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.
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
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. 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 (:
-make observations/collect
data about the weather and moon phases and add it to
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
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. Wednesday’s Daily Review
2. Pre-Writing Graphic Organizers
I can compare unit rates.
***Please do not use a calculator (:
-make observations/collect
data about the weather and moon phases and add it to
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
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. 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!
-make observations/collect
data about the weather and moon phases and add it to
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
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. 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
Week 3: 6th Grade ELA
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
Week 3: 6th Grade ELA
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
Week 3: 6th Grade ELA
Tuesday, 28 April 2020
Learning Intention: Identify and evaluate key points on both sides of a debate; support
your opinion with text evidence.
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
Week 3: 6th Grade ELA
Wednesday, 29 April 2020
Learning Intention: Identify and evaluate key points on both sides of a debate; support
your opinion with text evidence.
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.
Week 3: 6th Grade ELA
Thursday, 30 April 2020
Learning Intention: Identify and evaluate key points on both sides of a debate; support
your opinion with text evidence.
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!
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 (:
MATH Week 3 Learning Intention: I am learning about ratio concepts and how to use reasoning to solve
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.
MATH Week 3 Learning Intention: I am learning about ratio concepts and how to use reasoning to solve
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:
Learning Intention: We are learning about weather and weather patterns
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
Learning Intention: We are learning about weather and weather patterns
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:
Learning Intention: We are learning about weather and weather patterns
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
...... . 'I
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
T.S. Denison & Co., Inc. 5 Ancient Civilizations-Rome
\
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
T.S. Denison &: Co., Inc. 6
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
J 1
t
L J
Timeline of Ancient Roman History L J
1
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.
1
1 J
T.S. Denison &: Co., Inc. 32 Ancient Civilizations-Rome
:I
T
~
1
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.
T.S. Denison & Co., Inc. 7 Ancient Civilizaticms-Rome
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