Mr. MazzaSchool Closure

April 27 th -May 1 st

ReadingThis week you will read and compare two poems- an ode and an example of lyric poetry. Follow the outline below to accomplish this:

Monday, April 27 th Today you will review the characteristics of an ode and a lyric poem. Do this by using the Analyze Form: Ode and Analyze Lyric Poetry sections of your text on pp. 229-230. Create a T-chart in your notebook with one section for Ode and the other for Lyric Poetry. Under each heading briefly list the characteristics of each form. Review these characteristics tonight for a quiz Wednesday.

Tuesday, April 28 th Begin by reviewing the characteristics of an ode. Read the Background information on Pablo Neruda on page 231. Read, reread and read again the Ode To Enchanted Light. As you read, and reread, annotate the elements that distinguish this poem as an ode. Complete the Check for Understanding Quiz which will be in your Class Assignments for the day. For homework be sure to review the characteristics of lyric poetry for tomorrow’s quiz.

Wednesday, April 29 th Take the short quiz on odes and lyric poetry. Complete the Analyze The Text Questions on p. 234 in your notebooks.

Thursday, April 30 th Read the background information on Mary Oliver on page 236 of your text. Now read, reread, and read again her lyric poem: Sleeping In The Forest. As you read annotate the elements that classify this as a lyric poem. Now reflect on the poem and reread it. Respond to the Check Your Understanding Quiz which will be a part of your Class Assignments for the day.

Friday, May 1 st Complete your study of Sleeping In The Forest by doing the Analyze The Text questions on p. 238 of your text.

Social StudiesThis week we continue our study of the American Revolution. We will use the following plan to accomplish this goal:

Monday, April 27 th Read the section titled: British Strategy on pp. 150-151.Watch the following videos to enhance your understanding of the British strategy and the Battle of Saratoga: https://youtu.be/cZNpbSP6Glohttps://youtu.be/Dm_3-dsC5J4Add the Battle of Saratoga to your chart summarizing the major battles of the Revolutionary War.

Tuesday, April 28 th Review the early battles of the American Revolutionary War by answering the Lesson One Review Questions on p. 151 in your notebooks.

Wednesday, April 29 th Begin by taking the short quiz on Section One. Look up the definition of the following vocabulary words: inflation, aid, desert, issue.Use each word in an original sentence which demonstrates your understanding of the usage of the word.

Thursday, April 30thRead Gaining Allies in your text on pp. 152-5. Watch the following videos on foreign aid to the Patriot cause:https://youtu.be/JnDlH9fRZy8https://youtu.be/XhY1DXQOtJQWrite a brief summary of the contributions of the following to the Revolutionary War effort: Marquis de Lafayette, Thaddeus Kosciuszko, Casmir Pulaski, Friedrich von Steuben, and Juan de Miralles in you notebook.

Friday, May 1 st Review this section by completing Lesson 1 Review on p. 151 of your textbook. These questions can be answered in your notebook.

ReligionThis week we will working on Jesus’ Mission Statement Project. These are the guidelines:

ReligionProject

Jesus’ Mission Statement Mission statements are used by businesses and organizations to explain in very direct, precise and concise means their reason for existing. Mission statements are positives because they state the purpose of an enterprise, define the strategy for realizing that goal and serve as a way that organizations measure whether or not they achieved their goal. If Jesus was present in the modern world, He would probably use a mission statement to make people aware of His goals and how His ministry would work to accomplish these goals. You are assuming the role of one of His disciples who has been charged with the task of creating a Mission Statement for Him. Here are some guidelines to writing a Mission Statement:

1. Keep it simple, brief and to the point. The best Mission Statements are usually three or four lines. Sometimes, they are as short as a single line.

2. Make your Mission Statement positive. Do not state what you will not do but what you intend to do.

3. You Mission Statement should clearly state what you seeking to accomplish, how you intend to accomplish it and how you can judge yourself to be successful.

4. Make sure you include only positive actions and outcomes.You can also watch the following video on creating a Mission Statement:https://youtu.be/1xs4I349cdcAnd of course research the topic and access more videos.

Let’s look at the Mission Statement for Dunkin Doughnuts:"Make and serve the freshest, most delicious coffee and donuts quickly and courteously in modern, well-merchandised stores.”Does it tell what the goal of a Dunkin Doughnut franchise is? Does it tell how they will try to make that goal a reality? Does it give the company a way to measure whether it is successful or not?

Now let’s look at the Mission Statement for our school:In the spirit of our youthful patron, St. Joan of Arc, our mission is to educate exceptionally, serve endlessly, and dare dreams of the impossible in our welcoming Catholic school community so we manifest God in today’s world.Again analyze the statement- Does it tell why St. Joan of Arc School exists? Does it clearly state how St. Joan of Arc School will try to accomplish this goal?? Does it give us a way to measure our success???

Now review Chapter Six of your Religion textbook and take notes on Jesus’ mission on earth. Then add to these notes using your own experience and knowledge about Jesus’ Mission. Use these notes to construct a Mission Statement that Jesus could use in the modern world. After crafting your Mission Statement refine and edit it. Your final step will be to present your Mission Statement in an artistic manner one that will make it a logo that could be used on say a t-shirt for the followers. This can be done on a standardized sized sheet of white paper. Make your logo artistic and colorful but make certain that your Mission Statement is clear and easy to read. We will use the following timeline to complete this project:Monday, April 27 th Carefully read the project guidelines. Watch the video on writing a Mission Statement and do some independent research on Mission Statements. Review Chapter Six in your Religion to reacquaint yourself with what was Jesus’ Mission. Remember the hallmarks of a good Mission Statement:1. It should be brief.2. It should clearly state what the company or organization is trying to accomplish.3. It should tell a bit of how the company or organization is going to go about its goal.

Tuesday, April 28 th Use your notes on what Jesus’s Mission was and begin to craft a Mission Statement for His public ministry. Do not copy what is stated in the Chapter

Summary “to proclaim and make present the reign of God” but craft an original statement that you think would grab the attention of people your age. Think about how you could refine this statement and make it clearer and more powerful.

Wednesday, April 29 th Review what you know about Mission Statements. Complete the Assignment on Mission Statements in your Google Class Stream and create a working draft of your Mission Statement.

Thursday, April 30 th Finish refining your Mission Statement and submit for proof of your planning. If you are happy with your statement begin the artistic presentation of your statement.

Friday, May 1 st Create your Mission Statement banner. As stated in the directions this should be done on a sheet of white paper. Have your Mission Statement placed prominently and make sure that it is readable. Decorate the Mission Statement as if it were a logo for a tee shirt or business card. This will be due Monday morning but I will post the Assignment on Friday so you can submit when you fining.

Seventh Grade ScienceThis week we will conclude our study of genetics by looking at genetic disorders and the way the science is working to combat them.

Monday, April 27 th Read pages 137 and 138 in your text: Human Genes and Mutations and Recessive Genetic Disorders. Watch the following Amoeba Sister video on mutations:https://youtu.be/vl6Vlf2thvIWhat is an substitution? What is an insertion? What is a deletion?Use the information in your text to write a definition of a mutation and the following question: Are all mutations harmful to an organism?

Tuesday, April 28 th Today we will look at some specific genetic disorders and try to learn a little bit about them. Examples of genetic disorders in humans include the following:hemophilia, sickle cell anemia, cystic fibrosis, and Down Syndrome.Students with numbers 1-15 will do some research on hemophilia and sickle cell anemia while students with numbers 16-30 will research cystic fibrosis and Down syndrome. Keep your research short and concise. It should focus on:1. What is the disorder and how it manifests itself?2. How does it affect the life of a person who has the disorder?3. Any interesting facts about the disorder. Finish by watching the following video on the causes of genetic disorders:https://youtu.be/Fj-shoyxPU8

Wednesday, April 29 th Today let’s learn about sex determination and sex-linked traits. Read Sex Determination and Sex-Liked Disorders on pp. 138-39 of your text. Now read the following article on the work of Thomas Hunt Morgan:

In 1910, Thomas Hunt Morgan performed an experiment at Columbia University, in New York City, New York, that helped identify the role chromosomes play in heredity. That year, Morgan was breeding Drosophila, or fruit flies. After observing thousands of fruit fly offspring with red eyes, he obtained one that had white eyes. Morgan began breeding the white-eyed mutant fly and found that in one generation of flies, the trait was only present in males. Through more breeding analysis, Morgan found that the genetic factor controlling eye color in the flies was on the same chromosome that determined sex. That result indicated that eye color and sex were both tied to chromosomes and helped Morgan and colleagues establish that chromosomes carry the genes that allow offspring to inherit traits from their parents. By 1904, Morgan had begun to study the processes that affect heredity and development at Columbia University. However, Morgan, like other scientists at that time, was reluctant to accept the Boveri-Sutton chromosome theory. Morgan argued that scientists had a bias towards associating phenomena, like the inheritance of traits, with known structures, like the chromosome. Similarly, he argued that if one gene didn’t explain a phenomenon, scientists could argue that any number of genes might. In 1910, Morgan published an article explaining why he was reluctant to accept the Bover-Sutton chromosome theory. Later that year, Morgan made an observation that eventually provided evidence in support of the chromosome theory. In 1910, Morgan was

studying Drosophila at Columbia University to find what he called mutants, or individual flies that had atypical, heritable characteristics, such as white eyes instead of the normal red eyes. In May of 1910, after breeding thousands of flies, he observed a single male fly with white eyes, which he called a white mutant. Typically, both male and female flies have red eyes. To explain the white eye mutation, Morgan bred the mutant fly and observed how the mutation was inherited throughout successive generations.In 1910, Morgan published details of his research in an article titled “Sex Limited Inheritance in Drosophila." First, Morgan took the white mutant and bred it with pure red-eyed female flies. All of the females that resulted from that breeding had red eyes. Morgan then took those red-eyed females and mated them with the original white-eyed mutant male to determine whether or not the inheritance of eye color followed Mendel’s inheritance patterns. If Mendel’s patterns applied to Morgan’s flies, there would be one white-eyed fly to every three red-eyed flies in the resulting generation of flies, regardless of sex. Although Morgan did observe one white-eyed fly to every three red flies, that inheritance pattern was not shared equally across males and females. Most of the white-eyed flies were male. That result indicated that the flies did not follow Mendel’s ratio in a traditional sense.After observing the white-eye inheritance pattern, Morgan hypothesized that a factor, or gene, controlling eye color was located on the X chromosome. Female flies have two X chromosomes, and males have one X chromosome and one Y chromosome. If a trait, like eye color, correlated with a specific factor on the X chromosome, then the trait was called X-linked. Because males only have one X chromosome, they display all X-linked traits. Females, on the other hand, often need an X-linked trait to exist on both X chromosomes to display that trait. Morgan hypothesized that, in his breeding experiment, the first generation of flies contained males only with white eyes because the gene controlling eye color was on the X chromosome. Males displayed the white eye trait because the trait was present on their only X chromosome. Females did not display the white eye trait because the trait was only present on one of their X chromosomes.To test his hypothesis that the white-eyed trait was on the X chromosome, Morgan mated other specific groups of flies together and observed the offspring. Prior to doing so, Morgan predicted what the sex and eye color ratios of the offspring would be if his hypothesis were true. By comparing the observed results with the predicted results, Morgan determined that his hypothesis was supported. In one mating, Morgan took a red-eyed male and mated it with a white-eyed female. He predicted and observed that half of the flies would be red-eyed females and the other half would be white-eyed males. That mating

showed that the occurrence of the white-eyed trait is limited to the X chromosome, as only male offspring were capable of displaying the white-eyed trait with a single copy of the trait. Morgan showed that inheritance of a trait could differ between sexes.Thursday, April 30 th Today we will explore the use of pedigrees in genetics. Begin by reading your text on this topic on pages 139 and 140. Now watch the following Am video on the structure of a pedigree:https://youtu.be/0jg9GmkuPEAAs you watch the video, focus on how a pedigree is structured. Now you will practice reading and interpreting pedigrees. Access the pedigree work sheet from the following site:https://dashboard.dublinschools.net/lessons/resources/pedigree_practice_1427470868.pdfComplete Questions 1-16.This sheet comes with the answers for you to check your work. Please attempt the questions and only use the answers to check or support you in how to respond to the questions.

Friday, May 1 st Use the Section 2 Review to review our work over the last two weeks. Read the summary and complete Self Check Questions #’s 1, 3, and 5 in your notebook.

Sixth Grade ScienceThis week we will complete our study of electricity and magnetism. We will accomplish this using the following plan:Monday, April 27 th Begin by rereading the sections in your textbook entitled Electric Current and Electric Circuits on pp. 482 and 483.Now copy the following notes into your notebook:In order to create a flow of electrical charge, the positive and negative charges must be separated. A closed path through which an electrical current flows is called a circuit. In a series circuit, the electrical charge can travel only along one pathway. In a parallel circuit, the electricity can flow along more than one pathway.

A simple electrical circuit consists of:1. An energy source such as a battery which separates the positive an negative charges.

2. A wire through which the current can flowA switch is a device that allows you to control the flow of a charge by opening or closing the circuit.

Resistance is the tendency to oppose the flow of electrons which changes the electrical energy into thermal or light energy.

A volt is a measure of the force of the flow of an electrical charge. Electrical current is measured with a unit called an ampere. Most current in the United States is 110 Volt.Enhance your understanding of electricity and circuits by watching the following videos:https://youtu.be/HOFp8bHTN30For homework, create a Google Document and define the following terms relating to electricity: circuit, series circuit, parallel circuit, switch, resistance.

Tuesday, April 28 th Review the material on series and parallel circuits in both your text and your notes. Now watch the following demonstration video:https://youtu.be/XSukRnxGy5cComplete the worksheet below. You do not need to download or print it, you can simply copy the information into your notebook. Complete the assignment that is in your Classwork Stream.

Wednesday, April 29 th

Today you will take a short quiz on electricity before continuing.

Today we will begin our study of magnetism. Let’s begin by reading Magnetic Fields and Earth as a Magnet on pages 484 and 485 of your text. Now copy the following notes into your notebook:

Electrical charges that are in motion exert forces on one another that are very different from the forces they exert when at rest. When electrical currents interact, they produce magnetic forces. Magnetic fields apply forces on other magnets and objects that are made of magnetic materials. Magnetic poles are where these magnetic forces are the strongest.

All magnets have a north pole and a south pole.

Magnetism also results from electrical charges that move inside atoms. In some forms of matter, the magnetic forces align, or point in the same direction, creating a magnetic domain which acts like a magnet.

Watch the following video to enhance your understanding of magnetism:

https://youtu.be/s236Q1nuWXg

Thursday, April 30 th Today let’s complete our study of magnetism. Review the text material on pp. 484-485.Now complete your notetaking by copying the following into your notebook:In any magnet, the law of magnetic poles states:Like poles repel and unlike poles attract.

In the 1600’s William Gilbert, and English physician, suggested that the Earth acts like a huge magnet with its north and south magnetic poles located near its geographic poles. A compass is simple a magnet in the form of a needle suspended so that it can swing freely above a scale labeled with directions. A compass points to Earth’s magnetic north and south and is used to navigate or plot or a course.Watch the following video on the Law of Magnetic Poles:https://youtu.be/2MevwruXwg4Complete the following examples on the image below in your notebook. Be sure to state a reason for your answer.

Review your notes on magnetism for a quiz on Monday.

Friday, May 1 st Write definitions for the following words in your notebook: magnetic force, magnetic domain, law of magnetic poles and compass. Also, complete the questions on p. 483 in your notebook.

Eighth Grade ScienceThis week we will study the Theory of Plate Tectonics. We will use the following plan to accomplish this goal:

Monday, April 27 th , 2020 You will begin by reading your text, pp. 280-284. Then copy these introductory notes into your notebook:The Theory of Continental Drift, Isostasy, and Ocean Floor Spreading were unified into a single theory called The Theory of Plate Tectonics. The Greek word “tekton” means “builder” and the Theory of Plate Tectonics explains how the movement of plates build continents and oceans. Tectonics is a branch of geology that deals with the forces that affect the structure of the Earth’s crust. According to the Theory of Plate Tectonics, the lithosphere is not seen as a solid, unbroken rock but as being broken into several large slabs called plates. These plates are believed to be floating on a layer of liquid rock, the asthenosphere, which is set in motion by the convention currents in the mantle. Watch the following introductory video on plate tectonics:https://youtu.be/zbtAXW-2nz0

Pay specific attention to the beginning of the video where the host discussesthe two different ways of viewing the composition of the earth. Tuesday, April 28thToday we will learn about the different types of plates. Begin by viewing the following video:https://youtu.be/5eiOTJ53KhsThen copy the following notes on divergent and convergent plates: As the plates move sideways around the Earth, their edges interact in one of three ways: they spread apart, they collide, or they slide past each other. These three types of plate interactions or boundaries are classified as being:1. Divergent To “diverge” means to “move apart”. Divergent

boundaries are places where the plates are moving apart. This action results in earthquakes and open cracks through which magma can flow to the surfacein order to form new lithosphere.

2. Convergent The word “convergent” means “to come together”.Convergent boundaries are places where the plates movetoward one another and collide. When plates collidecompression and stress cause rocks to fold, fracture,and move along fault lines. Since ocean crust is denserthan continental crust, when continental plates collidethey form subduction zones in which ocean crustplunges under the continental crust. The plungingplate is forced into the mantle and melts. The plungingplate also pulls the plate edges downward which forms atrench. Trenches are the deepest places in the ocean. Plates that carry continental crust collide head-on. Theedges crumple and fold as well as fracture and move along faults. This thrusts the crust upward which formsmountains. The Andes and the Himalaya Mountains formed at convergent boundaries.

Wednesday April 29 th Let’s complete our discussion of plate boundaries by copying notes on transform plate boundaries:3. Transform At transform boundaries plates slide sideways past one

another. This causes rock to fracture and form numerousfaults. The sliding motion causes many earthquakes. If the plates separate a little, magma may leak through, resulting in a small scale volcano. The San Andreas

Fault is part of a transform boundary along which thePacific Plate is moving past the North America Plate.

Add to your knowledge of transform boundaries by viewing the following video:https://youtu.be/tuKNtQ7HupgUse the following YouTube link to watch a video on how to use a simulation to illustrate plate tectonics: https://youtu.be/vvrdLOvbziQYou can then assess the simulator to illustrate the various types of plates. Use this information to complete the assignment on plate boundaries in your class stream.

Thursday, April 30 th Today we will explore the theories on the mechanisms that drive the movement of the plates. Read text, pp. 285-288Tonight for homework let’s catch up with our vocabulary by defining the following terms: tectonics, Theory of Plate Tectonics, plate, divergent, convergent, and transform.

Friday, May 1 st Copy the following notes on the mechanisms for plate movement: There are zones of rising magma, or hot spots, within the Earth at several places beneath the moving plates. Magma rises from these hot spots. When this magma rises, it wedges apart cracks on the plates which result in the formation of a volcano. Other forms of geothermic activity, such as hot springs and geysers are also the result of hot spots. The Galapagos, Azores, and Society Islands are volcanic islands formed by hot spots. There are two hypothesizes proposed to explain the mechanism that drives plate motion. Some scientists believe that their movement is result of convection currents. The cycle of heating, rising, cooling, and sinking is called convection current. This cycle is believed to occur to rocks within the mantle. Scientists think that the differences in density cause hot, plastic-like rocks to be forced to the surface and this provides the medium on which plates can slide and move. In another theory, scientists propose that the plates are pushed by convection currents in the mantle but are pulled downward by the gravitational forces in subduction zones.