, a little stronger. Then another. Then a faintmoan came sighing through the branches of the forest and the boys felt a fleeting breathupon their cheeks, and shuddered with the fancy that the Spirit of the Night had gone by.There was a pause. Now a weird flash turned night into day and showed every littlegrassblade, separate and distinct, that grew about their feet. And it showed three white,startled faces, too. A deep peal of thunder went rolling and tumbling down the heavensand lost itself in sullen rumblings in the distance. A sweep of chilly air passed by, rustlingall the leaves and snowing the flaky ashes broadcast about the fire. Another fierce glarelit up the forest and an instant crash followed that seemed to rend the treetops right overthe boys’ heads. They clung together in terror, in the thick gloom that followed. A few bigraindrops fell pattering upon the leaves.

“Quick! boys, go for the tent!” exclaimed Tom.

They sprang away, stumbling over roots and among vines in the dark, no two plunging inthe same direction. A furious blast roared through the trees, making everything sing as itwent. One blinding flash after another came, and peal on peal of deafening thunder. Andnow a drenching rain poured down and the rising hurricane drove it in sheets along theground. The boys cried out to each other, but the roaring wind and the boomingthunderblasts drowned their voices utterly. However, one by one they straggled in at lastand took shelter under the tent, cold, scared, and streaming with water; but to havecompany in misery seemed something to be grateful for. They could not talk, the old sailflapped so furiously, even if the other noises would have allowed them. The tempest rosehigher and higher, and presently the sail tore loose from its fastenings and went wingingaway on the blast. The boys seized each others’ hands and fled, with many tumblings andbruises, to the shelter of a great oak that stood upon the riverbank. Now the battle was atits highest. Under the ceaseless conflagration of lightning that flamed in the skies,everything below stood out in cleancut and shadowless distinctness: the bending trees,the billowy river, white with foam, the driving spray of spumeflakes, the dim outlines ofthe high bluffs on the other side, glimpsed through the drifting cloudrack and the slantingveil of rain. Every little while some giant tree yielded the fight and fell crashing throughthe younger growth; and the unflagging thunderpeals came now in ear-splitting explosivebursts, keen and sharp, and unspeakably appalling. The storm culminated in onematchless effort that seemed likely to tear the island to pieces, burn it up, drown it to thetreetops, blow it away, and deafen every creature in it, all at one and the same moment.It was a wild night for homeless young heads to be out in.

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But at last the battle was done, and the forces retired with weaker and weakerthreatenings and grumblings, and peace resumed her sway. The boys went back to camp,a good deal awed; but they found there was still something to be thankful for, becausethe great sycamore, the shelter of their beds, was a ruin, now, blasted by the lightnings,and they were not under it when the catastrophe happened.

Everything in camp was drenched, the campfire as well; for they were but heedless lads,like their generation, and had made no provision against rain. Here was matter fordismay, for they were soaked through and chilled. They were eloquent in their distress;but they presently discovered that the fire had eaten so far up under the great log it hadbeen built against (where it curved upward and separated itself from the ground), that ahandbreadth or so of it had escaped wetting; so they patiently wrought until, with shredsand bark gathered from the under sides of sheltered logs, they coaxed the fire to burnagain. Then they piled on great dead boughs till they had a roaring furnace, and weregladhearted once more. They dried their boiled ham and had a feast, and after that theysat by the fire and expanded and glorified their midnight adventure until morning, forthere was not a dry spot to sleep on, anywhere around.

Twain, Mark. The Adventures of Tom Sawyer. Project Gutenberg, accessed Jan. 23, 2018

This question has two parts. First, answer Part 1. Then, answer Part 2.

from "Storm"

Part 1

Which best describes a central idea of this excerpt?

A. Being prepared for danger can save your life.

B. In times of danger, everyone looks out for himself.

C. Boys should not run away from home.

D. Nature can be frightening and dangerous.

Part 2

Which quotation best supports the correct answer to Part 1?

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A. "About midnight Joe awoke, and called the boys. There was a broodingoppressiveness in the air that seemed to bode something."

B. "They sprang away, stumbling over roots and among vines in the dark, notwo plunging in the same direction."

C. "The storm culminated in one matchless effort that seemed likely to tearthe island to pieces, burn it up, drown it to the treetops, blow it away, anddeafen every creature in it, all at one and the same moment."

D. "They dried their boiled ham and had a feast, and after that they sat bythe fire and expanded and glorified their midnight adventure untilmorning, for there was not a dry spot to sleep on, anywhere around."

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from "Storm"

In the last paragraph, what does "provision" mean?

A. preparation

B. prayer

C. promise

D. prediction

6

Name: ___________________________________ Pd: ______ Date: ______________

There are "Four Affirmations"in Shinto: 1) Tradition and the family: The family is seen as the main mechanism by which traditions

are preserved. Their main celebrations relate to birth and marriage. 2) Love of nature: Nature is sacred; to be in contact with nature is to be close to the Gods.

Natural objects are worshipped as sacred spirits. 3) Physical cleanliness: Followers of Shinto take baths, wash their hands, and rinse out their

mouth often. 4) "Matsuri": The worship and honor given to the Kami and ancestral spirits.

www.religioustolerance.org/shinto.htm

Today, you are to live out some of the four affirmations of Shintoism. Choose at least one activity for each affirmation. You need to get in contact with your teacher at one point this week to share what you did! Tradition and Family ❏ Talk to your parents or grandparents about a family tradition ❏ Draw a picture of a family tradition you participate in ❏ Message a friend about a tradition they have that you do not

Love of Nature ❏ Spend (at least) 10 minutes outside- your backyard, frontyard, porch, etc. ❏ Open a window and listen to what natural things (like birds!) you can hear ❏ Draw a picture of your favorite outside place ❏ Ask your parents/grandparents/siblings about their favorite things to do outside

Physical Cleanliness ❏ Floss and brush your teeth ❏ Take a shower ❏ Take a bath ❏ Count how many times you wash your hands in one day (if the answer is 0… wash your hands!)

Matsuri ❏ Look at this picture of a Shinto shrine. Cool, right?

© Inefekt69 / Flickr Creative Commons, Shirahige Shrine

http://www.religioustolerance.org/shinto.htm

https://flic.kr/p/XeV7ue

https://creativecommons.org/licenses/by-nc-nd/2.0/

https://creativecommons.org/licenses/by-nc-nd/2.0/

Practice • Grade 6 • Unit 6 • Week 3 271

Name

Vocabulary Cop

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protein correspond saturated extract

resilient foliage hypothesis alternative

Finish each sentence using the vocabulary word provided.

1. (foliage) We went for a walk in the forest

.

2. (saturated) After the river flooded,

.

3. (resilient) The weeds in his yard

.

4. (alternative) If you don’t want to explore the caves with us,

.

5. (hypothesis) The biology student

.

6. (protein) In order to be healthy,

.

7 . (extract) The miners are trying

.

8. (correspond) Please check to make sure

.

272 Practice • Grade 6 • Unit 6 • Week 3

Name

Comprehension: Main Idea and Key Details Graphic Organizer

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Read the selection. Complete the main idea and key details graphic organizer.

Main Idea

Detail

Detail

Detail

276 Practice • Grade 6 • Unit 6 • Week 3

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Jane Goodall: Chimpanzee Expert

Interested in animals from a young age, Jane Goodall left England in 1960 and went to Gombe, Tanzania, in Africa. There, she began her lifelong study of chimpanzees. Unlike other scientists, Goodall took a very personal approach to her research. She gave the chimpanzees names instead of numbers. Goodall made many new discoveries about chimpanzees, including the fact that they are omnivores. In other words, they eat other animals as well as plants. In 1986 Goodall published her book Chimpanzees of Gombe: Patterns of Behavior. Today, Goodall travels 300 days a year. She educates others worldwide about wildlife conservation.

Answer the questions about the text.

1. What technical term is included in this expository text? What does it mean?

2. Which step in the flow chart provides information that is different from the other two steps?

3. What can you conclude about Goodall’s commitment to wildlife?

GOODALL’S DISCOVERIES

Observes male chimp eating a baby bush pig.

Sees chimps hunting other small mammals.

Discovers male chimps making and using tools.

Practice • Grade 6 • Unit 6 • Week 3 277

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Read each passage. Underline the context clues that help you figure out the meaning of each word in bold. Then answer the question below the passage.

1. Goggles were not common diving gear in the 1930s. Free-swimming divers usually swam without anything to cover their eyes.

On what part of your body would you wear goggles?

2. In 1943 Cousteau and Emile Gagnan invented a self-contained underwater breathing system. They called the device the Aqua-Lung. This gear ushered in a new era in underwater exploration.

What is an example of a device you might find in a kitchen?

3. He needed a vessel, a boat of just the right size from which he could dive. In 1950 Cousteau acquired a small ship named Calypso.

What kind of vessel might you use on a small lake?

4. Cousteau outfitted Calypso as a laboratory from which he could make dives. Calypso’s workspace carried underwater cameras and diving gear.

What happens in a laboratory?

5. An underwater observation room known as “Calypso’s false nose” was added to the vessel. The nose chamber was a large enough space for two of the crew to film under water.

Instead of in a big theater, where do you think chamber music

is usually played?

6. Cousteau also brought attention to marine conservation, so that ocean life would be preserved instead of harmed.

What could help conservation of the oceans?

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5. Copyright © 2012 Top Notch Teaching www.topnotchteaching.com

Before you can begin you will need to consider the

following:

NAME

2. Devise You will design a

flying toy that meets the needs of your target audience.

3. Produce You will use your plan and materials to make

your flying toy.

4. Evaluate You will test your

flying toy to see if it matches what you wanted it to do.

5. Present You will select either a flowchart or write a procedure to explain how to make your

flying toy.

YOUR TASK You work for a toy company and have

been asked to design and make a

new flying toy.

1. Investigate You will need to use

books and the Internet to research information about different types of

flying machines.


1. INVESTIGATE You will need to use books and the internet to research

information about different flying machines Who is your toy for? What age group? Boys or girls?

What do you want your toy to do? Will your toy glide, descend or rotate? How will your flying toy move? Study the designs and pictures of some of the flying machines in the books on flight. Make a list of the things that you would like to include in your flying toy


2. DEVISE You will design a flying toy that meets the needs of your

target audience.

Who is your target audience? Where will your toy fly? What will your toy be made of? List all of the things to be included in your design.

What will your toy look like? Make a detailed drawing of

your design and label it.

Discuss your design with a partner. Can you find any problems that would need to be overcome?

My Design


3. PRODUCE You will use your plan and materials to make your flying

toy.

Did you select suitable materials for your flying toy?

Did you need to change your design at all, if so how?


4. EVALUATE You will test your flying toy to see if it matches what you

wanted it to do. How successful is your flying toy? Does your toy do what you wanted it to? E.g. rotate, glide, or descend? If you made changes during production did it make a difference, if so how? Do you like the way your flying toy looks, why? What were some of the things you accomplished or were happy with? What would you do differently next time?

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