Washington County Schools
Commander “Snow” Day Lesson Plans
2014-15
Commander “Snow” Day Lessons focus on the review and application of skills that students have
previously learned.
Students will submit a work product to demonstrate completion of a lesson. Student work must be
submitted no later than two days following the return from the Commander Day.
Content Area: Mathematics
Grade: 8
Snow Day Lesson Number: 1
Content Topic: Solve linear equations in one variable.
Standard(s): 8.EE.7
7. Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many
solutions, or no solutions. Show which of these possibilities is the case by successively
transforming the given equation into simpler forms, until an equivalent equation of the form
x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting like
terms
Essential Question:
1. What kinds of problems need more than one operation?
2. Why do some equations have the same variable on both sides? How can you model a
problem with an equation that uses the Distributive Property?
3. What does it mean if an equation is simplified to 0 =0? Do all problems have exactly one
solution?
4. If you can describe a situation in two different ways, how do you use that information to
solve a problem?
Critical Vocabulary:
Inverse operations
Operations with integers
Operations with rational numbers
Coordinate graphing
Solving one and two step equations
One Solution
No Solution
Infinitely Many Solutions
Independent Learning: Time spent on either option should be 45-60 minutes.
Option 1:
Students who choose the option to extend their learning can use one or more of the
following websites: khanacademy.org or math-play.com. Students can go to these websites
and answer practice questions that cover the above standards. One website provides videos
and help if needed while the other is more game based. Students choosing to learn through
this method will need to document the time spent on the learning log, write a brief summary
of their work completed, and have and adult sing the log stating that they completed the
work. If you choose this method, you will need to stay in the areas of solving equations. You
need to practice solving equations with two steps and variables on both sides so you are
following the standards addressed above.
Option 2:
Students choosing this option will complete the attached packet. Please make sure you
complete all problems.
Necessary Resources:
Option 1:
If you choose online learning, then you will need internet access and the learning log which
will need to be completed and turned in to teacher.
Option 2:
You will need the packet with practice worksheets if you are going to complete the packet
work.
Technology Integration:
Khan academy can be used as a resource for both students and parents who are needing
extra help. It provides a variety of videos which will assist students on the completion of the
problems in the packet. Math-play.com will provide problems to complete in a game
format.
Math Online Learning Log
Day 1:
Write a brief summary of the type of work you completed from the online website. This may
include a brief description of problems you worked. For example, you could provide sample
questions you had to answer. You could also list areas you had difficulty completing.
Time Spent- khanacademy.org _________________
Parent/Guardian Signature_________________________________
Summary:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Time Spent- mathplayground.com__________________
Parent/Guardian Signature________________________________
Summary:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Washington County Schools
Commander “Snow” Day Lesson Plans
2014-15
Commander “Snow” Day Lessons focus on the review and application of skills that students have
previously learned.
Students will submit a work product to demonstrate completion of a lesson. Student work must be
submitted no later than two days following the return from the Commander Day.
Content Area: Reading – English Language Mechanics – Mathematics – Science – Social Studies
Grade Level: 8th
Snow Day Lesson Number: 1 – 2 – 3 – 4 – 5
Content Topic:
Informational Reading – Vocabulary
Practical Living – Transmission of Diseases
Standard(s):
CCSS.ELA-Literacy.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.L.8.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., precede, recede, secede).
PL-8-PW-U-4: Students will understand the environment, lifestyle, family history, peers and
other factors impact physical, social, mental and emotional health
PL-8-PW-S-DP1:demonstrate an understanding of diseases by:
PL-8-PW-S-DP1.a:describing symptoms, causes, patterns of transmission, prevention and
treatments of communicable diseases (colds, flu, mononucleosis, hepatitis, HIV/STD,
tuberculosis)
Essential Question:
How can I determine the meaning of unfamiliar words?
In what ways are diseases transmitted in our environment?
Critical Vocabulary:
Bacteria, pathogens, Greek and Latin Word roots,
Independent Learning:
1. Number the paragraphs. Skim and scan the article to find 5 words that you believe
have a negative connotation. Put a BOX around these five words. In the margin,
explain your thinking specifically what associations you have with each word that
cause negative feelings.
2. Read article independently. As you read, code the text with the following symbols
(+) agree
(-) disagree
(*) important
(?) surprising
(?) wondering
3. Answer vocabulary questions 1 - 4
4. Complete Frayer Model vocabulary worksheet/graphic organizer. You will choose one
of the following words from the article: ample, sentinels, ubiquitous, pathogens
OR
Technology activity/Study Island
Necessary Resources:
“NYC
Rats Are Even Grosser Than You Thought, Study Finds” by G. Mohney
Vocabulary Questions
Frayer Model Vocabulary Worksheet
Technology Integration:
www.studyisland.com
Reading Information – Technical Meanings
Compete one lesson of 10 questions
Middle School Reading Article
NYC Rats Are Even Grosser Than You Thought, Study Finds (1220L)
Student ____________________________Class Period__________________
1. Number the paragraphs. Skim and scan the article to find 5 words that you believe have a negative
connotation. Put a BOX around these five words. In the margin, explain your thinking specifically
what associations you have with each word that cause negative feelings.
2. Read article independently. As you read, code the text with the following symbols (+) agree
(-)
disagree
(*) important
(?) surprising
(?) wondering
3. Answer vocabulary questions 1 - 6
4.
Complete Frayer Model vocabulary worksheet/graphic organizer. You will choose one of the
following words from the article: ample, sentinels, ubiquitous, pathogens
OR
Technology activity/Study Island www.studyisland.com
Reading Information – Technical Meanings
Complete one lesson of 10 questions
5.
NYC Rats Are Even Grosser Than You Thought,
Study Finds
Rats are a part of daily life in New York as they scurry about subway tracks and
garbage heaps. However, even though the creatures been neighbors of New
Yorkers for centuries, researchers are still learning exactly how these rodents
could affect the health of millions.
In a recently released study from scientists at Columbia University, researchers
confirmed the fears of every New Yorker. These ubiquitous pests are housing
dangerous bacteria including E. Coli, Salmonella and viruses including the
deadly Seoul Hantavirus.
From studying 133 rats, researchers found a host of expected bacteria and
viruses in addition to a few surprises including the Seoul Hantavirus and 18
unknown viruses.
The Seoul Hantavirus, which can cause a hemorrhagic fever, had never been
documented in New York City before.
Dr. Ian Lipkin, an infectious disease expert at the Columbia University Mailman
School of Public Health, said the idea for the study came after the September
11 terrorist attacks. Lipkin and molecular biologist the late Joshua Lederberg,
were discussing possible biological attacks and realized they needed to have a
baseline of what was already around the New York landscape. “We decided to
get a baseline to figure out what was in New York City streets and elsewhere so
if something new appeared then we’d know it,” said Lipkin.
It took Lipkin 10 years to get the funds together to start the study and another
four to complete it. Lipkin said it took a year simply to trap the 133 rats they
used for the study.
Mohney, G. NYC rats are even grosser than you thought, study finds. Good Morning America. October 14, 2014.
“It’s not easy to trap rats, they’re really smart,” said Lipkin, who said the rats
would shy away from entering metal traps.
While almost any New Yorker will likely turn and run from an approaching rat,
there are plenty of ways that rats can possibly transmit diseases to humans.
Lipkin said this study could be key in explaining unknown causes for hepatitis or
other infectious medical cases. “Rats are sentinels for human disease,” he said.
“They’re all over the city; uptown, downtown, underground. Everywhere they
go, they collect microbes and amplify them. And because these animals live
close to people, there is ample opportunity for exchange.”
Study author Cadhla Firth, an associate research scientist at the Columbia
University Mailman School of Public Health, said there are multiple ways people
can be infected by rats since the rodents can leave behind large quantities of
saliva, urine and feces. Pets can also come into direct contact with the rats and
then possibly infect their owners.
“New Yorkers are constantly exposed to rats and the pathogens they carry,
perhaps more than any other animal,” said Firth, who conducted the study as a
research scientist at Columbia’s Center for Infection and Immunity. “Despite
this, we know very little about the impact they have on human health.”
Lipkin said the discovery of 18 unknown viruses, including two hepaciviruses
that appeared to be similar to the human hepatitis virus, was particularly
surprising. “It’s a lot of new viruses,” said Lipkin.
Mohney, G. NYC rats are even grosser than you thought, study finds. Good Morning America. October 14, 2014.
Middle School Reading Article
NYC Rats Are Even Grosser Than You Thought, Study Finds (1220L)
Vocabulary questions – answers may be in phrases.
1. Define ubiquitous as used in the article. HINT – reread paragraph one. Notice how the author
describes the relationship between New Yorkers and rats. The latin root ubi meaning “where”
and que meaning “also, any, and ever” are both contained in this word. .
2. Define sentinels as used in the text. HINT – read the entire paragraph. Also, a sentry is a type of
guard.
3. Using context clues, define the word ample as it is used in the text.
4. The word biologists contains the roots bio and ology. Based on your knowledge of roots, what
do biologists specifically study?
5. Using context clues, define bacteria. You may name examples in your definition.
6. New Yorkers are constantly exposed to rats and the pathogens they carry… Based on the
content of this article, how would you define pathogens? (Notice the root –gen is at the end of the
word)
7/8.RI.4,
Mohney, G. NYC rats are even grosser than you thought, study finds. Good Morning America. October 14, 2014.
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
Sketch a picture to show your understanding of the meaning of your word.
Nonexamples
Washington County Schools
Commander “Snow” Day Lesson Plans
2014-15
Commander “Snow” Day Lessons focus on the review and application of skills that students have previously learned.
Students will submit a work product to demonstrate completion of a lesson. Student work must be submitted no later
than two days following the return from the Commander Day.
Content Area: Reading – English Language Mechanics – Mathematics – Science – Social Studies
Grade Level: ____8th________________
Snow Day Lesson Number: 1 – 2 – 3 – 4 – 5
Content Topic:
Relationships within an Ecosystem
Standard(s):
MS.ESS3-4: Construct an argument supported by evidence for how increases in human population
and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement:
Examples of evidence include grade-appropriate databases on human populations and the rates of
consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of
impacts can include changes to the appearance, composition, and structure of Earth’s systems as well
as the rates at which they change. The consequences of increases in human populations and
consumption of natural resources are described by science, but science does not make the decisions
for the actions society takes.]
Essential Question:
How does human impact affect population growth?
Critical Vocabulary:
Population, Predators, Food Chain, Food Web, Overfished, Quota
Independent Learning:
Students will read the article, “Fishing boats have taken too many big fish, harming Earth’s
oceans”. Students will construct a plan to reduce human impact after completing a reading
guide.
Necessary Resources:
Article: “Earth’s oceans have lost a lot of big fish, overfishing is to blame.”
(https://newsela.com/articles/predatoryfish-decline/id/5714/)
Reading Guide
Technology Integration:
Students may go to www.newsela.com and find a science article on human impact on
population growth and complete the Reading Guide.
Commander Day #1, 8th Grade Science
Reading Guide
Name of Article:
________________________________________________________________
What is the problem
What evidence does the What are the MOST
the author states in the author provide to
important words you
article?
support the claim?
need to know to be able
to understand this
article?
How do humans impact How do you think
By reading this article,
the population of other humans could fix or
what did you learn?
living things?
help solve the problem?
Responding to Reading:
You will write a letter to the United States Department of Fish and
Wildlife, proposing a solution to the overfishing problem. You will also
suggest how the government could increase the large fish population. You
may research other resources to build your claim. Be sure to include
citation of any sources you may reference.
Top predators are large animals, such as lions or great white sharks, that hunt smaller animals, but have no
natural enemies of their own — except humans. Overhunting and overfishing of top predators has been called
humanity's biggest impact on nature. It is as harmful in the sea as it is on land.
Top predators are at the top of food chains. Food chains can be thought of as a series of levels, with each level
dependent on the next for food. An ocean food chain starts with many plants and tiny animals like shrimp.
Small fish eat those and bigger fish eat those smaller fish. Top predators help control the populations at lower
levels. This keeps all the ocean life in balance.
Big Fish Are In Trouble
People generally prefer eating larger predatory fish like grouper, tuna, swordfish and sharks, rather than species
lower on the food chain, such as anchovies and sardines. Their preference strongly encourages fishermen to
focus on catching the bigger fish. The result is something called "fishing down the food web." Fishermen go
after the more valuable predators first. They fish them until there aren’t enough left to support fishing and then
move on to species lower in the food chain.
New research shows just how severely predatory fish populations have declined worldwide since modern, largescale fishing began. Scientists analyzed food webs involving more than 3,000 ocean species. Their results show
that since the beginning of the 20th century, humans have reduced predatory fish populations by more than twothirds. Most of this alarming decline has occurred since the 1970s.
Many predatory fish species are known to be in trouble. Twelve percent of grouper, 11 percent of tuna and
billfish and 24 percent of shark and ray species are considered to be threatened with extinction.
U.S. Fisheries Have Improved
These population declines involve much more than losing a supply of fish that humans like to eat. Predators
keep other ocean life in balance. Their loss can cause ripple effects throughout the entire ocean. For example,
kelp-eating sea urchins have been growing in number due to the loss of predators that eat urchins. The result has
been the destruction of kelp forests, which are home to many unique and economically important species.
Predators play an important part in maintaining the ocean's health, says professor Villy Christensen, co-author
of the new study. Declines in their population can be very difficult to reverse. When we've seen big declines in
the populations of the larger fish, Christensen says, "it has taken many decades for them to rebuild.”
In the United States this gloomy picture has started to improve, thanks to careful fisheries management. Thirtyfour fish stocks — local populations of fish of the same species — have been declared rebuilt since the year
2000. Overall, more than 90 percent of U.S. fish stocks are not considered overfished.
Overfishing Is A Global Problem
Worldwide, though, almost 30 percent of fish stocks are overfished.
“The main problem is really in the developing countries where we need more effective institutions for fisheries
management,” says Christensen. “We need to get effective management introduced in all countries," or we will
see very serious consequences.
The new study adds important information to the global debate on how many fish we should be taking from the
oceans. It shows that when it comes to many species of predatory fish, we have been fishing far too heavily.
More needs to be done internationally to restore predatory fish populations. Fishing quotas for many species
need to be reduced and existing quotas need to be enforced. Only by taking these steps can we ensure that we
will have healthy populations of these fish — and healthy oceans — in the future.
Reproduced with permission. Copyright © 2014 Scientific American, a division of Nature America, Inc. All rights
reserved.
Washington County Schools
Commander “Snow” Day Lesson Plans
2014-15
Commander “Snow” Day Lessons focus on the review and application of skills that students have
previously learned.
Students will submit a work product to demonstrate completion of a lesson. Student work must be
submitted no later than two days following the return from the Commander Day.
Content Area: Social Studies
Grade Level: 8th
Snow Day Lesson Number: 1
Content Topic: Roman laws (Twelve Tables)
Standard(s):
SS-7-GC-U-2
Students will understand that the key ideals (e.g., citizenship, justice, equality, and rule of law) of a democratic
form of government were practiced in some world civilizations prior to 1500 A.D.
SS-7-GC-S-3
Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles,
observations, interviews, Internet sources) to research, explain and answer questions about governments and
people of world civilizations prior to 1500 A.D.
SS-07-1.1.2
Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced
democratic principles (e.g., justice, equality, responsibility, freedom).
Essential Question: How did the Twelve Tables establish the rule of law in ancient Rome?
Critical Vocabulary: civil procedures, constitutional principles, patricians, plebeians
Independent Learning: learning log is included.
Necessary Resources:
 Twelve tables and questions documents
 Learning log document
Technology Integration: Students can make a PowerPoint for 6 of the 12 tables. They’ll need
to include information about the law, pictures, as well as the concepts on the evaluation
document.
The Twelve Tables (The First Code of Roman Law – short version)
Table I: Civil Procedures.
●
If someone is accused and called to go to court, he must go.
●
If he does not go, he may send a witness to stand for him. If he does not come or send a
witness, he may be captured and forced to come to court.
Table II: Civil Procedures.
●
If a person needs evidence or a witness, he may go every third day to the doorway of the
person and call for him.
Table III: Debt.
●
If a person owes a debt and is brought to court, he shall have 30 days to pay the debt.
●
After 30 days if the debt is not paid, the person owing the debt may be put in chains.
●
After 60 days in custody the person owing the debt can be sold into slavery or be put to
death if the debt is not settled.
Table IV: Parents and Children.
●
If a child is be born with a severe deformity, it shall be killed.
●
Parents have the right to sell their children into slavery.
Table V: Inheritance.
●
If a person goes insane, he shall not have power over his goods and they shall be given to
his nearest male relative.
●
If a person dies without a male heir, his nearest male relative shall inherit his goods.
●
Women shall always be given a male guardian to accompany them
Table VI: Property.
●
If a person makes a promise or contract verbally, it shall be considered binding and must
be fulfilled.
●
If a man and woman shall live together for a year, they shall be considered married.
●
Table VII: Real Property.
●
If a person builds a road and it becomes unusable because of decay or damage, travelers
may travel across the property wherever they wish and are not bound to use the road.
●
If a person’s road or building shall cause damage to another’s property, the owner of the
road or building shall pay for the damage.
Table VIII: Crimes.
●
If a person insults or gossips about another person publicly, the person who did the
insulting or gossiping shall be clubbed to death.
●
If a person injures another person physically, he will be injured in the same way unless he
agrees to pay for damages.
●
No one may hold meetings at night.
●
If a person who is called to be a witness in court and lies, he shall be thrown from a cliff.
●
If a person throws something without aiming and injures another person, he shall owe
that a person one ram.
Table IX: Constitutional Principles.
●
A man can not be put to death without first having been found guilty in court.
●
A judge who is found guilty of taking a bribe shall be put to death.
●
It is forbidden to pass laws in private.
●
It is also forbidden to pass laws against a single person.
Table X: Funeral Rites.
●
No man shall be buried or cremated within the city.
●
Women are not allowed to mourn loudly or slap their own cheeks or tear their clothes
during a funeral.
Table XI: Marriage Laws.
●
Marriages are forbidden between plebians and patricians.
●
Men in the army may not marry until their training is complete.
Table XII: Punishments.
●
If a person accuses another but is lying, the liar must pay double the penalty of the crime
or be put to death.
●
The eight forms of punishment are: fines, placing in chains, whipping, inflicting the same
injury as was committed, public humiliation, banishment from the city, slavery and death.
Name: _____________________________________________________________ Period: __________
Evaluating the Twelve Tables of Early Roman Law
Please read the handout, The Twelve Tables, and answer the following questions. EXPLAIN YOUR
ANSWERS in at least a sentence! Questions marked (***) are opinions.
1.
If a person is accused and called to court, what are the two things that can happen? What
happens if he doesn’t go?
2.
What are the three steps for resolving unpaid debts?
3.
What kind of powers do parents have over their children?
4.
How are issues of inheritance resolved in the event of insanity or death? Based on this excerpt
what rights of inheritance do women seem to have had?
5.
How did the ancient Romans view promises and other verbal contracts? How did they view men
and women who lived together for a period of time?
6.
What responsibilities did owners of buildings and roads have to other people? Give at least two.
7.
How did the ancient Romans view people who lied or gossiped about other people?
8.
What constitutional principles of the ancient Romans are still believed in today by modern
Americans?
9.
***What do you think the laws regarding funerals say about the ancient Romans?
10.
If I were a patrician man, what two marriages would have been forbidden for me?
11.
Which of the eight forms of punishment are still used in the United States today? (Name at least
three, but there are four total).
12.
***Which of the specific laws in the twelve tables do you think are unfair and why? Discuss
two.
13.
***Which of the specific laws in the twelve tables do you think should be practiced today and
why? Discuss two.
14.
***Why do you think so many crimes listed in the Twelve Tables are punishable by death?
15.
***Do you think most modern Americans would approve or disapprove of the twelve tables as a
system of law today? Why or why not?
Independent Learning Log
Time spent on reading Summary of your work
and answering
questions
Parent signature