6th Grade Learning Activities - West Ada School District

6th Grade Learning Activities

The Crossroads Credo

We are a community of learners.

We are brave and support each other.

We embrace challenges and mistakes as opportunities to learn.

We hold ourselves accountable for our actions.

We are proud of our accomplishments and excited for our future.

We are loved, accepted, and belong in this community.

During this time, it is important to remember and use our dispositions we have been

practicing: Ownership, Collaborative (remotely), Resilient, Positive Risk-Taker,

Perseverance, and Reflective. These dispositions can help us get through these crazy

times.

Ownership: Take ownership of your learning by completing the packets to the best of

your ability. Own your learning!

Collaborative: During teachers’ office hours, reach out. Teachers would love to answer

questions, see how you are doing and communicate with you. Together we can do more.

Resilient: Know that this isn’t going to last forever. It is a time where we must be flexible.

This way of learning and social distancing is temporary. We will bounce back!

Positive Risk-Taker: Be brave by diving into your learning. Ask questions, use resources

to help you figure out a problem, and stay curious about things.

Perseverance: Stick with your learning. Take a break when you need to but come back

and try it again.

Reflective: Look back over the year’s learning. Use what you know to help you with what

you are working on now.

We want you to know that we are still a community; we are with you even if it is

remotely. We care about each one of you and your families. We will get through this

together.

Coping Strategies During Remote Learning.

This is not homeschooling, this is staying home during a crisis while trying to work and help

your child learn. What we are being asked to do is unprecedented, and it is temporary. Be

sure to give yourself grace and try to find something positive in each day.

Being in such close quarters for days on end can lead to frustration for everyone-parents

and children. Here are some ideas that may help learning from home run a little smoother:

• Consistency is key!

Plan for learning time when your child will be at his or her best. Some kids work

well in the mornings, while for others an afternoon work session may be better.

You know your child best.

Routines feel safe; kids crave structure and consistency. A loose routine is better

than no routine at all. Consider creating a schedule with your child and posting it

where everyone can see.

• Plan for frequent breaks.

Use a timer to keep everyone accountable. This could be set on a cell phone or

kitchen appliance.

There are 2 kinds of breaks: a fun, recess-like break that is scheduled into the day

and a neutral reset break when learning is not productive or frustration levels are

too high.

Recess-like movement breaks are essential for brain health and

are ideally taken outside for some fresh air!

Neutral breaks are used when your child needs to

temporarily step away from their work. Sometimes us-

ing a different area in the home as a designated

break area can help to structure this cooling-off/reset

time. If possible, avoid screen time during these neu-

tral breaks and consider including books or quiet activ-

ities. Aim for 5-10 minutes of quiet time before return-

ing to work.

Laughter feels like our floatation device—it won’t pull us out of the storm, but it

might carry us through, if we can just hang on.

-Emery Lord

Crossroads Office Hours

Office hours are from 1:00-2:30. Teachers are available to make calls and answer emails during this time. Many teachers

have also set up Teams calls, the information is below to reach each teacher. If you would prefer to call the school and

leave a message the number is 208-855-4275.

Teams access number: 1 208-901-7702

Teacher (subject) Email Conference number

Hours available for Teams call

Karen Harr (Principal) [email protected] Email or call the school

John Annala (PE) [email protected] 680 159 489#

1:30-2:15PM

Debi Bean (Science) [email protected] 151 369 58# 1:00-1:30 PM

Kristi Conner (Math) [email protected] 637 616 228#

Kate Doty (Math) [email protected] 638 159 038# 1:30-2:30 PM

Carol Gebauer (Health & 7th Life Science

[email protected] Email me & I’ll call you if necessary

Melissa Grow (Geography & World Civilizations)

[email protected] 592 065 4#

719 955 307#

Civ 1:30-2:00 Geo 2:00-2:30

Monique Grow (Sped) [email protected] Email ----

Jane Joosten (Math) [email protected] 545 510 804#

Jordan Kiler (Counselor) [email protected] 666 425 482# Mon and Tues, 1:00-2:30

Todd Knight (Science) [email protected] 581 279 364# 1:00-2:30PM, M-F

Anna Kreiger (Art) [email protected] E-mail ----

Emma Laurvick (ELA) [email protected] 296 904 812#

Heather McDonald (World Civ) [email protected] 816 646 987# 1:00-1:45PM

James Orr (ELA) [email protected] 736 001 670#

Becca Stushnoff (ELA) [email protected] 723 408 101# 1:30-2:00pm

Beth Vawter (Counselor) [email protected] 940 185 671# Wed – Fri, 1:00-2:30

Expectations during office hours:

1. During office hours, teachers are available to assist and collaborate with you regarding

your assignments.

2. Understand there are other students who need our time - please be mindful of how

your time is used with your teacher.

3. Your teachers miss you as well, but we have limited time. If you just want to chat, your

teachers can give you a few minutes to chat.

4. When a teacher needs to meet with another student, please respect your classmates’

time.

mailto:[email protected]




















Learner Disposition of the Week:

Collaborative “Do More Together”

This week we want to focus on our learning disposition of being collaborative.

How can we be collaborative in these challenging times? Here are some ideas:

1. Ask Questions: Use your teachers’ office hours (1:00pm-2:30pm) wisely. Collaborate

with them to help you on your school work, but don’t take up all their time as they have other students who need help too. TO DO: When doing your school work, make sure to write down questions you have about the assignment or problem. Then ask those questions to someone who can help you answer them.

2. Video Call a Friend: It makes a difference when you can see your friend’s face when you are speaking to them. Text message isn’t always the best way to communicate. TO DO: Set up a daily or weekly time to call a friend. Talk about how you are doing, get help with your school work, or do something together over the phone.

3. Take a Break: Make sure to take breaks to eat and to get outside and do fun activities. Do this with a sibling or your parents if they are available. If you need to do this alone, that is ok as this can help you recharge yourself. TO DO: Schedule time in your day to refuel yourself and be active. This will help you be more focused and productive throughout the day.

4. Be Open: Take note of your feelings and thoughts during this time.

TO DO: Take time with your family to sit down and talk about your lives. Do highs and lows from the day and be open about your feelings.

Your counselors are here to support you. Let us know how we can help!

CMS 6th Grade Learning Board-Monday

Physical Education English Math Science World Civ Art Get out for some

sunshine! Walk or jog

your neighborhood for

30 minutes staying 12

feet away from other

people.

Fitness Intervals: In your

yard ...

10 squats

10 broad jumps

10 second sprints

10 pushups

10 sit-ups

1. Monday’s Daily Review 2.Read the article, “Would You Visit the Titanic?”

I can use ratio

language to describe

the relationship

between two

quantities.

-make observations/collect

data about the weather and moon phases and add it to

your table -complete the “Cloud

in a Bottle” experiment, answer

self-assessment questions

I can read the Learning

Map to understand what

concepts will be covered

during this unit. I can read and make

connections with the

vocabulary to help with

understanding

throughout the unit. Activity: “Rome

Learning Map” and

“Ancient Rome

Vocabulary”

Laundry Art

CMS 6th Grade Learning Board-Tuesday






people.


yard ...

10 squats

10 broad jumps

10 second sprints

10 pushups

10 sit-ups

1. Tuesday’s Daily Review

2. Re-Read the article, “Would You Visit the Titanic?”

3. Comprehension Questions

4. Finding Evidence to Support each Opinion

I can use reasoning to solve unit rate

problems. ***Please do not use

a calculator (:



your table -read “Fronts

Reading” answer self-assessment questions

I can use the elements of GRAPES to

understand the overview of ancient

Rome. Activity: “A Historical

Overview”

Blind Contour Portraits

CMS 6th Grade Learning Board-Wednesday






people.


yard ...

10 squats

10 broad jumps

10 second sprints

10 pushups

10 sit-ups

1. Wednesday’s Daily Review

2. Pre-Writing Graphic Organizers

I can compare unit rates.

***Please do not use a calculator (:



your table -review the

information about types of graphs

-create graphs for the high and low

temperatures and precipitation - answer self-

assessment questions

I can use the “P”

element of GRAPES to annotate and

understand how geography impacted

ancient Rome.

Activity: “Timeline of Ancient Roman History”

and “Geography”

James Castle-inspired Art

CMS 6th Grade Learning Board-Thursday






people.


yard ...

10 squats

10 broad jumps

10 second sprints

10 pushups

10 sit-ups

1. Thursday’s Daily Review

2. “Would You Visit the Titanic?” Hamburger Paragraph

I can apply the concept of unit rate to solve real-world

problems. ***Please do not use

a calculator (:

Riddle of the week!



your table -review the

information about cloud formations

-fill in the cloud types for your observations

from the past two weeks

-answer self-assessment questions

I can complete the map

to create a visual of

how the geography

impacted ancient Rome.

I can explain how the geography provided protection for Rome.

Activity: “Ancient Rome

Map”

My Heart

CMS 6th Grade Learning Board-Friday






people.


yard ...

10 squats

10 broad jumps

10 second sprints

10 pushups

10 sit-ups

1. Complete any unfinished work

2. Check your answers!

Complete any unfinished work and make sure to check your answers with the answer key (:

-complete any unfinished work

-Complete your unfinished work

Complete any unfinished work.

Week 3: 6th Grade ELA

Monday, 27 April 2020

Learning Intention: Identify and evaluate key points on both sides of a debate; support

your opinion with text evidence.

Task: Happy Monday! This week’s work will feel similar to last week’s work because we are

focusing on forming an argument and supporting it with evidence. You have a different article

to read, but the activities will seem familiar.

Complete today’s Daily Review. Notice that there are definitions listed to help you with the

Synonyms or Antonyms section. Then, read the article, “Would You Visit the Titanic?” That’s

all for Monday!😊

Daily Review

Helpful Hints!

courtesy: polite behavior that shows respect for other

people

disrespect: lack of respect

mournful: full of sorrow, very sad blissful: extremely or completely happy

stagger: to move or cause someone to move

unsteadily from side to side

steady: not shaking or moving. held firmly in one

place or position

consent: to agree to do or allow something deny: to say that something is not true

scald: to burn someone or something with hot liquid

or steam

blister: a raised area on the skin that contains clear

liquid and that is caused by injury to the skin


Popperfoto via Getty Images

Biggest Ever At nearly 900 feet long and more than 52,000 tons, the Titanic was the largest ship of its time

Historia/Shutterstock

Not Enough Lifeboats The Titanic had lifeboats for only about half of its passengers and crew


SSPL/Getty Images

Fancy First Class First-class passengers traveled in luxury. They paid about $105,000 in today’s money for a ticket.

End of Article


Tuesday, 28 April 2020



Task: Welcome back! Complete today’s Daily Review. Today, you will re-read (skim) the

article, “Would You Visit the Titanic?” (Good readers always go back and re-read!) On the next

page, you will write 3 pieces of information that support both sides of the argument. It may

help to underline or highlight the article to find evidence that supports each opinion. Then,

answer the Comprehension Questions on the next page. This will help you fully understand the

issue so that you can form your own opinion tomorrow!

Daily Review


Wednesday, 29 April 2020



Task: Way to keep your brain learning! Complete today’s Daily Review. Then, it’s your turn to

form an opinion-would you visit the Titanic? Follow the directions listed below to complete the

graphic organizers. The more complete the graphic organizers are, the better off you will be

tomorrow!

Daily Review

Use the article, “Would You Visit the Titanic?” and the evidence you found yesterday to

complete the graphic organizers.


Thursday, 30 April 2020



Task: You made it! Today is the last day of new activities for the week. Complete today’s Daily

Review. Then, use the Hamburger Paragraph Outline to write one solid paragraph that states

your opinion about whether you’d visit the Titanic. Use the graphic organizer you completed

on Wednesday to help you write your paragraph. A complete paragraph will state the writer’s

opinion, have three details to support the opinion, and use a concluding sentence to wrap it all

up.

Please contact me if you have any questions. And, of course I’d LOVE to read your paragraph!

You can email me what you’ve written by typing it out on a computer or take a picture of your

written work and email that, too! You can also call me during office hours to let me know what

you think about chocolate milk at school. 😊 Happy Writing!


Daily Review

MATH Week 3 March 27th-30th Learning Intention: I am learning about ratio concepts and how to use

reasoning to solve problems.

Monday Success Criteria: I can use ratio language to describe the relationship between two quantities.

***Remember that order matters!!

If the ratio stays the same and there are only 5 pennies, If the ratio stays the same and there are now 18 apples,

then how many nickels would there be? then how many bananas would there be?

If the ratio stays the same and you picked 63 red apples, then how many green apples will you pick?

If the ratio stays the same and you picked 78 green apples, then how many red apples will you pick?

Simplify the following ratios: (Find the Greatest Common Factor and divide both numbers by GCF)

30:50 24:36 3:36 8:34 14:42

MATH Week 3 Learning Intention: I am learning about ratio concepts and how to use reasoning to solve

problems.

Tuesday Success Criteria: I can use reasoning to solve unit rate problems.

***Remember that money typically is the numerator when finding a unit rate (:


problems.

Wednesday Success Criteria: I can compare unit rates.

When you compare unit rates (find the better deal), first find the unit rate for each situation. Then see what

the better price per unit is.

*** Refer to the answer key for additional help.


problems.

Thursday Success Criteria: I can apply the concept of unit rate to solve real-world problems.

***Round to the hundredths place for money answers.

Riddle of the week!

Science April 27-May 1 Overview of the Week

This week we will begin working on NEW CONTENT! You will continue making observations and recording data

on weather and moon phases. At the end of the week, you will turn your table into a graph and look for

patterns in the data. You will also go back through the data you have collected and figure out the names of

the clouds you observed. You are not expected to know the names of moon phases yet, just draw them the

best you can, and we will identify them later.

You will also have a few other activities and readings to help you get at least a “level 2” understanding of

weather patterns. For any of the experiments that require materials, they will use materials most people can

find in their home, but if you do not have those materials, I have also included descriptions that summarize

what you would have seen had you been able to do the experiment.

Weather and Moon Phase Table Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Temperature (high/low)

Precipitation (type/depth)

Humidity (%)

Cloud types (leave blank for now, draw on the reverse side)

Weather (Sunny, cloudy, breezy..etc.)

Moon shape drawing

Moon phase (leave blank for now, we will name them later)

Cloud Drawings

**Remember, these are scientific drawings. They should be in pencil and should represent accurate scaling and be based on your observations, not what you “think” a cloud “should” look like,

take some time to really observe before starting your drawing**

Monday Tuesday

Wednesday Thursday

Friday Saturday

Sunday Additional notes:

Monday

Learning Intention: We are learning about weather and weather patterns

Success Criteria:

• I can follow instructions to create a model of a cloud

• I can describe causes of cloud formation and precipitation

Task: Complete the experiment below, answer the self-assessment questions aloud with a family member or in your

notebook

CLOUD IN A BOTTLE Experiment

MATERIALS:

2-liter clear plastic pop bottle

matches (you will need adult supervision to light matches)

warm water

PROCESS:

• Fill the clear plastic 2-liter bottle one-third full of warm water and place the cap on. As warm water evaporates,

it adds water vapor to the air inside the bottle. This is the first ingredient to make a cloud.

• Squeeze and release the bottle and observe what happens. You’ll notice that nothing happens. Why? The

squeeze represents the warming that occurs in the atmosphere. The release represents the cooling that occurs

in the atmosphere. If the inside of the bottle becomes covered with condensation or water droplets, just shake

the bottle to get rid of them.

• Take the cap off the bottle. Carefully light a match and hold the match near the opening of the bottle.

• Then drop the match in the bottle and quickly put on the cap, trapping the smoke inside. Dust, smoke or other

particles in the air is the second ingredient to make a cloud.

• Once again, slowly squeeze the bottle hard and release. What happens? A cloud appears when you release and

disappears when you squeeze. The third ingredient in clouds is a drop in air pressure.

EXPLANATION:

Water vapor, water in its invisible gaseous state, can be made to condense into the form of small cloud droplets. By

adding particles such as the smoke enhances the process of water condensation and by squeezing the bottle causes the

air pressure to drop. This creates a cloud!

Self-Assessment Tasks:

• What are the elements necessary in cloud formation?

• How were each of these elements represented in your model?

• How do these elements come about in nature?

Tuesday:


Success Criteria:

• I can identify the role of air pressure in creating wind and weather

• I can explain the concept of an air mass, and explain the characteristics of the 4 types of air mass (maritime

polar, maritime tropical, continental tropical, continental polar

• I can describe the characteristics of the 4 types of fronts (warm, cold, stationary, occluded)

Task: Read the article below, then answer the self-assessment questions in your notebook or aloud to a family member

Extra Challenge Task: Watch a weather newscast and identify the fronts on the weather map, explain to a family

member how the air masses and fronts in our area are impacting the weather.

Self-Assessment Tasks (write your answers in a notebook, or tell a family member after you are finished with the

reading)

• What role does pressure play in creating wind and weather?

• Explain the 4 types of air mases, what are the characteristics of each?

• Explain what causes each of the 4 types of fronts? How are they represented on weather maps?

Fronts Reading

Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Thus, the movement of water and energy in the atmosphere can determine weather patterns. For example, many weather patterns are caused by differences of temperature in air masses.

Fronts occur at the boundary where warm and cold air masses meet. There are four types of fronts: cold front, warm front, stationary front, and occluded front. Warm air masses are forced to rise and expand over and above cold air masses, and cold air masses wedge underneath warmer air masses. Cool air is more dense and tends to sink. Warm air is less dense and tends to rise. As the warm air cools, the moisture condenses to form clouds. Rain or snow may form if the warm air continues to rise and expand. Cold Front: A cold front is a situation where a cold air mass is advancing upon a warm air mass. Cold,

dense, high pressure air mass moves quickly towards a warm, less dense, low pressure air mass. The warm air rises quickly producing fast, violent thunderstorms followed by clear skies.

Cold fronts produce cumulonimbus clouds (anvil shaped, thunderstorm clouds). Big thunderstorms in the summer and snowfalls in the winter are the weather conditions associated with cold fronts.

Warm Front: A warm front is a situation where a warm air mass is

advancing upon a cold air mass. Warm, less dense, low pressure air mass moves towards a cold, dense, high pressure air mass. The warm air rises above the cold air producing cloudy, rainy skies for many days.

Warm fronts often produce nimbostratus clouds. Nimbostratus clouds are rain clouds that are in layers. These are clouds that seem to cover the whole sky on rainy, overcast days. Steady, long-lasting rains in the summer and steady snowfalls in the winter are weather conditions associated warm fronts.

Stationary Front: Stationary fronts occur when neither warm nor cold air advances. The two air masses reach a stalemate. A stationary front is a situation where a cold air mass and warm air mass meet and neither mass is displacing the other. Warm, less dense, low pressure air mass moves towards a cold, dense, high pressure air mass. The air masses stay essentially in one place, or the air masses stay stationary. Stationary fronts often produce nimbostratus clouds. Nimbostratus clouds are rain clouds that are in layers. These are clouds that seem to cover the whole sky on rainy, overcast days.

Occluded Front: An occluded front occurs when warm, cool, and cold air masses come together. They are not as common as cold, warm, or stationary fronts. Weather conditions associated with an occluded front can be divided into three categories: before passing, while passing, and after passing. Occluded fronts cause storms.

(Source Credit: Leigh Roehm Saline Middle School, MI)

Wednesday


Success Criteria:

• I can organize information from a data table into an appropriate graph

• I can make observations about patterns in weather data and hypothesize about how data may be related

Task: Review the information about charts and graphs, then convert the information on your weather table to

appropriate graphs, answer the self-assessment questions in your notebook or aloud to a family member.

Types of Graphs: Different Ways to Represent Data

Line Graphs

• Line graphs are used to display continuous data.

• Line graphs can be useful in predicting future events when they show trends over time.

Bar Graphs

• Bar graphs are used to display categories of data.

• A bar graph is one method of comparing data by using solid bars to represent unique quantities.

Histograms

• A special kind of bar graph that uses bars to represent the frequency of numerical data that have been organized into intervals.

• Because the intervals are all equal, all of the bars have the same width

• Because the intervals are continuous (connected; ongoing), there is no space between the bars.

Frequency Table

• Frequency tables show the number of

pieces of data that fall within given

intervals.

Box and Whisker Plot

• A box-and-whisker plot is a diagram that summarizes data by dividing it into four parts (quartiles).

• Box and whiskers show us the spread (range) and median (middle) of the data.

Line Plot

Line plots are diagrams that show the frequency of

data on a number line. An “x” is placed above a

number on a number line each time that data

value occurs.

Stem and Leaf Plot

• In a stem-and-leaf plot, the data are organized

from least to greatest. The digits of the least place

value form the leaves, and the next place value

digits form the stems.

Circle Graph

• Circle graphs are used to show a

relationship of the parts to a

whole.

• Percentages are used to show how

much of the whole each category

occupies.

• To figure out the angle measurement,

multiply the percent/decimal by 360

Create line graph that represents the high and low temperatures for each day

Create a line graph that represents the precipitation for each day

Self-Assessment Task (write in your notebook or tell a family member)

• Make a hypothesis about how different patterns in the weather may be related

Thursday:


Success Criteria:

• I can identify cloud types

• I can explain reasons for different cloud formations

Task: study the information below, then go back to your weather data table and name the types of clouds you observed

each day of the past two weeks, then create a frequency table that shows the frequency of each type

Self-Assessment Task:

• Create a frequency table that shows how often you observed each of the different types of clouds

• Make sure your weather table has been updated with correct name for the cloud types you observed

Name:

Types of Clouds by Erin Ryan

When you look up in the sky, you realize that no two clouds look exactly alike. Clouds are formed from water vapor that condenses then clusters together in droplets. There are many different types of clouds that can be seen. The types of

clouds are determined based on what they look like and how high they are in the atmosphere.

High-Level Clouds Mid-Level Clouds Low-Level Clouds Vertical Clouds

High-level clouds are formed

in altitudes above 20,000

feet. Because the

temperatures are so cold at

this elevation, these clouds

are formed from ice crystals.

Cirrus clouds are thin and

wispy clouds that are blown

by high winds. They usually

mean the day will have fair or

pleasant weather, and follow

the direction that the air

moves at the altitude they

are found at.

Cirrostratus clouds are like

very thin sheets of clouds that cover large parts of the sky.

Cirrocumulus clouds look like

small round puffs in the sky.

Sometimes they are called

mackerel clouds because

they look similar to fish scales.

Mid-level clouds are found in

altitudes between 6,500 to

20,000 feet. They are formed

mainly of water droplets, but

can also be made up of ice

crystals when the

temperature is cold enough.

Altocumulus clouds are

composed of water droplets

and are gray and puffy.

These clouds are usually seen

on warm and humid summer

mornings and are usually a

sign that thunderstorms will

follow later in the day.

Altostratus clouds are made

up of ice crystals and water

droplets. They can cover the

entire sky and form before

rain storms.

Low-level clouds are found

below 6,500 feet and

although they are mostly

made up of water droplets.

They can also be composed

of ice particles and snow in

very cold temperatures.

Stratus clouds are among the

low-lying clouds. They are

gray clouds that cover the

entire sky and can be the

result of very thick fog lifting in the morning.

Nimbostratus clouds are dark

gray clouds that produce

falling rain or snow.

Cumulus and cumulonimbus

clouds are both known as

vertical clouds.

Cumulus clouds are also

called fair weather clouds

and look like floating cotton.

They have very flat bases and

are not very tall clouds.

When cumulus clouds are first

formed from droplets, they

have very distinct edges, but

as they move through the sky,

air causes the edges to

appear more ragged and

broken apart.

Cumulonimbus clouds can

take up several miles across

the sky and can reach

elevations of 39,000 feet or

higher because of very strong

updrafts in the atmosphere. Low level cumulonimbus

clouds are made up of water

droplets, but at higher

elevations, they consist of ice

crystals. Cumulonimbus

clouds are the type of clouds

that bring lightning, thunder,

violent tornadoes and other

intense weather situations.

Super Teacher Worksheets - www.superteacherworksheets.com

Learning Target Description

Monday I can read the Learning Map to understand what

concepts will be covered during this unit.

I can read and make connections with the vocabulary

to help with understanding throughout the unit.

1. Read through the Learning Map

2. Read/interact with “Ancient Rome

Vocabulary”

3. CHOICE- Create flashcards, create

illustrations, your idea Tuesday I can use the elements of GRAPES to understand the

overview of ancient Rome.

1. Read: “A Historical Overview”

pages 6-7

2. Annotate as your read. (for

example: underline important

events, circle important places,

star bolded words, etc.) Wednesday I can use the “P” element of GRAPES to annotate

and understand how geography impacted ancient Rome.

1. Read: “Timeline of Ancient Roman History” page 32

2. Read : “Geography” page 7 3. As you read the “Geography” page

annotate (underline, circle, highlight) items that explain how the geography protected ancient Rome.

Thursday I can complete the map to create a visual of how the geography impacted ancient Rome. I can explain how the geography provided protection for Rome.

1. Complete: “Ancient Rome Map”

2. Look at the map and think of the

reading. At the bottom of your

map explain how geography

provided protection to ancient

Rome. Friday I can use the “P” element of GRAPES to help me

understand how the physical geography impacted Rome.

1. Look over what you have done this week.

2. Finish anything that is not completed.

3. Review this week’s learning.

Subject: World Civilizations

Grade Level: 6th

Teacher: Ms. McDonald

Date Range: April 24- May 1

Ancient Rome

What factors made Rome a powerful and prosperous civilization?

We are learning the different characteristics of Ancient Rome. (GRAPES)

Vocabulary

Republic Tribune Veto Consuls Senate

Dictator Plebeians Patricians Legions Christianity

Aqueduct Arch Colosseum Gladiator Pax Romana

Julius Caesar Constantine

I can identify one major achievement of Rome and how it shaped the world.

I can describe the various

forms of government of Ancient Rome.

I can explain how the

Romans used the Geography

to their advantage.

I can explain the social classes and

daily lives of Romans.

I can explain how religion shaped

Ancient Rome and changed through-out the rise and

fall of Rome.

I can describe how the trade routes helped develop the economy of

Rome.

Ancient Rome Vocabulary Republic Government in which citizens have the

right to elect their leaders. It is not run by a king or an emperor.

Tribune An elected person to the plebeian council. They could veto laws made by the Senate.

Veto The right for a leader to say no to a proposal made by a group of law makers.

Consuls The highest position in the Roman government. There were two consuls elected every year. They would serve for one year.

Senate A group of men who advise the consuls and work on making laws.

Dictator A ruler who has gained total power, usually through force

Plebeians A common person like a farmer, craftsmen and merchants of Rome

Patrician A member of the wealthy land-owning families of Rome.

Legions, The main unit of the Roman army.

Christianity A monotheistic religion based on the teachings of God and Jesus.

Aqueduct A man-made channel used for delivering water to Roman towns.

Arch Architecture invented by Rome. It is very sturdy and able to handle lots of weight.

Colosseum A gigantic sports arena where athletic events and gladiator matches took place.

Gladiator Usually slaves, prisoners of war or criminals. who fought in the colosseum for the entertainment of Roman audiences.

Pax Romana A time in Roman history that saw 200 years of peace and prosperity.

Julius

Caesar

Great general; became dictator of Rome.

Constantine First Roman emperor to become a Christian.

A Historical Overview of Rome E><PAN,)ION of &ME" I;],E.(' TO A .~. "7

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Ancient Rome was located on the Tiber River in Italy, exactly where Rome, Italy, now stands today. It was a city, but at the height of the Roman Empire, it also controlled the countries of England, Spain, France, Germany, Iran, Iraq, Syria, Greece, Israel, Egypt, and parts of Africa and Asia.

The Alps Mountains to the north, the Appenine Mountains to the east, as well as the Mediterranean Sea to the west protected Rome from invaders. The people living along the Tiber River were the Latins, who were conquered around 600 B.C. by the · Etruscans. In 509 B.C. the Romans drove out the Etruscans and claimed the land as their own.

Ancient Roman history can be divided into two main time periods: the Romr Republic, dating from 509 B.C. to 44 B.C.; and the Roman Empire{~_ating from 44 B.C. to A.D. 455. During the Republic, Romans set up a system of government where two consuls served a one-year term and were advised by the members of the Senate, a powerful

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decision-making body made up exclusively of wealthy patricians. All male citizens serving in the army were members of the Assembly. The rest of the Roman population were either poor plebeians or slaves. Only 10 percent of the population in Rome were patricians, while the plebeians and slaves comprised the other 90 percent. The plebeians revolted against the powerful patricians, and civil war broke out for nearly one hundred years. A general named Julius Caesar took control of the government in 49 B.C. Caesar brought stability to Rome, but his enemies feared he would make himself king, so they killed him in 44 B.C. This led to more fighting over the control of Rome, and the Republic ended.

AUGUSTUS

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In 27 B.C., Julius Caesar's great-nephew, Augustus, became the first ruler of the Roman Empire. This was the beginning of the Pax Romana, or Roman peace. Augustus added many provinces to the Empire at this time. Roads, buildings, bridges, and aqueducts were built to connect the lands conquered by Rome. The Empire became too large to control, and in A.D. 352 it was divided into the Eastern and Western Empires. Invaders were constantly breaking down Rome's empire, which ended in A.D. 455 when Vandals from the north raided Rome.

Ancient Civilizations-Rome

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Timeline of Ancient Roman History L J

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753 B.C. Legend says Rome was founded by Romulus. _.

680 B.C. Latins were living along Tiber River.

600 B.C. Latins were conquered by Etruscans.

509 B.C.-44 B.C. Roman Republic Romans throw out Etruscan kings and rule themselves; Carthage Wars 264-146 B.C.; Julius Caesar conquers Gaul and invades Britain 59-49 B.C.; Caesar becomes Dictator for Life and is murdered 44 B.C.

31 B.C.-29 B.C. Octavian and Marc Antony battle for control of Rome; Octavian defeats Antony, who commits suicide with Cleopatra; Octavian declares peace.

27 B.C.-A.D. 455 Roman Empire Octavian is crowned Augustus Caesar; the Pax Romana, during which many provinces were added to Rome 27 B.C.-A.D. 200; invaders attack the outer provinces of Rome A.D. 200-350; Roman Empire split into the Eastern and Western Empires A.D. 352; Vandals raid Rome A.D. 455.

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Geography '

Italy is a boot-shaped country and forms a peninsula into the Mediterranean Sea. Ancient Rome was a city surrounded by seven hills, located along the Tiber River in central Italy. The Tiber River provided a waterway to the Mediterranean Sea.

Natural barriers helped protect Rome from its enemies for many years. The Alps Mountains to the north and the Apennine Mountains to the east, running the length of I tal y, provided protection. Rome was located inland about fifteen miles and controlled the Tiber River, so it could not be easily attacked by sea. The seven steep hills that ringed around the city made it difficult for enemies to spring a surprise raid on Rome. (However, during the Punic Wars, fought between Rome and Carthage between 264 and 146 B.C., a brilliant Carthaginian general named Hannibal attacked Rome by crossing the Alps on elephants.)

The northwest and central sections of Italy are rough and mountainous. The southern part is more level and fertile and was used for farming.

The eastern coastline of Italy has few good harbors. Most of the harbors used by ancient Romans to trade goods with other parts of the Roman Empire lay on the western coast of the country.

Italy's mild climate was attractive to ancient settlers. Temperatures rarely dip below 60° F (15° C) or above 85° F (29° C). Rainfall amounts to about thirty inches (76 cm) per year.

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Map of Ancient Rome

Add to this map

Directions: Complete the map to the left, by follow the directions for each number below.

1. Circle the following countries:

• Italy

• Sicily

• Sardinia

2. Underline the following cities on the map:

• Rome

• Florence

• Milan

• Maples

• Venice

3. Box the following bodies of water:

• Tyrrhenian Sea

• Ionian Sea

• Adriatic Sea

• Mediterranean Sea Use the map to the left to complete #4 and #5 on your map.

4. Draw in and label the Tiber River on the map. 5. Draw in and label the Po River on the map. 6. Draw in and label the Apennine Mountains.

Art Activities, April 27-May 1 The visual arts can lift us up and, when shared, can lift others, too!

Choose from the following options or pursue your own artistic creations. Just work on building your creative and problem-solving muscles, and experience Art in your life. Do what you can with the supplies and tools you

happen to have at home – no need to go to the store or spend any money. Stay safe and well!

Laundry Art

Use your laundry to create a piece of art! Looks for colors and patterns that

can help add visual details. Family Art Challenge: Have each family member get one (or two) pieces of

laundry and see what you can create using only those items.

Blind Contour Portraits

Practice your blind contour

line drawing by picking a family member, yourself, or an animal

and draw them, remembering not to cheat- don’t look at your

paper while drawing, and don’t lift your pencil. When

completed, you can add color with any medium you have at

home or leave the spaces blank. Try multiple people, and

multiple drawings, each taking 3-5 minutes for the contours.

James Castle-inspired Art

James Castle was a self-taught, Idaho artist who

used found objects to make artwork of things in his

life. Soot, old cardboard, paper receipts, and string

were some of his most favorite media. Draw a

picture of your house or family using non-

traditional art materials.

My Heart

Draw a picture of your heart -literally. Fill in the shape with images of the

things you desire, dream of, and love. You can find photos, or simply assign a

colored section to each corresponding desire. However you do it, your heart

will be full both literally and figuratively by the time you finish this exercise.

Week 3: 6th Grade ELA ANSWER KEY

Not all activities will have answer keys

Daily Review Answers

M What does the word

interact mean? A

Synonyms or Antonyms?

1. Antonyms

2. Antonyms

3. Antonyms

4. Antonyms

5. Synonyms

Shades of Meaning

T

Which sentence best describes how the oil spill in Santa Barbara affected Earth Day? C

W

Spring Into Spelling!

1. Terrified

2. Denied

3. Horrified

If the word correspond means "to

communicate," what is a correspondent?

B

Th

Using Homophones

1. Read

2. Site

3. Not

4. Knot

5. Sight

6. Red

Poss

ible

Ev

iden

ce

YES!

1. I’d be one of the lucky few to ever see the

wreck up close.

2. I would be able to explore the deep ocean,

which is filled with fascinating creatures.

3. Visiting a historic wreck like the Titanic is a

way to honor the memory of those who died on

the ship.

4. The Ocean Gate expedition will be collecting

valuable scientific data about the shipwreck.

5. The Titanic is currently being eaten away by

deep-sea bacteria. The Ocean Gate expedition

could be the last chance to see the shipwreck.

NO!

1. Turning a site where more than 1,000

people died tragically into a tourist

destination is disrespectful.

2. The $105,000 price tag is too expensive.

3. Deep sea exploration is risky and

dangerous.

4. Deep sea submersibles could cause

inadvertent damage to the wreck of the

Titanic.

Qu

iz

1. C 2. B 3. D 4. D 5. A 6. C

6th Grade Learning Activities - West Ada School District

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