Imagine Desert West Middle School Dear 6th, 7th, 8th Grade Dragons and Families!

Hi Dragons! I miss seeing all your faces each day!

As a result of the COVID-19 virus, we have begun the switch to remote learning @ IDWM. This letter will lead you through what is expected for Remote Learning! First...slow down take a deep breath...This is an adjustment period for all of us. I know you all have many questions and I am hoping to answer them here. For this week, I want all of you to know that I have instructed the middle school staff to provide instruction and activities to help all students remain engaged in work. I know this is a time for us all to learn how to do this together. I have asked that teachers provide feedback and answer questions but this week’s work will not be officially graded.

What will teachers be providing?

Each core teacher will provide lessons and activities. ELA and Math will provide 2 lessons, Social studies and Science will provide 1 lesson each, and Electives each have lessons. Each teacher will provide both academic lessons and assignments. Many of them have provided videos as well. I have instructed all teachers that these assignments need to be no more than 30 min each lesson.

When will work be due?

All work is due to the teachers by Friday @ 5pm. Directions will be posted online for how to turn in work.

What do students do if they need help?

I have asked teachers to be available to answer emails and dojo. You may contact your teacher on Class Dojo if you need help you may also go to the website to email your teachers directly for help. On Wednesday April 1st, we will share a schedule of the teachers virtual office hours with you! Special Education teachers will reach out to students with supports for IEPs.

How do students and families access these items?

Lessons and videos will be uploaded to a grade level specific Google classroom and information and a link be available on the website https://www.dwdragons.org/ in THE NEWS & ANOUNCEMENTS section. Please note your child’s specific grade level’s Google Classroom code below. Work will be posted on each Monday by noon.

What do students do if they need passwords or technology help?

If students do not know their google log in, please send an email with your child’s grade level and their full name to Alma.Gonzalez@imagineschoosl.org For other log in information to class dojo email the teachers directly.

Please remember, that the staff has been working very hard to make fun and easy to understand lessons for you all. However, we are all learning how to work in the online space. Let’s be patient...let’s talk. I am available by email and Facebook messenger through the school page. Please contact us right away if you are struggling. We are here to help! We all miss you!

Davitta Hernández Principal

Imagine Desert West Middle School

Email: Davitta.Hernandez@imagineschools.org

Escuela Secundaria Imagine Desert West Estimados Estudiantes y familiares del 6to,7to, 8vo Grados

¡Hola Dragones! ¡Extraño ver sus caras todos los días!

Como resultado del virus COVID-19, IDW ha iniciado el cambio a aprendizaje a distancia. ¡Esta carta los guiara a través de lo que ustedes pueden esperar del aprendizaje remoto! Primeramente, paren y respiren profundamente…Esto es un periodo de ajuste para todos nosotros. Yo sé que ustedes tienen muchas preguntas y aquí espero poder contestarlas. Quiero que sepan que por esta semana he dada instrucciones al personal de la secundaria de proveer instrucciones y actividades para continuar ayudando a los estudiantes a seguir comprometidos en trabajos escolar. Yo sé que este es un tiempo donde todos estamos aprendiendo juntos. He pedido a los maestros suministren comentarios y respuestas, pero el trabajo de esta semana no será oficialmente calificado.

¿Qué le estarán proveyendo los maestros?

Cada maestro de materias básicas le proveerá con lecciones y actividades. Inglés y Matemáticas les darán 2 lecciones, Ciencias Sociales y Ciencias Naturales cada uno les proveerán 1 lección y las clases Electivas proveerán con 1 lección. Cada maestro les dará lecciones académicas y tareas. Muchos también les proveerán con videos. He dado instrucciones a los maestros de que cada una de estas lecciones no sean de más de 30 minutos por lección.

¿Cuándo debo entregar los trabajos? _

Todos los trabajos se deberán entregare a las 5:00 pm entregar los días viernes. Instrucciones serán compartidas en línea acerca de cómo entregar tus trabajos.

¿Qué hacer en caso de que los estudiantes necesiten de ayuda?

Les he pedido a los maestros que estén disponibles para contestar emails y mensajes Dojo. Ustedes pueden contactar a su maestro en clase Dojo si necesitan de ayuda. También pueden visitar nuestra página web para enviar un correo electrónico directamente y directamente pedir ayuda a su maestro. ¡El miércoles 1ro de abril, compartiremos con ustedes el horario de oficina virtual de los maestros! Maestros de educación especial estarán contactando a los estudiantes con apoyo para sus planes de educación individualizada.

¿Cómo podrán los estudiantes y familiares acceso a estos materiales?

Las lecciones y videos serán subidos a un salón google de grado especifico y la información y ligas serán disponibles en la página web https:www.dwdragons.org en la sección de NOTICIA Y ANUNCIOS. Por favor tome nota del grado especifico de su hijo(a) para seleccionar el código de salón Google. Trabajos serán enviados los lunes al medio día.

¿Qué debo hacer si mi estudiante necesita su contraseña o ayuda en tecnología?

SI su estudiante no saben su nombre de usuario o contraseña de google para ingresar, por favor envié un correo electrónico a Alma.Gonzalez@imagineschoosl.org con el grado y nombre completo de su hijo(a). Para información de ingreso a la clase Dojo envié un correo electrónico directamente a los maestros de sus hijos(as)

Por favor recuerden que, los maestros y personal han estado trabajando muy duro para hacer que sus lecciones sean fáciles de entender y divertidas para todos. Sin embargo, todos estamos aprendiendo a trabajar en el espacio en línea. Seamos pacientes… Hablemos. Yo estoy disponible a través de mensajero de Facebook, y de la página web de la escuela. Por favor contáctenos inmediatamente si ustedes tienen dificultades. ¡Estamos aquí para ayudarles y estamos extrañándoles a todos ¡

Davitta Hernández Directora

Escuela Secundaria Imagine Desert West

Email: Davitta.Hernandez@imagineschools.org

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

Surprise: Elephants comfort upset friends

Image 1. Asian elephants recognize stress and offer a helping trunk, scientists say. Photo by: Wrangel/Getty Images

Most animals don't try to cheer up their friends. Asian elephants, however, are one big exception.

Scientists found that Asian elephants can recognize when a herd mate is upset. That's something

only a few animals were thought to be capable of. The study was published in 2014 in the online

journal PeerJ.

Showing Concern

Joshua Plotnik studies animal behavior at Mahidol University in Kanchanaburi, Thailand. He

worked with Frans de Waal, a lead scientist at Emory University in Atlanta, Georgia. Through their

study, they proved what people who work with elephants have always believed. These animals can

seem very similar to humans. They show concern when their relatives and friends are in distress.

The study was conducted at the Elephant Nature Park in Chiang Mai Province, Thailand. There, 26

elephants of different ages were involved in the research. Adult male elephants were not used for

safety reasons.

By National Geographic, adapted by Newsela staff on 09.25.19Word Count 729Level 810L

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

It would be cruel to the elephants to actually try to

stress them out. Instead, the scientists had to be

patient. They waited for stressful situations to happen

naturally.

Upset By Many Things

Many things can be stressful to an elephant. They can

be spooked by a dog walking by, a snake rustling the

grass or the roar of a male elephant. Sometimes the

scientists weren't even sure what stressed them

out. Regardless, they know what a stressed-out

elephant looks like. The animals stick their tails out straight and flare their ears. They make loud

sounds such as trumpeting, rumbling or roaring. They even poop and pee!

The scientists spent a year observing the elephants. During that time, they watched as bystander

elephants gave their upset buddies friendly touches, mostly inside the mouth. It sounds a little

gross to us, but to an elephant it is actually like a hug!

Bystanders also rumbled and chirped. To the scientists, those noises sounded like they were

supposed to be reassuring. Sometimes the animals formed a protective circle around their

distressed friend.

Stress Can Spread

The stressed-out elephants could spread their stress, too. Sometimes, herd mates matched the

behavior and emotional state of the upset elephant. In other words, seeing a "friend" in distress

was distressing to the observers. Then the worried elephants consoled and comforted one another.

This is what humans often do when a friend is upset.

"With their strong bonds, it is not surprising that elephants show concern for others," scientist de

Waal said. This ability to feel as others do is called empathy. Mammals like apes and humans are

known to feel empathy. The elephants' behavior, de Waal said, was "not unlike" the way

chimpanzees or humans hug someone who is upset.

Plotnik, the other researcher, was surprised by how often the elephants reached out to each other.

Whenever an elephant was worried, he said, a reassuring friend was there for them.

Elephant herds are big family groups headed by a female leader. These animals have long been

known to have strong emotional bonds. They celebrate when babies are born and show sadness

when old elephants die. A female elephant will even respond to another mother's crying baby.

Empathy And Intelligence

Elephants do not leave their weaker family members behind. When one elephant is hurt, the

stronger elephants in the herd will help them along. That is a sign of empathy. It suggests that

elephants can understand each others' emotions, just like humans do.

"Many people are impressed by elephant intelligence," de Waal said. Still, there is plenty of

research to be done.

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

The elephants' behavior is more than just cute.

Plotnik said it is an example of something called

convergent evolution. That is when very different

animals develop the same kinds of behaviors over

time. Elephants, chimpanzees and people may not

seem alike at all. Yet for some reason, we can all feel

empathy.

That's what has Plotnik so excited. It could mean that

"the buck does NOT stop with us humans when it

comes to smarts!"

Scientists will keep learning about elephants. In the meantime, it seems that kindness can be

found in some unexpected places.

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

Quiz

1 Read the paragraph from the section "Upset By Many Things."

Many things can be stressful to an elephant. They can be spooked by a dog walking by, a snakerustling the grass or the roar of a male elephant. Sometimes the scientists weren't even surewhat stressed them out. Regardless, they know what a stressed-out elephant looks like. Theanimals stick their tails out straight and flare their ears. They make loud sounds such astrumpeting, rumbling or roaring. They even poop and pee!

HOW does this paragraph support the MAIN idea of the article?

(A) It explains how scientists were able to tell when the elephants were in distress.

(B) It shows why elephants are stressed out by snakes and dogs.

(C) It describes some of the things elephants do to help other elephants feel better.

(D) It demonstrates that not all elephants have the ability to show empathy to others.

2 Which sentence from the article BEST supports the article's central idea?

(A) The study was conducted at the Elephant Nature Park in Chiang Mai Province, Thailand.

(B) They celebrate when babies are born and show sadness when old elephants die.

(C) It suggests that elephants can understand each others' emotions, just like humans do.

(D) That is when very different animals develop the same kinds of behaviors over time.

3 Read the following paragraph.

"With their strong bonds, it is not surprising that elephants show concern for others," scientist deWaal said. This ability to feel as others do is called empathy. Mammals like apes and humans areknown to feel empathy. The elephants' behavior, de Waal said, was "not unlike" the waychimpanzees or humans hug someone who is upset.

Which answer choice BEST describes the structure of the paragraph?

(A) compare and contrast

(B) cause and effect

(C) problem and solution

(D) question and answer

4 Read the article’s introduction [paragraphs 1-2] and the final section, "Empathy And Intelligence."

What is the connection between those two sections?

(A) The introduction asks a question about elephant intelligence, while the final section answers thequestion.

(B) The introduction explains what scientists learned from a recent study, while the final section suggestsnext steps for scientists to follow.

(C) The introduction describes what makes elephants feel stressed out, while the final section describeshow elephants act when they are stressed out.

(D) The introduction describes what makes elephants feel stressed out, while the final section describeswhat calms elephants.

Writing Prompt 1- Social Distancing

Social distancing can be a positive or frustrating experience depending upon the

person. Please share with me what you have enjoyed about social distancing, what has

been difficult for you, and/or what you have been doing to keep busy. This is not an

essay, so please do not stress. Please just write a 1-3 paragraph respsonse. I just want to

check in with all of you and I am excited to hear from you.

Writing Prompt 1- Social Distancing

Social distancing can be a positive or frustrating experience depending upon the

person. Please share with me what you have enjoyed about social distancing, what has

been difficult for you, and/or what you have been doing to keep busy. This is not an

essay, so please do not stress. Please just write a 1-3 paragraph respsonse. I just want to

check in with all of you and I am excited to hear from you.

Instructions:

Hello, students!

Although I’m distraught about the current state of things with COVID-19 and about not being

able to assist you in-person, I created this packet to help you with learning. Specifically, this

should help you with finding the surface areas and volumes of 3-D, geometric solids.

In addition to completing this packet, please do at least 10 minutes of Prodigy (if you can) every

day. My class code is BCDAD4.

Please reach out on ClassDojo if you have any questions or concerns, or if you just need to talk.

Best,

Ms. Rama

Standards:

8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

8.G.C.9 Understand and use formulas for volumes of cones, cylinders and spheres and use them to solve

real-world context and mathematical problems.

Objective:

I can…

-Define geometric solids and their parts

-Name and identify geometric solids by their characteristics

-Understand and apply surface area and volume formulas

Vocabulary:

1. Geometric solid: A 3-D figure with length, width, and height. Examples include cylinders,

cubes, pyramids, and others!

2. Length: One of the three measurements of a solid usually represented by the variable l.

3. Width: One of the three measurements of a solid usually represented by w.

4. Height: One of the three measurements of a solid usually represent by h.

5. Face: A surface of a geometric sold, a 2-D polygon or shape.

6. Vertex: A corner in a geometric solid. Plural is vertices.

7. Base: The bottom of a geometric solid, usually a polygon such as a triangle or rectangle,

or a circle. Its variable is B.

8. Edge: A line segment in a 3-D solid, shows one of the dimensions (length, width, or

height)

9. Surface area: The 2-D areas of the faces of a geometric solid combined. It is represented

in formulas by SA.

10. Volume: The 3-D area of a geometric solid, represented in formulas by V.

11. Net: A deconstructed 3-D shape, broken into its 2-D parts. You can fold a 2-D net to

make a 3-D figure.

12. Pi: An irrational number we estimate to be 3.14.

13. Radius: The halfway width of a circle, represented by r.

14. Diameter: The full width of a circle, represented by d.

15. Circumference: The perimeter or outside length of a circle, represented by C.

Remember: Surface area is to your skin, as volume is to your organs, blood, and other things

inside you. Or… Surface area is what you see, and volume is what’s inside.

Activity:

Pick one of the vocabulary words above and complete a Frayer Model for it.

Activity:

1. Cut out the net below.

2. Number the faces in red, vertices in blue, and edges in orange.

3. Measure the dimensions (length, width, and height) with a ruler

and label them in purple.

4. Using the charts on the next three pages, calculate surface area

and write it in pink.

5. Using the charts on the next three pages, calculate the volume

and write it in gray.

6. Try to see if you can fold your shape into a cube!

- - - - - - - - - - - - - -

Scavenger Hunt:

Find a real-word example of the following geometric solids—in your

homes, your communities, in your computer. Estimate their surface

areas and their volumes.

Find Real World Example

Estimated Surface Area (Any unit, but square inch probably best)

Estimated Volume (Any unit, but cubed inch probably best)

A Pyramid

A Cone

A Prism

A Cylinder

A Sphere

A Solid of Your Choice

Answer Key:

Activity 1: Use any word and definition. Examples include objects that have the shape or feature. Non-

Examples include any word that isn’t the word of choice. Draw or diagram the word for illustration.

Activity 2:

(It’S easier if you cut out and fold the net first.) Dimensions are 2in. x 2in. x 2in.

Face Face

Face

Face Face

Face

Edge Edge

Edge

Edge

Edge

Edge

Edge

Vertex

Face

Cube

Edge

Edge

Edge

Edge Vertex

Edge

Edge

Edge Vertex

Vertex Vertex

Vertex Vertex

Vertex Vertex

Edge

Instructional Supplement Packet #2

Instructions:

Hello, students!

This packet should help you continue learning about surface areas and volumes of 3-D,

geometric solids.

In addition to completing this packet, please do at least 10 minutes of Prodigy (if you can) every

day. My class code is BCDAD4.

Please reach out on ClassDojo if you have any questions or concerns, or if you just need to talk.

Best,

Ms. Rama

Standards:

8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

8.G.C.9 Understand and use formulas for volumes of cones, cylinders and spheres and use them to solve

real-world context and mathematical problems.

Objective:

I can…

-Define geometric solids and their parts

-Name and identify geometric solids by their characteristics

-Understand and apply surface area and volume formulas

Vocabulary:

1. Geometric solid: A 3-D figure with length, width, and height. Examples include cylinders,

cubes, pyramids, and others!

2. Polyhedron: Another word for a Geometric solid. It is 3-D, with length, width, and

height.

3. Length: One of the three measurements of a solid usually represented by the variable l.

4. Width: One of the three measurements of a solid usually represented by w.

5. Height: One of the three measurements of a solid usually represent by h.

6. Face: A surface of a geometric sold, a 2-D polygon or shape.

7. Vertex: A corner in a geometric solid. Plural is vertices.

8. Base: The bottom of a geometric solid, usually a polygon such as a triangle or rectangle,

or a circle. Its variable is B.

9. Edge: A line segment in a 3-D solid, shows one of the dimensions (length, width, or

height)

10. Surface area: The 2-D areas of the faces of a geometric solid combined. It is represented

in formulas by SA.

11. Volume: The 3-D area of a geometric solid, represented in formulas by V.

12. Net: A deconstructed 3-D shape, broken into its 2-D parts. You can fold a 2-D net to

make a 3-D figure.

13. Pi: An irrational number we estimate to be 3.14.

14. Radius: The halfway width of a circle, represented by r.

15. Diameter: The full width of a circle, represented by d.

16. Circumference: The perimeter or outside length of a circle, represented by C.

Activity 1: What am I?

1. I am a geometric shape with a round base with a lateral face the ends at a vertex. You put ice

cream in this shape. What am I?

2. I am a geometric shape in which planets, softballs, baseballs, basketballs, and marbles (among

others) are in. I am not a polyhedron. What am I?

3. I am a geometric shape with a triangle, square, or other polygon as a base. You can find

examples of me in Egypt. My lateral faces meet at a vertex. What am I?

4. I am an ancient Greek academic after whom a famous theorem was named. You used it before

break to find missing sides of triangles. Who am I?

5. I have all equal edges. My faces are all squares. I am 3-D. What am I?

6. I am a corner on a 3D figure. My name starts with V. What am I?

7. I am a side, a line segment, on a 3D figure. My name starts with E. What am I?

8. I am a polygon on a 3D figure. I make up a whole side. I am 2D. You have one, too! What am I?

9. I am the shape of a Lego block. My bases and lateral faces are rectangular. What am I?

10. I have short, brown hair (most of the time), and I wear glasses. I am your math teacher. Who am

I?

11. I am on the inside of the circle. I’m half of its width. Double of me is the diameter. What am I?

12. I am a 2-D, unfolded geometric figure. If you fold me, I’ll become a 3-D solid. My name starts

with an N. What am I?

13. I am an irrational, unending number. I share my name with a delicious dessert. What am I?

14. I am a dimension, a measurement, but I am not height or width. My name starts with an L. What

am I?

15. I am the bottom face of polyhedron. I am represented by the variable B. What am I?

Create your own “What Am I?” question using ONE of the vocabulary terms above.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Activity 2: Take 7-10 minutes, and attempt to sketch a copy of the still life below. Working with these

polyhedrons is a lot easier when you know how to draw accurate pictures! Label the types of

polyhedrons in the still life. Diagram at least one edge, one face, and one vertex.

Activity 3: Identify the types of solids. Copy their volume formulas. Then, find the volumes of the

following solids. YOU NEED THREE TOTAL ANSWERS FOR EACH!

Examples:

Volume of a cone = (pi)x(radius)x(height) Volume of a pyramid = (1/3)x(Area of Base)x(Height)

So… 3.14 x 2mi x 7mi (1/3) x [ (1/2)(3mi)(4mi) ] x 4mi

3.14 x 14mi ^ Area of a triangle

= 14pi or 43.96 mi (1/3)x(6mi)x(4mi)

(1/3)x(24mi) = 8mi

Cone

Triangular

Pyramid

Answer Key:

Activity 1:

Pick any of the vocabulary words, and create What Am I? hints. Example: I am the outer perimeter of a

circle. My name starts with a C, and that is my variable of choice. What Am I? (Circumference)

Activity 2:

Activity 3:

Activity 3: Identify the types of solids. Copy their volume formulas. Then, find the volumes of the

following solids. YOU NEED THREE TOTAL ANSWERS FOR EACH!

Examples:

Volume of a cone = (1/3)x(pi)x(radius)x(height) Volume of a pyramid = (1/3)x(Area of Base)x(Height)

So…(1/3) x 3.14 x 2mi x 7mi (1/3) x [ (1/2)(3mi)(4mi) ] x 4mi

(1/3) x 3.14 x 14mi ^ Area of a triangle

= (14/3)pi or 14.66mi (1/3)x(6mi)x(4mi)

(1/3)x(24mi) = 8mi

Edge

Vertex

Face

Rectangular

Prism

Rectangular

Prism

Pyramid Pyramid

Triangular

Prism

Cone

Triangular

Pyramid

Pyramid

Volume of a pyramid =

(1/3)x(Area of Base)x(Height)

V= (1/3)x(3yd)x(3yd)x(5yd) =

(1/3)x(45yd) = 15yd

Cone

Volume of a cone =

(1/3)x(Area of Base)x(Height)

V= (1/3)x(pi)x(1km)^2 x(3km)

= (1/3)x(3km) = 3km

Cylinder

Volume of a cylinder = (Area

of Base)x(Height)

V= (pi)x(2in)^2 x (3in) = pi x

4in x 3in = 12pi or 37.69 in Cube (Rectangular Prism)

Volume of a prism = (Area of

Base)x(Height)

V= (2m) x (2m) x (2m) = 8m

Instructional Supplement Packet #3 Rama 8th Grade Math

Instructions:

Hello, students!

This packet should help you continue learning about surface areas and volumes of 3-D,

geometric solids.

In addition to completing this packet, please do at least 10 minutes of Prodigy (if you can) every

day. My class code is BCDAD4. Please reach out on ClassDojo if you have any questions or

concerns!

Best,

Ms. Rama

Standards:

8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

8.G.C.9 Understand and use formulas for volumes of cones, cylinders and spheres and use them to solve

real-world context and mathematical problems.

Objective:

I can…

-Define geometric solids and their parts

-Name and identify geometric solids by their characteristics

-Understand and apply surface area and volume formulas

Activity 1: On a separate sheet of paper, create your own formula sheet. It must include:

1. A picture of a rectangular prism, its volume formula, and its surface area formula

2. A picture of a cone, its volume formula, and its surfaced area formula.

3. A picture of a pyramid, its volume formula, and its surface area formula.

4. A picture of a sphere, its volume formula, and its surfaced area formula.

Activity 2: What Would Happen…

Plug these values into the volume formulas to see their effects.

1. What would happen to the volume of a rectangular prism if the area of its base were doubled?

Example: The total volume would be doubled. Everything in the volume formula is multiplied.

If you double one part (the base or the height), the entire volume is also doubled.

2. What would happen to the volume of a rectangular prism if its height were doubled?

3. What would happen to the volume of a cone if the radius of its base were halved?

4. What would happen to the volume of a sphere if its radius were tripled?

5. What would happen to the volume of a sphere if its radius were multiplied by four?

Activity 3: Practice

Complete the attached worksheet, finding surface areas and volumes of the solids.

https://cdn.kutasoftware.com/Worksheets/PreAlg/Volumes%20of%20Solids.pdf (Page 1 Only)

https://cdn.kutasoftware.com/Worksheets/PreAlg/Surface%20Area%20of%20Solids.pdf (Page 1 ONLY)

Answer Key:

Activity 1:

Activity 2:

1. The total volume would be doubled. Everything in the volume formula is multiplied. If you

double one part (the base or the height), the entire volume is also doubled.

2. Just like in #1, if one part of the formula is doubled, the entire volume is also doubled. 2Bh =

B2h due to the commutative property of multiplication. That is, order does not matter in

multiplication. 2 x 3 = 3 x 2.

3. Cones work similarly to prisms as far as their volume formulas go. V = (1/3)Bh which, because

of the circular base, becomes V = (1/3) x (pi) x (radius)^2 x height. Plug in a halved radius. V =

(1/3) x (pi) x (½)(radius)^2 x height. Due to the commutative property of multiplication, if you

put the ½ anywhere in the volume formula, it affects everything. Therefore, if the radius is

halved, the whole volume is halved. Similarly, if the height is halved, the whole volume is

halved.

4. By the time we get to the sphere’s volume, you should be noticing a pattern: if one part of the

volume formula is affect, everything is affected. Plug into the formula: V=(4/3) x (pi) x 3(r)^3.

This is the same as if I were to put the 3 in front of the pi or in front of the 4/3. The volume,

then, is tripled, if the radius is tripled.

5. Same idea here as in #4: if one part is multiplied by 4, it’s the same as if anything else were to

be multiplied by 4. The volume is quadrupled (multiplied by 4).

Activity 3: See Kuta Software Pages

8th Grade Science WEEK OF March 30th - April 3rd, 2020

FIRST THINGS FIRST:

I hope everyone is doing well and staying healthy during this time. As we

navigate our way through this new way of teaching and learning, I want you

to know that I am still here for you guys to answer any questions or address

any concerns you might have. Since we don’t get to see each other every

day here are a couple of ways to contact me:

Email: james.tobin@imagineschools.org - comes right to my cell phone

- I get a notification. Technology is awesome!

Class Dojo: you can always send a message through the Class Dojo

App. I try to check this often but email works better.

Google Classroom: You always have the option to add a comment on

posts in the Google Classroom.

Phone/Text: You can also reach me by calling or texting

(623) 980-3539. If I do not answer, leave a message with your

name, phone #, and question. Only call once - I will return your

call as soon as I can.

We are exploring different options as far as how to best present

content-area lessons to you guys. I have always believed that it is you who

are in control of your educational journey. I am merely someone who has

the privilege of being a guide on your journey for a short time. Please know

that I will work with each of you to determine the best way to make sure

you learn science. Never hesitate to reach out to me with your ideas and

suggestions.

And, with that - I present to you your first at-home science lesson. This

week will be focused on reviewing the material we were working on before

spring break.

When last we met: we were discussing adaptations. An adaptation is

something an organism does in order to help it survive and reproduce. These

adaptations can either be physical or behavioral.

TASK #1:

Separate these different adaptations based on whether they are physical or

behavioral adaptations:

communication, camouflage, migration, hunting in packs, beaks, claws,

night vision, building nests, instincts, large ears

 Physical adaptation  Behavioral adaptation 

Ex. color  Ex. hibernation  1.  1. 2.  2. 3.  3. 4.  4. 5.  5. 

 Even within the same species, variations can be found. Think about your

family, friends, neighbors, and teachers. While we all share similar

characteristics, there are differences that make us unique. A simple way of

saying this is that we can tell we are all human by these shared features,

but each of us has a combination of features that make us unique.

These variations are inherited through our DNA. Remember the genetic

coding exercise we did when we created the dogs. Each dog has a specific

combination based on the traits you picked from the envelope. In reality,

these traits are not given to us by chance. They are passed down from

generation to generation - some even skipping a generation or two. Reginald

Punnett devised a way to predict the probability of a variation occurring in

offspring. A Punnett Square gives a visual depiction of the probability:

B b

B BB bB

b Bb bb

In the above example, let’s assume that “ B” stands for brown eyes (the

most common eye color among humans) and “b” stands for blue eyes. Each

parent in this example carries both the trait for brown eyes and blue eyes.

The capital letter is the dominant trait and the lower case letter is the

recessive trait. When present, a dominant trait will always override a

recessive trait. Put simply - any time a “B” is present, the dominant trait will

be the one displayed by the offspring.

COMPREHENSION CHECK:

This offspring has a ________% probability of having BROWN eyes and only

a ________% chance of inheriting BLUE eyes.

TASK #2:

Create a Punnett Square. The father only carries the gene for brown eyes

(BB) but the mother carries the genes for both brown eyes and blue eyes

(Bb). After building the Punnett Square, answer the question below.

What chance is there for this child to have blue eyes? ________%

EXTENSION ACTIVITY #1:

It is important to remember that these are simple examples of a very

complex process. Eye color is something that is inherited from more than

just your parents. So are other physical characteristics like cleft chins,

dimples, ear lobes, hair color, and widow’s peak - just to name a few. Check

out this website which has an interactive feature for you to find the

percentages of each inherited trait.

https://dna.frieger.com/calc-quick.php

TASK #3:

During our classroom discussion, we talked about the theory of natural

selection. Briefly describe what you remember from our discussion about

who proposed the theory and what evidence was presented to support his

claims.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

EXTENSION ACTIVITY #2:

There are some fun interactive games on the “Legends of Learning” website

that hep you to review the information learned in the Adaptations unit. I

suggest “Adapt or Die” and “Adapt” as two of the better ones on the site.

Scroll about halfway down the page to find the game choices.

https://www.legendsoflearning.com/learning-objectives/adaptation/

1

Name:_______________________ Class:___________________ Date_________ ______ out of 15

Lyndon Baines Johnson and the Great Society

By Mike Kubic 2017

Lyndon Baines Johnson (1908-1973), commonly called LBJ, was the 36th President of the United States. Johnson is remembered in part for his program titled “Great Society,” that included a variety of legislation to improve life in America for people in need. Former Newsweek correspondent Mike Kubic further discusses Johnson’s Great Society and the effects his legislations had on America. As you read, take note of how the laws Johnson championed changed both American society and the public's opinion.

[1] Christmas of 1964 was an important occasion for

Lyndon B. Johnson, the 36th president of the

United States. Americans were still traumatized by

the previous year’s assassination of the greatly

loved President John F. Kennedy, but in November

1964, Johnson, who had served as

Kennedy’s vice president, had won reelection with

61.1% of the vote — an all but

unprecedented1landslide.

On December 18, as he was about to light the

White House Christmas tree, Johnson sought to

comfort the nation by describing an American

future that he hoped to make a reality:

“These are the most hopeful times in all the years since Christ was born in Bethlehem,” he said. “Today

— as never before — man has in his possession the capacities to end war and preserve peace, to

eradicate2 poverty and share abundance, to overcome the diseases that have afflicted the human race,

and permit all mankind to enjoy their promise of life on this earth.”

It sounded like an overhyped political oratory,3 but Johnson was uniquely qualified to try to live up to it.

The son of Samuel Ealy Johnson Jr, a prominent member of the Texas House of Representatives, he was

endowed4 with exceptional talent, experience, and personality. Affecting a modesty (which he did not

feel), Johnson liked to describe himself simply as a “free man, American, Texan, and a Democrat, in that

order.”

[5] In fact, he was a rare phenomenon — a man utterly dedicated to the art of political persuasion and

leadership.

When Johnson got his first job in Washington’s Capitol Hill in 1931, he was just another congressional

aide:5 a rail-thin, homely-looking, six-foot four-inch, 23 year-old former youth organizer and elementary

school teacher from Cortulla, Texas. But he soon became known as an advocate for the government’s

1 1.Unprecedented (adjective): never done or known before 2 2.Eradicate (verb): to end or destroy something completely 3 3.the practice of formal speaking in public 4 4.Endow (verb): to provide with a quality, ability, or right 5 5.a person who supports a congressperson in whatever duties are deemed necessary

2

responsibility to give a leg up to people who deserved it; he was equally known for his own boundless

energy in providing such help.

Those qualities, combined with his sharp mind and Alpha-male personality, propelled Johnson rapidly

upwards: in 1937, he won a seat in the U.S. House of Representatives; in January, 1949 — after serving

during World War II in the U.S. Navy — he was sworn in as a United States senator; and in 1955, at the

age of 46, his colleagues elected him as the Senate Majority Leader, the head of what was then

deservedly called, the “world’s most exclusive deliberative body.”

Johnson — by then known as “LBJ” — now held the second most powerful position in the U.S.

government. He used his political skills in a fashion so memorable and effective that it deserves a brief

description.

Johnson’s key advantage was the detailed knowledge he’d assiduously6 collected over the years about his

fellow legislators — their political standing in their home districts, the issues they sought to advance, the

committee assignments they wanted, what new road, dam, or other infrastructure they’d liked to deliver

to their voters, and even what time of the day they were most amenable7 to making a deal.

[10] All of this intelligence, together with Johnson’s dogged refusal to accept a “no” as an answer — a trait

one biographer called his “indomitable will” — made up something called “The Johnson Treatment.” Two

Washington Post columnists described it as “central...to his manner of persuading and manipulating

people.”

“When (Johnson) applied the Treatment,” they wrote, “he towered over people, moved in close, his face

a scant millimeter from his target, his eyes widening and narrowing, his eyebrows rising and falling. From

his pockets poured clippings, memos, statistics. Mimicry, humor, and the genius of analogy made the

Treatment an almost hypnotic experience, and rendered the target stunned and helpless.”

Senator Hubert Humphrey, who later became Johnson’s vice president, said only half-jokingly that after

getting the “Treatment,” that he came out covered in several bodily fluids including blood, sweat, tears,

and spit.

The Treatment, sometimes applied with a generous helping of bourbon whisky, was regarded as

irresistible. Not everyone subjected to it had fond memories: one of LBJ’s most severe and

knowledgeable critics was George Reedy, his long-time press secretary. He described his boss as overly

demanding, hard to work for, and brusque.8 But, Reedy admiringly added that Johnson “was capable of

inspiring strong attachments even with people who knew him for what he was.”

Building the Great Society

His front seat in the well of the of the U.S. Senate, and his more than five years in the White House gave

Johnson the platform to pursue his legislative goal, which was as oversized as his personality: he wanted

to surpass the social progress achieved by the New Deal9 of President Franklin D. Roosevelt, and the New

Frontier10 of President Kennedy.

6 6.Assiduous (adjective): showing great care, attention, and effort 7 7.Amenable (adjective): open and responsive to suggestion; easily persuaded 8 8.Brusque (adjective): abrupt or offhand in speech or manner

9 . a group of government programs and policies designed to improve conditions for persons suffering in the Great

Depression 10 0.a slogan used by President Kennedy to describe his goals and policies

3

[15] It was a very ambitious11 aim, but as the New York Times wrote in 1964 after Johnson entered the White

House with a 70% popular approval, the new president was “riding on the greatest economic boom in

peacetime history.”

The American Gross National Product rose from 1960 to 1964 a spectacular 25%; unemployment

plummeted to 4.1% by the end of 1965; inflation hovered around 1% a year; and income inequality was

the lowest since the 1930s because of a 70% tax on the highest incomes.

Johnson, who never forgot the poor children he had taught as a young man — and never missed a

political trick — knew what to do. He took advantage of the atmosphere of affluence12 and optimism to

introduce the “Great Society,” his own far-reaching program for improving the lives of African Americans

and others in need.

The slew of laws he pushed through Congress included two measures of historic importance: the Civil

Rights Act of 1964, and the Voting Rights Act of 1965. Both statutes13 put an end to legal racial

segregation and discrimination in the United States. Both were passed after Johnson used every ounce of

his power and prodigious persuasiveness to crush the stiff opposition of not only Republicans, but also

die-hard Southern Democrats.

The Civil Rights law was a showpiece of LBJ’s wall-to-wall social betterment agenda: It extended federal

minimum wage to millions of unprotected workers and included such measures as an education bill to

help disadvantaged students; a provision (later called Medicare) to provide health care for the elderly; a

law that increased the funding for the “War on Poverty,” a program to increase the employment

opportunity for the poor; and even provisions to protect clean air and water, improve the landscaping of

highways, and creating the National Foundation of the Arts.

[20] In addition, the act sought to eliminate “every remaining obstacle to the right and opportunity of all

citizens to vote,” an issue to which Johnson returned the following year with the Voting Rights Act. This

law was designed specifically to protect the right of black Americans to register and vote in the South,

and it climaxed a dramatic political change that had started with the passage of the Civil Rights Act:

Segregationist Southerners and other pro-segregation Democrats left their party and joined the

Republicans.

As Johnson told an aide after one of his difficult legislative victories, “We have lost the South for a

generation.” It was a prediction that began coming true already in the midterm elections in 1966, when

the Democrats lost three seats in the Senate, 47 in the House and the majority in eight state legislatures.

But such was Johnson’s political and personal clout14 that even the shift did not block the passage of the

vast majority of the “Great Society” laws. By the time he left the White House, Congress had passed and

Johnson had signed into laws an astonishing 96% of his 87 legislative proposals — more than double the

percentage that had been achieved by the idolized President Kennedy.

Collectively, these statutes took long steps to help erase the disgraceful stain left behind by the slavery:

the legal segregation and discrimination in America. But as Johnson soon found out, that progress had

little, if any, immediate impact on two major problems that in the mid-1960s kept America from reaching

the nirvana15 of his Christmas speech.

11 1.Ambitious (adjective): intended to satisfy high aspirations and therefore difficult to achieve 12 2.Affluence (noun): the state of having a great deal of money; wealth 13 3.a written law passed by a legislative body 14 4.Clout (noun): influence or power, especially in politics or business 15 5.Nirvana (noun): a state of perfect happiness

4

One of them was the country’s continued racial divide. It was painfully illustrated in the South by the

deep hostility with which white police and politicians fought against the blacks’ freedom marches

demanding their voting rights. And it was equally starkly shown by the thousands of African Americans

whose deeply held mistrust of police and their treatment of minorities resulted in riots in Los Angeles and

Chicago.

[25] The reaction to these violent events included a sharp drop in the public’s support for LBJ’s policies. When

asked in a 1965 Gallup poll16 how blacks might improve their situation, 88% of whites suggested self-

improvement, education, and hard work rather than help from the government.

The second, personally even more terrifying — and eventually decisive — issue for the President was the

demands of his generals for sending more American troops into the voracious17 maw18 of the war in

Vietnam. Johnson, who was far more sensitive than his public persona suggested, agonized over each

request, and was profoundly hurt by the young Americans shouting, “Hey, hey, LBJ, how many kids you

killed today?”

By August, 1967, the public opposition to his handling of the war reached 60%; he became reluctant to

show up outside the White House; the emotional strain of the war was taking a visible toll on his health.

He became easily irritated, depressed and dropped hints that he would not run for another term in the

office.

He reached the final decision on March 31 of the following year. As Johnson described it, his daughter

Lynda — who was expecting a baby while her husband, a Marine officer, was serving in Vietnam —

approached him with “tears in her eyes and voice” and asked, “Daddy, why does Chuck have to go and

fight and die for people who don’t want to be protected?”

At 9 p.m. that evening, Johnson scrapped19 a scheduled TV report to the nation about limitations on the

bombing in Vietnam. Instead, he announced that “I shall not seek, and I will not accept, the

nomination… for another term as your president.”

[30] On January 23, 1973, four years after he had turned over his office to Republican President Richard

Nixon, LBJ died — apparently of heart attack — at his ranch in Texas. He was only 64, but he had left

behind a priceless legacy: the Great Society laws, and their enormous contribution to the rights, liberty

and quality of life of all American citizens.

16 6.an assessment of public opinion by questioning of a statistically representative sample 17 7.Voracious (adjective): extremely eager or hungry 18 8.the jaws or throat of a hungry animal

5

"Lyndon Baines Johnson and the Great Society" by Mike Kubic. Copyright © 2017 by CommonLit, Inc. This text is licensed under CC BY-NC-SA 2.0

Text-Dependent Questions 1. PART A: Which of the following identifies the central idea of the text?

A. Lyndon Johnson was respected and admired for making difficult decisions

throughout his presidency, including the Vietnam War.

B. Lyndon Johnson was recognized for improving American society with laws

regarding civil rights, but was criticized for his decisions during the Vietnam War.

6

C. Lyndon Johnson was widely considered to be too forceful and abrasive during

his presidency, and was met with resistance because of his off-putting attitude.

D. Lyndon Johnson set high expectations for himself during his presidency. However,

his inability to deliver on many of his promises lost him the public’s support.

2. PART B: Which section from the text best supports the answer to Part A?

A. “’Today — as never before — man has in his possession the capacities to end war

and preserve peace, to eradicate poverty and share abundance,’” (Paragraph 3)

B. “Not everyone subjected to it had fond memories: one of LBJ’s most severe and

knowledgeable critics was George Reedy, his long-time press secretary.”

(Paragraph 13)

C. “these statutes took long steps to help erase the disgraceful stain left behind by

the slavery: the legal segregation and discrimination in America. But as Johnson

soon found out, that progress had little, if any, immediate impact on two major

problems” (Paragraph 23)

D. “Johnson scrapped a scheduled TV report to the nation about limitations on the

bombing in Vietnam. Instead, he announced that ‘I shall not seek, and I will not

accept, the nomination…for another term as your president.’” (Paragraph 29)

3. PART A: What is the meaning of “indomitable” in paragraph 10?

A. deceitful

B. determined

C. accommodating

D. intimidating

4. PART B: Which detail from the text best supports the answer to Part A?

A. “Johnson’s dogged refusal to accept a ‘no’ as an answer” (Paragraph 10)

B. “’central... to his manner of persuading and manipulating people.’” (Paragraph

10)

C. “’he towered over people, moved in close, his face a scant millimeter from his

target’’ (Paragraph 11)

D. “the genius of analogy made the Treatment an almost hypnotic experience”

(Paragraph 11)

5. How do paragraphs 11-13 contribute to the development of ideas in the text?

A. They show that Johnson was often unwilling to work with other politicians.

B. They show how forceful Johnson could be to get what he wanted.

C. They show that Johnson relied on fear to get what he wanted.

D. They show how menacing Johnson could be when he didn’t get what he wanted.

7

Discussion Questions Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In your opinion, did the good that Johnson did for America outweigh the mistakes he made

along the way?

2. In the context of the text, how has America changed over time? How did the laws that

Johnson instigated during his presidency effect America? Cite evidence from this text, your

own experience, and other literature, art, or history in your answer.

3. In the context, how do people create change? In your opinion, which of Johnson’s qualities

made it possible for him to create change? What kind of change did Johnson create during

his time as President? Cite evidence from this text, your own experience, and other literature,

art, or history in your answer.