7th grade stem summer homework pdf
TRANSCRIPT
HUGHES STEM 7TH Grade
WELCOME PACKET
Dear students & parent, On behalf of the Hughes staff we would like to welcome to Hughes High School. We have some exciting plans in store and would like to share some information with you. We are working on plans for an integrated, interactive 21st century curriculum. All homework is due to the required teacher on the first day of school. Summer homework will lose a letter grade each week of school not turned into the corresponding teacher. Summer homework is a significant grade for first quarter. Thank you for choosing Hughes STEM for 7th Michael Brown Math [email protected] Randy Gibson Science [email protected] Kimberly Shay English [email protected] Laura Wilder Social Studies [email protected] Kenneth Jackson Technology [email protected] Ted Cummings S.T.E.M. [email protected] Brooke Cook Intervention Specialist cookb@cps-‐k12.org
HUGHES STEM 7TH GRADE SUPPLY LIST
To turn in to your homeroom teacher the first day of school: o A box of tissues (or 2 if you are so inclined) o Bottle of hand sanitizer – the bigger the better!
To keep in your locker so that you can have access to them as needed throughout the year. Be sure to bring these on the first day of school: All subjects: o 24 #2 pencils o 12 blue or black pens o Thick markers o Thin makers o Colored pencils o 500 sheets of Loose leaf paper o Highlighters o Graph paper 100 sheets or more – Math o 3 subject notebook – Math o Two 2” binders – Science o Two 1” binder – Technology & STEM o One 1” binder – Social Studies o 5 binder tabs – STEM o 1 subject notebook -‐ STEM
Ancient World History Summer Assignment Welcome to Ancient World History at Hughes STEM High School! For this course, it is important to know about different places and countries throughout the world. This summer, you must complete the following maps and place them inside of a 3-‐ring binder (this binder will become your Social Studies binder for the year). Please have this assignment completed on the first day of class, as we will use these maps throughout the year. Altogether, there are five blank maps of various regions throughout the world. Each map has a page that follows it explaining the required items for each map. Important Note: When filling out your countries and capitals on these maps, you must write the capital of the country on the blank map as well as on the map requirements page. Please have your maps in the following order in your binder:
1. World Continents 2. North America 3. South America 4. Europe 5. Africa
Additionally, you may use any colored pencil or pens if you like, please just make sure you have the ability to read these maps! I look forward to seeing you in August. If you have any questions about this assignment or anything else about 7th grade, please do not hesitate to ask me at [email protected] and I should respond within a few days. Miss Wilder
Technology Summer Work Grades 7
Mr. Jackson 7 Technology [email protected]
This is to be turned into or emailed to the email address above Mr. Jackson on the first day on school
I. From the 1950’s until now 2015 we have seen technology change very quickly. Below list three technological advances for each decade. Explain how each technological advancement has improved everyday life in our society. Below I have completed one example for the 1950’s.
PART I: Decade 1950’s 1. Example: Television: The invention of the television has made it easier for people to learn about current events. 2. 3. Finish the 1950’s with two more examples and 3 examples per decade listed below. Decade 1960’s 1. 2. 3. Decade 1970’s 1. 2. 3. Decade 1980’s 1. 2. 3. Decade 1990’s 1. 2. 3. Decade 2000’s 1. 2. 3. Decade 2010’s 1. 2. 3.
You will find these websites to be very useful in helping you with this assignment.
http://pbskids.org/wayback/tech1900/index.html http://www.popularmechanics.com/technology/gadgets/news/2078467
http://www.telegraph.co.uk/technology/6398896/50-‐technological-‐advances-‐your-‐children-‐will-‐laugh-‐at.html
Part II: Write a 3-‐paragraph essay about…
Think about the future. What kind of technology will we see in the future? How will the new technology of the future make our lives better? What would you invent in the future?
Math Summer Homework Grades 7
Turn this into Mrs. Brown on the first day of
school.
Name: ___________________________________________________ Stem and Leaf Plot Summer Investigation Common Core: 7. SP. 1&2 Skills: Collect & organize data, Display data on a graph, Analyze data & Make Inferences Needed Materials: Paper, pencil, measuring tape Directions:
• Create 2 graphical representations (Bar graph and histogram) • Determine the Median, Mode and Range for each set of data • Explain the inference being made by each Measure of center
(Ex. What generalizations using the data can you make?) • Infer: Which groups of students have the largest heads? Explain
Data collection:
• Record the circumference of the 10 girl’s heads in centimeters.
• Record the circumference of the 10 boy’s heads in centimeters. Represent the data on a Bar Graph and Histogram:
Analyze data (Calculate the Mean, mode and median for both sets of data): Make inference(s): Which group has a greater head circumference? Did you include any outliers that might affect the data (babies, adults, teens)?
English Summer Homework Grade 7 Turn this assignment into your English teacher on the first day of School!
Overview: This summer, you will be reading Sharon Draper’s novel Fire From the Rock. You may already be familiar with Sharon Draper’s other novels Forged by Fire, Tears of a Tiger and Darkness Before Dawn. Fire From the Rock takes place in 1957 during a time of great change in America. One of those changes was school integration. White students and African-‐American students did not attend the same schools, until a law was passed that required schools to integrate students. In this novel, you will meet Sylvia Patterson,
one of the first African-‐American students thinking about attending a white school. Book format: This novel is historical fiction because it uses real events, as well as fictional events and characters. You will notice that parts of this novel are written as journal entries from the main character, Sylvia. Directions: You are to read the novel and answer the following questions as you read. You are to write your responses on a separate sheet of paper, and you are to restate the question in your response. Be sure to answer all parts of the question. E-‐mail me or call if you have any questions. Also, visit Sharon Draper’s website: http://sharondraper.com/bookdetail.asp?id=23
READING QUESTIONS: Be sure to answer ALL parts of each question. Part I:
1. As you first meet Sylvia, even though she lives in 1957, how is she like many fifteen-‐year-‐old girls today? How is she different? Be specific.
2. What strengths do you find in Sylvia’s family and home life? What negatives do you observe? Give specific examples from the book.
3. Describe the school that Sylvia attends. How is it different from your school last year? How is it similar?
4. What advantages does a segregated school have? What disadvantages? (Remember that segregation is when groups are kept separate).
5. From the descriptions in the book, what comments can you make about every day life in 1957? Discuss the price of goods and services, as well as family life.
Part II: 6. Why is making the decision to go to Central such a difficult one for Sylvia?
Why does her relationship with Reggie make the situation more confusing? Give specific examples.
7. Discuss the scene in which Sylvia and DJ are assaulted by the three boys. What does the reaction of the boy named Jim show about society?
8. Do you think Sylvia made the correct decision concerning being one of the students to integrate Central? What would you have done in the same situation?
9. Explain how you would have reacted to what Sylvia went through in the book if you were she. Be honest!
10. Explain what you learned about what 1957 was like. Explain a few ways we have changed as a society, and a few ways you think we still have not changed since 1957. This is a three-‐part question!
*Argument essay writing. You are also required to write an argument essay this summer. See the attachments for below for prompts/topics, and details regarding your argument essay. *Your essay must be at least 5 paragraphs in length, however, it may be longer. NOTE: Feel free to email over the summer with questions and/or concerns. [email protected] Thank you, and remember: The more you read, the more you know. The more you know, the smarter you grow. The smarter you grow, the stronger your voice when speaking your mind, and making and making a choice.
Argumentative Essay Prompts
1. The Board of Education has decided to extend the school day for one hour because of the increased graduation requirements. Do you agree or disagree with making the school day longer? Write an essay to the Board of Ed and argue your point of view. 2. A leading doctor has published research claiming all students should be in bed by 9:00 PM in order for them to learn well in school. Your parents are considering doing what the doctor suggests. Write an argument to your parents explaining your position. 3. The administration at your school has instituted random locker and purse searches to check for guns, knives, drugs, and cigarettes. Anyone caught with these weapons will be immediately suspended and may face expulsion. The administration argues that the searches will not only guard against contraband being brought into the school, but will make the students feel safer. What is your position? 4. A litter problem has developed in your school. Students are throwing trash on the grounds, in the hallways, and classrooms. The administration has asked for students to take more care, but the litter problem persists. The administration has reacted by limiting food and beverages to the cafeteria only. What is your position on the issue? 5. The increase in school violence has prompted one district to institute a school uniform policy. This decision came after researching the positive impact of uniforms in other schools. What is your position on this issue? 6. Some states have enacted legislation outlawing teachers and students to be Facebook friends. Write an argument for or against this law. 7. Recent cuts to school funding have forced one district to cut (all middle school athletics, busing, art class, performing arts, etc.). Write an argument sharing your position on this cut. 8. As part of a new technology initiative, your district is increasing the number of computer labs in the school. The district plan calls for an additional computer lab of 32 seats. Teachers at your school are lobbying instead for laptop or handheld devices that can move from class to class. Write an argument for one of these plans. 9. There has been much discussion about violence and video games. Some experts even argue it is a cause for juvenile crime. Write an argument taking one side or the other.
10. What is the most important event of the 21th century? Choose an event and write an argument convincing others. 11. What is the most important invention of all time? Choose one and write an argument. 12. Who is the most influential person in history? Choose one person and write an argument. 13. Suppose you learn a historical neighborhood is about to be condemned. Write an argument to stop this from happening. 14. Write an argument on whether to use metric or English measurement in math and science classes. 15. Inventions are made to advance our society, but not all inventions ultimately have good effects. Identify one invention that has harmed society and write an argument on why we would be better off as a civilization without it. 16. You are faced with the decision of whether or not to work while in high school. Write an argument either for or against teen employment. 17. Imagine you are a political candidate for the Presidency. You are asked at a debate to agree or disagree with one of the following statements: “All Americans are free,” or, “All people are equal.” Respond to the American public. 18. Because of budget cuts, your school will have to drop either the elite choir class or strength and conditioning classes. You are not involved in either, but you have friends in both programs. Write an argument supporting a decision on which to drop. 19. Some states are considering changing the legal age for getting a driving license from sixteen to eighteen. The people who are in favor of this change base their views on the number of incidents that claim the lives of teenagers as well as the number of accidents they feel are caused by the reckless driving habits of young people. Write an essay in which you explain your thoughts about this change in the legal driving age. Your essay will be sent to a state commission that is considering a proposal to raise the driving age. 20. Imagine your school had a full program of extracurricular activities. Now, with the severe budget cuts, the district must cut all programs but one. Write an argument on which program should be saved. 21. Some people have said that the schools in the United States are not nearly as good as schools in China. Write an argument informing us whether this is true.
22. The Children’s Internet Protection Act (CIPA) is one of the cited reasons for blocking websites and images in school settings. Write an argument on whether this law impedes education or protects students in an educational setting. 23. Some experts would argue that race is no longer the number one divide in America, but rather poverty. Make an argument for or against this idea. 24. Some would argue that the fashion industry has been a root cause for eating disorders and poor self image among girls and women. What is your opinion? 25. Bullying in school has taken on a new face with technology and social networking sites. Write an argument on whether state legislation should be enacted.
Important Elements of an Effective Argumentative Essay
First Paragraph or Introduction • Clear • Specific • Arguable • Includes thesis or main idea of essay • 2-3 sentences Focus & Organization • Every paragraph supports the thesis • Each paragraph contains only one key point (everything in the paragraph
should support the one key point) • Conclusion relates to the thesis [no new ideas] and drives it home. Evidence & Documentation • Provide examples and direct quotes. • Provide context for quotes • Quotation marks around all exact words and phrases • Clearly indicate an author whose words you are quoting, analyzing or citing
as evidence. [the sole legitimate exception would be the use of lecture notes from this class.]
• Present the author's ideas accurately, as he/she would have presented them • You are responsible for citing an author if you refer to or use his/her ideas,
even if you don't quote, i.e., repeating what the author says, word for word. [In the "Student's Preface" Howard Pospesel describes the three goals he has for his book: giving students a chance to learn about a current branch of logic;
making students more aware of arguments; and making students better able to tell the difference between good and bad arguments.1]
• Titles of complete, stand-alone works are italicized; articles, essays, chapters of books, other works included within larger works are in quotation marks. For example, Pospesel's Propositional Logic is a complete text that can stand alone. "Introduction," from Propositional Logic, is a chapter from a book.
• Proper documentation (e.g., with a citation within the text of your essay: open quote; citation; end quote; open parenthesis; author's last name; page number[s]; close parenthesis; punctuation2)
• Proper Works Cited listing (alphabetize, all required details in correct order)3 Citing Electronic Sources Electronic sources would include information that is stored in some kind of computer. The MLA’s guidelines can be found at http://www.mla.org/set_stl.htm If you have to break up an internet address in the middle, divide after a slash – not with a hyphen.4 On Line Book Shelley, Mary. Frankenstein. An Online Library of Literature. Ed. Peter Galbavy. 14 Feb. 1999. 23 June 1999 http://www.literature.org/Works/Mary-‐Shelley/frankenstein. Article in an online periodical Coontz, Stephanie. “Family Myths. Family Realities.” Salon 12 Dec. 1997. 3 Feb. 2000 http://www.salonmagazine.com/mwt/feature/1997/12/23coontz.html. Web Site Blue Note Records. 9 June 1999. Blue Note Records. 9 June 1999 http://www.bluenote.com. 1 Pospesel, ix 2 "The remainder of this book is a study of these five connectives…." (Pospesel, 10). 3 Pospesel, Howard, Introduction to Logic: Propositional Logic, Revised 3rd edition. Upper Saddle River, N.J.: Prentice Hall, 2000 Meyer, Jeanine, Carol Wolf, Catherine Dwyer & John Molluzzo, Pace University: Software Exercises. 6th edition. Boston: Pearson Custom Publishing, 2001.
Grading Criteria A (90-100): • Thesis is clearly presented in the first paragraph • Thesis shows that the essay is the student's way of working out the
assignment • Every subsequent paragraph contributes significantly to the development of
the thesis • Conclusion pulls together the body of the essay and demonstrates how the
essay as a whole has supported the thesis • The essay is interesting and enjoyable to read • Information is correct • Interpretations are interesting • Paragraphs are well-organized • Ideas are clearly articulated • Paper reflects student’s own ideas • Paper includes proper citations of sources • Sentences and paragraphs follow one another logically • Essay is virtually free of errors, i.e., misspellings, sentence fragments; run-on
sentences; comma splices, other errors in punctuation and word choice B (80-89): • Thesis is clearly presented in the first paragraph • Thesis makes clear the relationship between the essay and the assignment • The student has read the text carefully • Every subsequent paragraph contributes significantly to the development of
the thesis. • Final paragraph pulls together the body of the essay and demonstrates how
the essay as a whole has supported the thesis • The essay is easy to read • Information is correct • Interpretations are solidly founded on fact • There are patterns of organization, logical sequences of sentences and
paragraphs in this essay • Paper reflects student’s own ideas and includes citations of sources • Essay may have a small number of the errors mentioned above, i.e.,
misspellings, fragments, etc. C (70-79) • Thesis is hard to find • The essay shows that the student has read the text and is responding to the
assignment
• Paragraphs do contribute to the thesis, but the organization of these paragraphs is not clear
• Final paragraph simply summarizes essay without integrating the ideas presented into a successful support of the thesis
• The essay is not easy to read. • However, the essay demonstrates some important points • Some passages are unclear and hard to follow • There is support for the thesis in the paragraphs of the argument, but it is not
easy to locate. There is no evident logical structure to the argument. • There are many errors mentioned in the criteria for the A paper, i.e.,
misspellings, fragments, run-on sentences, comma splices, etc. D (60-69) • Thesis is not clear • Essay is not easy to read • No direct and clear connection between the thesis and the essay, or between
the essay and the assignment • There may be some insights in the essay, but individual paragraphs do not
support the thesis • Little indication that the student has actually done any reading for this
assignment • Many misspellings, fragments, run-on sentences, comma splices, other errors
in punctuation, syntax and paragraph organization F (0-59) • Essay does not respond to the assignment • Paper is plagiarized • The paper is poorly written, with no attempt at a thesis and no paragraph
organization • Student's work demonstrates no understanding of reading assignment
supposed to read
7th Grade Science Summer Homework [email protected]
WHAT RATIO’S ARE HIDDEN IN YOUR BODY? Student will use scientific inquiry methods, know how to use a variety of tools, materials, and equipment, to model science inquiry, and collect data observing and measuring using a metric system and recognize the difference between observed and measured data. Materials needed: Measure tape using metric side Directions: Read an complete each section below.
Engage: How long is your foot? Did you know there is a way to estimate this length without even touching your foot?
1. Measure you forearm? _________________cm 2. Now measure your foot from heel-‐to-‐toe? ______________________cm. These
two numbers should be very close. A persons forearm is almost exact to their foot.
3. Try this on another person in your house and record the data. 4. Forearm _____________cm Foot _________________cm. 5. Are they close to the same measurement? ______________________.
Explore: Fill in the chart below using measurements from your body and one other person in your house.
Measure Body Parts Total Height Have your partner measure from bottom of the foot to the top of your head
Arm Span With arms spread out measure the distance from finger tip to fingertip Height of Head Measure from the bottom of the chin to the top of the head
Length of top two digits index/pointer finger Measure from the fingertip to the second joint Eye Width Measure from corner to corner
Head width Measure across from ear to ear (not the distance around tour head) Distance Between Eyes Measure from the inside corner of both eyes Length of hand Measure from the top of the wrist to the fingertips
Circumference Measure the distance around a circular object, such a waist, neck, or wrist.
Explain:
Measure these parts Your body (cm)
Another person (cm)
Total Height Arm Span Length of head (from crown to base)
1. Did any of the different body parts have the same measurements? __________________
2. If So Which ones? __________________________________________________________________________________
3. Compare the different body parts…did any have half the length of the other body parts? _______ if so which ones______________________________________________
4. Compare the different body parts…did any have double the length of the other body parts? _______ if so which ones_______________________________________________________________________________
Elaborate: Fill in the chart below. We will compare our findings with others in class. Use the your bodies measurements and complete the list below. The value for each item listed in the left column below is equal to “1”. The answer given for the first item is “2” because the circumference of the neck is twice the circumference of the wrist (or a ratio of 1 to 2). Human Ratios Sheet Neck circumference = _______2_______ wrist circumference Total height =_________________ Length of head (from crown to base) Total height =__________________Arm span Length of nose =__________________Length of first two digits of pointer finger
Length of nose Width of eye Width of head Distance between eyes Distance from bottom of nose to outside corner of eye
Length of ear Length of foot Length of face (from hairline to chin)
Length of hand Waist circumference (distance around)
Neck circumference Wrist circumference Length of first two digits of pointer finger
Width of head =__________________Width of eye Length of face =__________________Length of hand Width of eye =__________________Distance between eyes Length of ear =__________________Length of face(from hairline to chin) Waist circumference +__________________Neck circumference Do you notice any patterns or relationships between each pair of measurements? Evaluate: At 2.72 meters ( 272 cm) and (8 ft, 11 in) in height, Robert Persing Wadlow was the tallest man in recorded history. Based on the relationship o one body part to another on your completed chart Human Ratio Sheet
1. What would his estimated arm span?_________________ Show your work!
2. And his estimated Head size be________________________ Show you work!