JBM 6th Grade Math & Science Week of June 1, 2020 

Each week there will be assignments for both Math and Science that will count as a grade. If you have any questions regarding completing these assignments, please contact your teacher. These assignments can be found either in the printed materials or your Google 

Classroom.  

Math: Practice problems Lessons 1-4 Science: Google Slide Science Journal 

This Week’s Math Focus:  ● Negative Numbers and Absolute Values 

This Week’s Science Focus: ● Lesson 5: What happens to the air near the ground when it is warmed up? 

Virtual Counselor’s Corner  JBM Storytime  

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American Sign Language Videos 

 

Daily on our PTO page at 7 PM.  

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Monday Let’s explore how we represent temperatures and elevations 

Math Instruction  Math Activities Unit 7, Lesson 1.2 & 1.3 

 

Follow along with the video 

Google Slides 

Lesson 1 Cool-Down 

Practice Problems  

 

Printed activity or available on Google Classroom 

Tuesday Let’s plot positive and negative numbers on the number line. 

Math Instruction  Math Activities Unit 7, Lesson 2.3 

 

 

Follow along with the video 

Google Slides 

Lesson 2 Cool-Down 

Practice Problems  

 

Printed activity or available on Google Classroom 

Wednesday Let’s compare numbers on the number line. 

Math Instruction  Math Activities Unit 7, Lesson 3.2 

 

Follow along with the video 

Google Slides 

Lesson 3 Cool-Down 

Practice Problems  

 

Printed activity or available on Google Classroom 

Thursday Let’s order rational numbers. 

Math Instruction  Math Activities Unit 7, Lesson 4.3  

 

Follow along with the video 

Google Slides 

Lesson 4 Cool-Down 

Practice Problems  

 

Printed activity or available on Google Classroom 

Friday Math Activities 

Complete graded assignment (Practice Problems) and any unfinished work.  

Printed activity or available on Google Classroom 

 

Science 

● UNIT ESSENTIAL QUESTION: Why does a lot of hail, rain, or snow fall at some times and 

not others? 

○ Lesson 5: What happens to the air near the ground when it is warmed up?  Monday 

Lesson 5: What happens to the air near the ground when it is warmed up? 

 

Connecting to the Anchoring Phenomenon 

1. At the end of the last lesson, we were still wondering, “What happens to the air close to the 

ground once it warms up?” 

 

● How could investigating what happens to the air getting warmed up near the ground 

help us explain some of the mechanisms that lead to hailstorms? 

 

Identify Necessary Data 

2. We want to figure out what happens to air when it is warmed up. 

 

● How could we trap some air in contact with a warm surface to observe what happens 

to it after it is warmed up? 

 

3. Think about these questions and make predictions: 

 

● What do you think will happen to the air in the bottle when it is in contact with the cold 

water? Why? 

● What do you think will happen to the air in the bottle when it is in contact with the hot 

water? Why? 

 

 

Tuesday 

4. Prepare your materials: 

 

● You will need the following: 

● 1 empty water bottle 

● 2 6-quart tubs or large bowls 

● dish soap 

● Pour cold water into the first tub/bowl until the water is about 3 inches deep. 

● Have an adult help you pour hot water into the second tub/bowl.. 

 

5. Test your air parcel: 

● Seal your parcel of air (the bottle) with with 

a layer of dish soap. 

● Place it in the cold water and observe what happens. 

● Then place your parcel of air in the hot water and observe what happens. 

● Repeat the process a second time, and record what you observe when you place the 

bottle in each tub. Feel free to use pictures and/or words. 

● IMPORTANT: If the soap bubble sealing the bottle pops, seal the bottle again and 

repeat the process. 

 

Develop a Model 

 

6. Air is made of molecules. These molecules are always moving, however their movement 

changes based on the temperature of the air. 

 

7. Using the Soap Bubble and Bottle or slide, draw molecules in each of your bottles to 

demonstrate what you think happened to them as they are exposed to cold and hot water that 

caused the bubble to sink or rise. 

 

 

Wednesday 

Consider the following questions: 

 

● When representing the molecules that made up the air in the closed bottle system 

after cooling down and after warming up, how many dots should you draw? Why? 

● In what ways did changing the temperature of the air in the closed bottle system affect 

the molecules that made up the air? 

● What evidence supports the changes you represented in the molecules that made up 

the air in the bottle? 

 

Connect to the Anchoring Phenomenon 

8. Think about what we now know happens to air when it is warmed up. 

 

● In what ways are the closed bottle system and the air near the ground similar? 

● How does investigating the closed bottle system help us investigate our ideas about 

how a hailstorm forms? 

 

 

 

Develop a Model: Tracking the Flow of Energy 

9.. When we consider the closed bottle system represented in each model, think about these 

Questions: 

 

● What do we know about the temperature of the following? 

● the air outside the closed bottle system 

● the water in the tub 

● the air inside the closed bottle system 

● Where can we locate energy in and around the bottle system? 

● What energy transfers are causing the changes we observed in each model? 

● How might we document these transfers of energy? 

 

Thursday & Friday 

What is density? 

10. The relationship between the amount of matter (mass) in a sample and the amount of space it 

takes up (volume) is the density of that sample. 

● When we placed the bottle in the cold water, what happened to the air inside the 

bottle? 

● When we placed the bottle in the hot water, what happened to the air inside the 

bottle? 

 

Connect to the Anchoring Phenomenon 

 

13. These are models of the air near the ground in a schoolyard: 

● Sample A is a sample of the air near the ground in a 

grassy, shady area. 

● Sample B is a sample of the air near the ground in an 

area of blacktop in direct sunlight. 

 

14. Think about these questions: 

● Which sample is less dense? 

● What causes this difference? 

 

 

 

 

 

 

15. Make a claim and support your claim with evidence. GRADED ASSIGNMENT!! 

 

 

 

 

 

 

 

 

Sixth Grade, Week 5 Home Learning

Unit 7, Lessons 1-4

This week's focus is on negative numbers and absolute values. While there are many activities

within this home learning packet, there is only one graded assignment in math each week. It

can be found on the next page. You may choose to complete the graded activity first and

submit it to your teacher for feedback. If you are struggling with the activity, it is suggested

that you complete the following activities. Once complete, you can take a picture and send it

to your teacher through email, class dojo, text, etc… or drop it off at your school.

Lesson Activities

1 Activity 1.2 - Above and Below Zero Activity 1.3 - High Places, Low Places

2 Activity 2.3 - Folded Number Lines

3 Activity 3.2 -Comparing Temperatures

4 Activity 4.3 - Comparing Points on a Line

Graded Activity

Practice Problems Unit 7, Lessons 1 - 4

Week of 6/1/2020 - Graded Assignment Unit 7, Lessons 1 - 4 Practice Problems

1. Complete each of the following.

a. Is a temperature of -11 degrees warmer or colder than a temperature of -15 degrees?

b. Is an elevation of -10 feet closer or farther from the surface of the ocean than an elevation of -8 feet?

c. It was 8 degrees at nightfall. The temperature dropped 10 degrees by midnight. What was the temperature at midnight?

d. A diver is 25 feet below sea level. After he swims up 15 feet toward the surface, what is his

elevation?

2. Complete the following.

a. A whale is at the surface of the ocean to breathe. What is the whale’s elevation?

b. The whale swims down 300 feet to feed. What is the whale’s elevation now?

c. The whale swims down 150 more feet. What is the whale’s elevation now?

d. Plot each of the three elevations as a point on the number line to the right. Label each point with its numeric value.

3. For each number, name it’s opposite.

a. - 5 d. 0.875

b. 28 e. 0

c. -10.4 f. -8,003

5. Decide whether each inequality statement is true or false. Explain your reasoning.

a. -5 > 2

b. 3 > -8

c. -12 > -15

d. -12.5 > -12

6. The table shows five states and the lowest point in each state. Put the states in order by their lowest elevation, from least to greatest.

State Lowest elevation (feet)

California -282

Colorado 3,350

Louisiana -8

New Mexico 2,842

Wyoming 3,099

7. Highlight all of the numbers that are greater than -5.

a. 1.3 d. 1/7

b. -6 e. -1

c. -12 f. -4

8. Order these numbers from least to greatest: ½, 0, 1, -1 ½, -½, -1

Need to Know:

In unit 7 you will extend your thinking to include negative numbers by exploring

temperature and elevation. In each of these, zero represents a physical situation such as

the freezing point of water and sea level. Numbers less than zero (below freezing and

below sea level) describe a physical state in the real world.

Number lines will be used frequently throughout this unit. When working with number

lines it is important to think of the following…

● When counting on a number line, we do not count the ‘tick’ marks but rather the

spaces (intervals) between the tick marks.

● Number lines do not always start with zero. For the purposes of these lessons, zero

will usually be in the middle of the number line.

Opposite: Two numbers are opposites if they are the same distance from 0 on different

sides of the number line.

For example: 4 is the opposite of -4, and -4 is the opposite of 4. They are both the

same distance from 0. One is negative, and the other is positive.

Rational Number: A rational number is a fraction or the opposite of a fraction.

For example: 8 and -8 are rational numbers because they can be written as and

. Also 0.75 and -0.75 are rational numbers because they can be written as

and .

● The term “RATIOnal number” comes from the fact that ratios and fractions are

closely related ideas.

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Optional Math Activities: Cool Downs  

Lesson 1:

 

 

 

 

 

 

Lesson 2:

 

 

 

 

 

 

 

Lesson 3:

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 4:

 

 

 

 

 

Week 6/1/20 - Science Graded Assignment

Related Arts  

Art  with  

Mrs. Pitts 

Discover the ancient art of mandalas! 

This video shows the construction and destruction of a sand mandala that represents the spread of peace and harmony throughout the world. https://www.youtube.com/watch?v=10084L3Pqsc Learn more about mandalas and how they originated…..https://www.invaluable.com/blog/what-is-a-mandala/ Now answer these questions:

1) What is a mandala? 2) How does it represent symbolism in art? 3) In what culture, region and time period were mandalas first seen?

You can also create your own mandala. Here is a step by step video to guide you - how to make a mandala Show me what you discovered! Email your answers and mandals to me at: maia.lapenta-pitts@smyrna.k12.de.us

 Health  with  

Mr. Reuter 

Hope everyone had a great week and enjoyed the activities I had for you. This 

week we will focus on the effects of depression. Please log-in to 

https://www.brainpop.com/ if you haven’t created a username or password 

yet, please do so using the class code brain4925. Then check out this link: 

Effects of Depression 

If you or your family have any questions, please email me at: 

steven.reuter@smyrna.k12.de.us. 

Technology Education  

with  Mr. Bogia 

Try interacting with artificial intelligence using Google quick draw.   

Watch this video then give it a try at the link below. 

https://quickdraw.withgoogle.com/ 

Music  with  

Ms. Huff 

Listening Links: Aerophone: https://www.youtube.com/watch?v=5SAuiS4MVlQ

Idiophone:

https://www.youtube.com/watch?v=-uLsM9vp3dw&list=PL0Wj_eziypukb-8G

wRE6KJ3M9H6yL4HiG&index=1

Membranophone: https://www.youtube.com/watch?v=PRTxPJfCKhY

Chordophone:

https://www.youtube.com/watch?v=tTbY_EeC9Wg&list=PL0Wj_eziypukb-8

GwRE6KJ3M9H6yL4HiG&index=6

  

Physical Education  

with  Mr. Starkey 

Check out this fun workout by Zeus Fitness: https://youtu.be/d2Bh0ukDHwY  

 

 

 

 

 

 

Stay active every day ( 60+ minutes 

each day! ) & be sure to do a lot of 

different activities so that you’re 

working all the major muscles of your 

body!! 

 

 

 

 

 Social- 

Emotional Learning  

with  Mrs. 

Hendricks, Mrs. Mathes & Ms. Weeks 

It is important to start each morning MINDFUL! Practice these 5 things each morning to 

help start your day in the present moment and to be ready to take on the day! 

 

Now that you have practiced Mindful Morning, we challenge you to start a Mindful 

Thoughts Journal. This journal focuses on seizing the day (Carpe Diem)!  

Click on the picture below to begin seizing the day!