Learning Activities for Grade 8 for the week of June 1st

Learning Activities Grade 8

Suggested Learning Activities for Grade 8 students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of June 1 – 5 Grade Level: 8th Grade

8th Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Tuesday, June 2nd

1:30pm 8th Science ሳይንስ 科学 Saynis Ciencia Khoa học

Wednesday, June 3rd

10:15am WA State

Tribal History የዋሽንግተን

ስቴት የጎሳ ታሪክ

华盛顿州部落

历史

Taariikhda qabiilooyinka Gobolka WA

Historia Tribal del estado de

WA

WA Lịch Sử về Bộ Lạc

Thursday, June 4th

1:30pm 8th Science ሳይንስ 科学 Saynis Ciencia Khoa học

Friday, June 5th

10:15am WA State

Tribal History የዋሽንግተን

ስቴት የጎሳ ታሪክ

华盛顿州部落

历史

Taariikhda qabiilooyinka Gobolka WA

Historia Tribal del estado de

WA

WA Lịch Sử về Bộ Lạc

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

Grade 8 Science

Week of June 1 – 5, 2020

Evolutionary History Unit Lessons 8 & 9

Instructional Materials Amplify Chapter 2, Lesson 2.4

Student Name:

School:

Grade Level:__________________________________

Science Teacher: ____

Evolutionary History, Lesson 8 & 9 Student Packet, SPS Science, 5-2020 1

H Hello Families,

We hope you and your family are well and safe during this time. During this unprecedented out-of-school

time, the SPS middle school science team will be offering instructional opportunities for students that align

with the district’s adopted middle school science instructional materials.

This investigation packet is part of a series of district-aligned lessons for middle school science developed by

AmplifyScience and adopted by SPS in 2019. While Amplify Science lessons are designed to be done in the

classroom with peers, there are some activities that students can complete at home.

In this packet you will find activities to accompany the lesson videos being aired this week through Seattle’s

Public television programming on SPS TV (local channel 26). The videos and packets are also posted to the,

SPS Science webpage under their corresponding grade level. These lesson videos, developed in collaboration

between SPS teachers, Denver Public Schools teachers, and Amplify Science, feature teachers going through

the information in the lessons. The work in this packet is intended to be completed alongside the viewing of

the video of the corresponding videos.

Closed captioning for the videos is available many home languages if this helpful to your family.

○ Click CC (bottom right of video)

○ Click Setting (the gear next to CC)

○ Click Subtitles/CC

○ Click Auto-translate

○ Choose your language

For students who have access to the internet and the following devices and browsers may wish to log-in to

their AmplifyScience account from home are welcome to do so. Chrome and Safari are the recommended

browsers to use for full functionality of the Amplify digital tools and features.

Sincerely,

Seattle Public Schools Science Department


https://nam05.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.seattleschools.org%2Fdistrict%2Fcalendars%2Fnews%2Fwhat_s_new%2Fcoronavirus_update%2Fresources%2Fsps_tv&data=02%7C01%7Ccabenita%40seattleschools.org%7C8347bfc768864aa44aa508d7cd3ae3ca%7Cd431d15860744832878351ea6f6dd227%7C0%7C0%7C637203527524973320&sdata=NuK%2BYn0mcJZa0TmvcJUQMF7%2Bu8EUxVbcMjHpFBgeXe0%3D&reserved=0

https://www.seattleschools.org/academics/curriculum/science

AMHARIC

ጤና ይስጥልኝ የ SPS የመካከለኛ ደረጃ ት / ቤት ቤተሰቦች ፣

በዚህ ጊዜ እርስዎ እና ቤተሰብዎ ደህና እንደሆኑ ተስፋ እናደርጋለን። በአሁኑ ባልተጠበቀ ከትምህርት ቤት ውጭ መሆን፣ የ SPS የመካከለኛ ደረጃ ት/ ቤት የሳይንስ ቡድን በዲስትሪክቱ ከፀደቀው የመካከለኛ ደረጃ የሳይንስ ማስተማሪያ ቁሳቁሶች ጋር የሚጣጣሙ የትምህርት ዕድሎችን ለተማሪዎች ይሰጣል ፡፡

ይህ የጥናት ፓኬጅ በአምሊፋይሳይንስ( AmplifyScience) የሚዘጋጅ፣ ከዲትሪክቱ ጋር የሚጣጣም ከትምህርት ቤት ውጭ የሚሰጥ ተከታታይ የርቀት ትምህርት አካል ነው። አምሊፋይሳይንስ( AmplifyScience) ተማሪዎች በክፍል ውስጥ ከእኩዮቻቸው ጋር እንዲከናወኑት የተነደፉ ቢሆኑም፣ተማሪዎች በቤት ውስጥ ሊያከናውንዋቸው የሚችሉ አንዳንድ ተግባሮች አሉ። በዚህ ፓኬት ውስጥ በሲያትል የህዝብ ትምህርት ቤቶች የቴሌቪዥን ፕሮግራም በ SPS TV (local channel 26) አማካኝነት በዚህ ሳምንት ከሚተላለፉት የትምህርት ቪዲዮዎች ጋር አብረው የሚሄዱ የትምህርት ተግባሮችን ያገኛሉ። እንዲሁም ቪዲዮዎቹ እና ፓኬጆቹ በሚከተለው በ SPS ድረ-ገጽ ላይ ይገኛሉ ። https://www.seattleschools.org/academics/curriculum/science.

ይህ ለቤተሰብዎ ጠቃሚ ከሆነ፣ቪዲዮዎቹ በተለያዩ ቋንቋዎች የፅሁፍ መግለጫ ማግኘት ይችላሉ።

○ CC (የቪዲዮው ታችኛው ክፍል ቀኝ) ጠቅ ያድርጉ ○ Setting (ከ CC አጠገብ ያለው ጊር) ጠቅ ያድርጉ ○ Subtitles/CC ጠቅ ያድርጉ ○ Auto-translate ጠቅ ያድርጉ ○ ቋንቋዎን ይምረጡ

ኢንተርኔት እና የሚከተሉትን መሳሪያዎች እና ብራውዘሮች( browsers) ያላቸው ተማሪዎች ከቤት ወደ አምሊፋይሳይንስ(AmplifyScience) መለያቸው መግባት ይችላሉ።

o Desktops and Laptops (Chrome & Safari) o Chromebooks o iPads that support iOS11.3+ (iPad5+) - Suggested browser: Safari

ከሠላምታ ጋር ፣

ሲያትል የህዝብ ትምህርት ቤቶች ሳይንስ ዲፓርትመንት

SIMPLIFIED CHINESE

你好 SPS初中家庭,

希望您和您的家人在这段时间内过得安好。在这段空前未有的停课期间, SPS中学科学团队将为学生提供教学机会, 这些课程与校区采用的中学科学教学材

料是一致的。

此学习包是 AmplifyScience 开发的一系列与校区一致的遥距校外课程的一部分。虽然 Amplify Science课程的设计目的是与同伴在课堂上完成, 但学生也可以

在家中完成一些活动。在此学习包中, 您将找到一些活动,以配合本周通过 SPS TV在西雅图的公共电视节目播放的教学视频 (本地频道 26台)。视频和学习

包也会发布 SPS网页上,https://www.seattleschools.org/academics/curriculum/science.

如果有助您的家人, 可以多为他们提供种语言的视频隐藏字幕。

○ 点击 CC (视频右下角)

○ 点击 Setting (CC旁边的齿轮)

○ 点击 Subtitles/CC

○ 点击 Auto-translate

○ 选择你的语言

可以上互联网以及有以下设备和浏览器的学生可以在家中登录其 AmplifyScience帐户。

o 座台式和笔记本计算机(Chrome & Safari) o Chromebooks

o 支援 iOS11.3+ 的 iPads (iPad5+)-建议的浏览器: Safari

真诚的

西雅图公立学校科学系






SPANISH

Hola Familias de Secundaria de las Escuelas Públicas de Seattle,

Esperamos que usted y su familia estén bien y seguros durante esta temporada. Durante este tiempo sin precedentes fuera de la escuela, el equipo de ciencias de la escuela secundaria de SPS ofrecerá oportunidades de instrucción para los estudiantes, que se alinean con los materiales de instrucción de ciencias de la escuela secundaria adoptados por el distrito.

Este paquete de investigación es parte de una serie de lecciones extraescolares remotas alineadas con el distrito, desarrolladas por AmplifyScience. Si bien las lecciones de Amplify Science están diseñadas para realizarse en el aula con sus compañeros, hay algunas actividades que los estudiantes pueden completar en casa. En este paquete encontrará actividades para acompañar los videos de las lecciones que se transmiten esta semana a través de la programación de televisión pública de Seattle en SPS TV (canal local 26). Los videos y paquetes también se publican en la página web de SPS, https://www.seattleschools.org/academics/curriculum/science.

Los subtítulos para los videos están disponibles en muchos idiomas caseros si esto es útil para su familia.

○ Presione CC (abajo a la derecha del video) ○ Presione Setting (el engrane cercano a CC)

○ Presione Subtitles/CC ○ Presione Auto-translate ○ Escoja su lenguaje

Los estudiantes que tienen acceso a Internet y a los siguientes dispositivos y navegadores pueden iniciar sesión en su cuenta AmplifyScience desde casa.

o Computadoras de Escritorio y Laptops (Chrome y Safari) o Chromebooks o iPads con iOS11.3+ (iPad5+) – Navegador sugerido: Safari

Sinceramente,

Departamento de Ciencias de las Escuelas Públicas de Seattle

SOMALI

Qoysaska Dugsiga Dhexe SPS ,

Waxaan rajeyneynaa adiga iyo qoyskaada in aad caafimaad iiyo nabadgelyo qabtaan waqtigaan lagu jiro . Dg Inta lagu jiro waqtigan aan caadiga aheyn ee dugsiga dibadiisa, kooxda sayniska ee dugsiga dhexe ee SPS waxay soo bandhigayaan fursado waxbarid isla markaana ardayga oo la waafajineysa agabka tacliinta sayniska ee dugsiga dhexe ee degmadu qaadatay

Xirmadan barista sayniska waa qeyb ka mid ah taxane ah oo dugsiyada degmada inkastoo casharada Amplify Sayniska loogu talagalay in lagu sameeyo fasalka dhexdiisa ardayda , waxaa kale oo jira howlo qaarkood oo ay ardaydu ku dhamayn karaan guriga warqadahaan xirmada ah dhexdeedaIn casharada muqaalka ah waxaad ka heleysaan sitimaanka barnaamijka talefishinka Dugsiyada Dadweynaha Seattle SPS TV (kanaalka gudaha 26). Xirmada warqadaha iyo fiidiyowga waxaad ka heleysaa shabakada SPS websaydhka, https://www.seattleschools.org/academics/curriculum/science.

Waxaad halkan ka heli kartaa sawiro qaar iyo luqado hadii ay tahay mid ku caawineysa qoyskaada.

○ guji CC (bottom right of video)

○ guji Setting (the gear next to CC) ○ guji Subtitles/CC ○ guji Auto-translate ○ Dooro luqadaada

Ardayga heysta Khadka internet raacana tilmaanta isticmaalka ka dibna ay galaan koontadooda AmplifyScience guriga .

o Desktops and Laptops (Chrome & Safari) o Chromebooks o iPads that support iOS11.3+ (iPad5+) – talo isticmaal : Safari





Mahadsanid,

Dugsiyada Dadweynaha Seattle Waaxda Sayniska

VIETNAMESE

Kính gửi các gia đình của học sinh cấp 2 SPS,

Chúng tôi hy vọng quý vị và gia đình đều được khỏe mạnh và an toàn trong thời gian này. Trong thời gian nghỉ học chưa từng xảy ra này, nhóm khoa học của các trường cấp 2 SPS sẽ mang đến cho các em học sinh cơ hội học tập phù hợp với tài liệu giảng dạy khoa học dành cho cấp 2.

Tập bài học kiểm nghiệm này là một phần của một loạt các bài học dựa theo và được phát triển bởi AmplifyScience. Trong khi các bài học Khoa học Amplify được thiết kế để thực hiện trong lớp học với các bạn học, nhưng cũng có một số hoạt động mà học sinh có thể hoàn thành tại nhà. Trong tập bài học này, quý vị sẽ tìm thấy các hoạt động đi kèm với video bài học được phát sóng trong tuần này thông qua chương trình truyền hình công cộng Seattle trên SPS TV (kênh địa phương 26). Các video và tập bài học cũng được đăng lên trang web SPS, https://www.seattleschools.org/academics/curriculum/science.

Phụ đề cho các video có sẵn qua nhiều ngôn ngữ nếu điều này giúp ích cho gia đình của quý vị.

○ Nhấp CC (dưới cùng bên phải của video) ○ Nhấp vào Setting (biểu tượng hình bánh răng bên cạnh CC) ○ Nhấp vào Subtitles/CC ○ Nhấp vào Auto-translate ○ Chọn ngôn ngữ của quý vị

Học sinh nào truy cập vào internet và các thiết bị và trình duyệt sau có thể đăng nhập vào tài khoản AmplifyScience của các em từ nhà.

o Desktops and Laptops (Chrome & Safari) o Chromebooks o iPads that support iOS11.3+ (iPad5+) - Suggested browser: Safari

Trân trọng,

Seattle Public Schools Science Department




Unit Question: Why do species, both living and extinct, share similarities and have differences?

Chapter 2: Investigating Body Structure Differences

Warm Up: Use the picture below to find the answers to the questions:

Evolutionary time: the very long time that spans the history of Earth, from the very first cellular life to the present

1. When was Earth formed? _________________________ years ago

2. All species on Earth today came from an original single celled organism, which is our most distant common ancestor? _______________________________________________________________

3. When did the first living things evolve? __________________________ years ago.

4. What evolved first; land plants, mammals, or fish? __________________________________________

5. When did humans evolve? ______________________________ years ago.

6. What is surprising to you about this diagram? ______________________________________________


Structure Change Card Sort

1. Read each card then think about how big you think the evolutionary change on each card is. HINT: Decide

whether big changes take a long time or a short time!

2. “Sort” the Structure Change Cards using your ideas about how long evolutionary changes take to happen. Assign each card below a LETTER according to how long you think the changes took. The card that shows a

change that took the LONGEST time should be labeled LETTER A and the card that shows a change that took

the SHORTEST time should be labeled LETTER F.


4. In the space provided below next to each card, write which letter you assigned that card (A – F). Remember

that Letter A should be assigned to the card that shows the change that took the LONGEST TIME. Assign letter

B to the card that took the second longest amount of time, etc. Assign the card that took the shortest time

letter F.

Structure Card 1 _______________ Structure Card 2 _______________ Structure Card 3 _______________

Structure Card 4 _______________ Structure Card 5 _______________ Structure Card 6 _______________

Comparing Giraffes to two species: Acanthostega and Elomeryx

Compare giraffe structures with structures of species that lived a very long time ago to help you answer the Investigation Question: How did descendant species from a common ancestor become very different from one another?

If you have access to the Amplify platform, log-in and open the Sim in Lesson 2.4. Select the Vertebrates Mode of the Sim, press the TREE button to open Tree View. If you do not have access to the Sim, complete the following questions using the diagram below


7. How many years agod did Acanthostega live? ________________________________________

8. How many years ago did Elomeryx live? ____________________________________________

9. A giraffe is much more different from __________________________ than it is from

________________________ because___________________________________________________ .

10. Use the Key Concept #5 to answer the question below

Key Concept #5 Over many generations and very long periods of time, many small changes can build up to large differences in body structures.

Larger changes to body structures in organisms take ( more time than / less time than / the same amount

of time as) smaller changes. (circle one)

11. Reflection: Write a number (1–4) next to each of the events below to indicate the correct order.

_____ Two descendant populations are very similar but have small differences in their structures.

_____ An ancestor population is living in a stable environment.


_____ Two descendant populations look very different, even though they have many similar structures.

_____ An ancestor population gets separated into different environments.

Glossary

ancestor: a related organism from a previous generation

ancestro: un organismo emparentado de una generación anterior

body structure: a part of an organism (for example, one or more bones)

estructura corporal: una parte de un organismo (por ejemplo, uno o más huesos)

common ancestor population: an older population from which two or more newer species descended

población ancestral común: una población más antigua de la cual descendieron dos o más especies nuevas

descendant species: a more recent species that evolved from an ancestor population

especie descendiente: una especie más reciente que evolucionó de una población ancestral

evolution: the process by which species adapt to environmental changes over a very long time

evolución: el proceso por medio del cual las especies se adaptan a los cambios ambientales a lo largo de periodos de tiempo muy prolongados

evolutionary time: the very long time that spans the history of Earth, from the very first cellular life to the present

tiempo evolutivo: el periodo de tiempo muy prolongado que abarca la historia de la vida sobre la Tierra, desde la primera vida celular hasta el presente

generation: a group of individuals born and living at about the same time

generación: un grupo de individuos que nacieron y viven aproximadamente al mismo tiempo

shared structure: a body structure in two or more species that features the same parts (for example, the same bones)

estructura compartida: una estructura corporal en dos o más especies que tiene las mismas partes (por ejemplo, los

mismos huesos)

speciation: the process by which one population evolves into two or more different species

especiación: el proceso por medio del cual una población evoluciona a dos o más especies diferentes

species: a group of organisms of the same kind (in one or more populations) that do not reproduce with organisms from any other group

especie: un grupo de organismos del mismo tipo (que viven en una o más poblaciones) que no se reproducen con

organismos de ningún otro grupo


stability: when something stays mostly the same over time

estabilidad: cuando algo permanece más o menos igual a lo largo del tiempo

trait: a specific characteristic of an individual organism

rasgo: una característica específica de un organismo individual


Grade 8 Science

Evolutionary History Unit Lesson 9

Instructional Materials for Amplify Chapter 2,

Lesson 2.5

Student Name:

School:

Grade Level:__________________________________

Science Teacher:____


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Unit Question: Why do species, both living and extinct, share similarities and have differences?

Chapter 2: Investigating Body Structure Differences

Warm-Up

1. Write a number (1–4) next to each of the events below to indicate the correct order.

_____ Two descendant populations are very similar but have small differences in their structures.

_____ An ancestor population is living in a stable environment.

_____ Two descendant populations look very different, even though they have many similar structures.

_____ An ancestor population gets separated into different environments.

2. Take some time now to write down your ideas about this question: How did wolves, whales, and the

Mystery Fossil become so different from their common ancestor population?


Modeling Population Changes Over Time (If you have access to the Amplify platform, open the Evolutionary History

Modeling Tool activity in lesson 2.5 and select Population Changes. In the Modeling Tool)

#1 #4

#2 #5

#3 #6

1. A population is divided into two populations in different environments. In each environment, different structures are

useful for survival. Show how the body structures of the populations in each environment might change over time by

indicating which organisms belong where on the diagram below by writing in the corresponding number.


__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Complete the sentences below to describe your model. (Circle one bolded word for each blank.) a. At Time 1, Population A had ( short / medium / long ) tails, ( thin / thick ) backbones, ( small / medium / large )

back limbs (legs), and ( small / medium / large ) front limbs (arms). b. At Time 2, Population A had ( short / medium / long ) tails, ( thin / thick ) backbones, ( small / medium / large )

back limbs (legs), and ( small / medium / large ) front limbs (arms). c. At Time 1, Population B had ( short / medium / long ) tails, ( thin / thick ) backbones, ( small / medium / large )

back limbs (legs), and ( small / medium / large ) front limbs (arms). d. At Time 2, Population B had ( short / medium / long ) tails, ( thin / thick ) backbones, ( small / medium / large )

back limbs (legs), and ( small / medium / large ) front limbs (arms).

3. Reflection Questions

a. How does this model show how species that share a common ancestor can become very different from one another?

b. What remains stable over time in your model? What changes?


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Word Relationships

As you know, whales, wolves, and the Mystery Fossil have shared structures, but those structures look very

different from one another! Show what you have learned by answering the question:

How did wolves, whales, and the Mystery Fossil become so different from their common ancestor population?

□ Write THREE sentences to answer the question below. □ Each sentence needs to use at least TWO words from the word bank. □ Use the Glossary at the end of the packet to help you!

Sentence 1:________________________________________________________________________________

Sentence 2:________________________________________________________________________________

Sentence 3:________________________________________________________________________________


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Considering Whale and Wolf Claims

Claim 1: The Mystery Fossil belongs with the whales, in the Whale (Cetacea) exhibit.

Claim 2: The Mystery Fossil belongs with the wolves, in the Carnivore (Carnivora) exhibit.

In the space provided below, answer the following questions:

Which claim do you think is best supported, based on what you know so far? Why do you think this? Explain where you think the Mystery Fossil should be placed in the museum and why.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Glossary

ancestor: a related organism from a previous generation

ancestro: un organismo emparentado de una generación anterior

body structure: a part of an organism (for example, one or more bones)

estructura corporal: una parte de un organismo (por ejemplo, uno o más huesos)

common ancestor population: an older population from which two or more newer species descended

población ancestral común: una población más antigua de la cual descendieron dos o más especies nuevas

descendant species: a more recent species that evolved from an ancestor population

especie descendiente: una especie más reciente que evolucionó de una población ancestral

evolution: the process by which species adapt to environmental changes over a very long time

evolución: el proceso por medio del cual las especies se adaptan a los cambios ambientales a lo largo de periodos de tiempo muy prolongados

evolutionary time: the very long time that spans the history of Earth, from the very first cellular life to the present

tiempo evolutivo: el periodo de tiempo muy prolongado que abarca la historia de la vida sobre la Tierra, desde la primera vida celular hasta el presente

generation: a group of individuals born and living at about the same time

generación: un grupo de individuos que nacieron y viven aproximadamente al mismo tiempo

shared structure: a body structure in two or more species that features the same parts (for example, the same bones)


estructura compartida: una estructura corporal en dos o más especies que tiene las mismas partes (por ejemplo, los

mismos huesos)

speciation: the process by which one population evolves into two or more different species

especiación: el proceso por medio del cual una población evoluciona a dos o más especies diferentes

species: a group of organisms of the same kind (in one or more populations) that do not reproduce with organisms from any other group

especie: un grupo de organismos del mismo tipo (que viven en una o más poblaciones) que no se reproducen con

organismos de ningún otro grupo

stability: when something stays mostly the same over time

estabilidad: cuando algo permanece más o menos igual a lo largo del tiempo

trait: a specific characteristic of an individual organism

rasgo: una característica específica de un organismo individual


Week of 6/1

Middle School Math Grade 8

Topic 6 Lesson 6-3 & 6-4

Congruence & Similarity

How to Access & Use Pearson Bounce Pages

The Bounce Page app is a place where you can access Virtual Nerd videos. These are interactive tutorial videos that go over the fundamental math concepts of each lesson.

You can download Pearson Bounce Pages from your Android or Apple store.

TIPS FOR USING BOUNCE PAGE

1. AIM the camera so the FULL page is easily viewable on your screen. For best results, flatten the page, or if scanning a screen be sure the entire page is visible on your phone screen.

2. TAP the screen to scan the entire front of the page. Scan the ENTIRE page. Scanning a single problem will not work. Scan the page BEFORE students write on the page.

3. BOUNCE the page to life by clicking your Bounce Pages program icon.

4. If the wrong video comes up, close the app entirely and try again. It should work the second time!

5. Update the operating system on your device and the Bounce Pages app as needed.

O

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C B

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22

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Q 22

22

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Copyright © by Savvas Learning Company LLC. All Rights Reserved. 8

Name Reteach to Build Understanding

6-3

R 6-3

When a figure is transformed by a counterclockwise rotation about the origin, the x- and y-coordinates of its points change in predictable ways.

△A′B′C′ is the image of △ABC after a 180° counterclockwise rotation about the origin.

Counterclockwise Rotations About the Origin

Angle of Rotation Transformation

90° (x, y) ➞ ( -y, x)

180° (x, y) ➞ ( -x, -y)

270° (x, y) ➞ (y, -x)

Each point (x, y) is mapped to ( -x, -y):

A( - 1, 1) S A’(1, - 1)

B( - 2, 3) S B’(2, - 3)

C( - 4, 2) S C’(4, - 2)

Describe the rotation that maps △QRS to △Q′R′S′.

1. Write the coordinates of the vertices.

Q( ∣ ∣, ∣ ∣ ) S Q′( ∣ ∣, ∣ ∣ ) R ( ∣ ∣, ∣ ∣ ) S R′( ∣ ∣, ∣ ∣ ) S ( ∣ ∣, ∣ ∣ ) S S′( ∣ ∣, ∣ ∣ )

2. Circle the transformation of (x, y) that follows the same pattern as the change in coordinates from Q to Q′, R to R′, and S to S′.

(x, y) S ( - y, x)

(x, y) S ( - x, - y)

(x, y) S (y, - x)

3. Refer to the table at the top of the page. Describe the rotation that maps △QRS to △Q′R′S′.

On the Back!

4. △FGH has vertices F(2, 1), G(5, 1), and H(5, 4). △F′G′H′ has vertices F′( - 1, 2), G′( - 1, 5), and H′( - 4, 5). Describe the rotation that maps △FGH to △F′G′H′.

Name: TUTORIAL PRACTICE

Scan for6-3 Additional Practice Multimedia

1. Leveled Practice What is the angle of rotation about the origin that maps ˜PQR to ˜P°Q°R°?

y

8Q˜ R˜ 6

P 4

P˜ 2

°8 °6 °4 °2 O 2 4

Q

R

x 6 8

3. What is the angle of rotation about the origin that maps quadrilateral PQRS to quadrilateral P°Q°R°S°?

2. Is ˜X°Y°Z° a rotation of ˜XYZ? Explain.

Z y

6

Y 4

X 2 x

˜6 ˜4 ˜2 O 2 4 6 Z° X°˜2

˜4

Y° ˜6

y S R

4

2 P Q

x

˜4 ˜2 O 2 4

˜2 P° S°

˜4 Q° R°

4. Pentagon JKLMN is rotated 180˛ about the 5. Is ˜P°Q°R°a 90˛ rotation of ˜PQR about origin. Graph and label the coordinates of the origin? Explain. pentagon J°K°L°M°N°.

y

4

2

x

˜4 ˜2 O 2 4 J

˜2 N K

˜4

M L

8 y Q

4 P R

−8 −4 O 4 8 x

−4 P°

−8 R° Q°

Go Online | PearsonRealize.com 6-3 Analyze Rotations 73

https://PearsonRealize.com

6. ˜TRI is rotated 270° about the origin. 7. Higher Order Thinking Point N has Graph and label the coordinates of ˜T˛R˛I˛. coordinates (3, 4). On a quiz yesterday, Ari

incorrectly claimed that if you rotate N 180° about the origin, the coordinates of N˛ are (-4, 3). What are the correct coordinates for N˛? What was Ari’s likely error?

y

I 6

R 4

T 2

x

˜6 ˜4 ˜2 O 2 4 6

˜2

˜4

˜6

Assessment Practice 8. Rectangle W˛X˛Y˛Z˛ is an image of rectangle

WXYZ after a rotation.

PART A

What is the angle of rotation about the origin that maps quadrilateral WXYZ to quadrilateral W˛X˛Y˛Z˛?

� 90°

� 180°

� 270°

� 360°

PART B

What changes when mapping the preimage

y

6 Z Y

Y° X°

4

2Z° W° W X

x

−6 −4 −2 O 2 4 6

−2

−4

−6

to its image?

� size

� shape

� position

� orientation

74 6-3 Analyze Rotations Go Online | PearsonRealize.com


3.

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tices

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G(5

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as v

ertic

es F′( -

1, 2

), G′( -

1, 5

), an

d H′( -

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). D

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map

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Copyright © by Savvas Learning Company LLC. All Rights Reserved. 8

Name Reteach to Build Understanding

6-4

R 6-4

Reflect △ABC across the x-axis and then translate it 2 units left.

Step 1 Reflect △ABC across the x-axis.

A( - 1, 1) S A∙( - 1, - 1)

B(1, 3) S B∙(1, - 3)

C(3, 2) S C∙(3, - 2)

Step 2 Translate △A∙B∙C∙ 2 units left.

A∙( - 1, - 1) S A∙( - 3, - 1)

B∙(1, - 3) S B∙( - 1, 3)

C∙(3, - 2) S C ∙(1, - 2)

Reflect △CDE across the y-axis and then translate it 3 units up.

1. Reflect points C, D, and E across the y-axis. Label the resulting points C∙, D∙, and E∙.

2. Draw △C’D’E’.

3. Translate points C∙, D∙, and E∙ 3 units up. Label the resulting points C∙, D∙, and E∙.

4. Draw △C∙D∙E∙.

On the Back!

5. △FGH has vertices F( - 2, 1), G( - 2, 4), and H(0, 2). Graph △FGH. Then reflect it across the x-axis and translate it 3 units down.

Name: TUTORIAL PRACTICE

Scan for6-4 Additional Practice Multimedia

1. Leveled Practice Describe a sequence of transformations that maps ˜EFG to ˜MNO.

A translation units left and

units down, followed by a

across the

y G

8

6 O E F

2

N M x

˜6 ˜4 ˜2 O 2 4 6

˜2

2. ˜D°E°F° is an image of ˜DEF after a sequence of transformations.

a. Describe a sequence of transformations that maps ˜DEF to ˜D°E°F°.

b. Describe another way that you could map ˜DEF to ˜D°E°F°.

y D

E° F°

F E x

˜4 ˜2 D° O 2 4

˜2

˜4

3. Map quadrilateral ABCD to quadrilateral 4. Describe a sequence of transformations A°B°C°D° with a rotation of 180˛ about the that maps ˜XYZ to ˜X°Y°Z°. origin followed by a translation 3 units left and 7 units up.

y

6 A B

4 D C

2

x

−6 −4 −2 O 2 4 6

−2

−4

−6

y

6 X

4

2 Z

X° Y x

˜6 ˜4 O 2 4 6

˜4 Z°

Y° ˜6

Go Online | PearsonRealize.com 6-4 Compose Transformations 75


6. Map quadrilateral ABCD to quadrilateral5. Higher Order Thinking A small store is HIJK with a reflection across the x-axisrearranging their furniture. Describe the followed by a translation 4 units left andsequences of transformations they can use 2 units down.to rearrange the furniture.

y

8

6

4 D C

2 B A x

˜8 ˜6 ˜4 ˜2 O 2 4 6 8 ˜2

˜4

˜6

˜8

7. PART A

Assessment Practice

Which sequence of transformations maps ˜QRS to ˜ABC?

� A rotation of 90° about the origin, followed by a translation 3 units left, and then a reflection across the y-axis.

� A reflection across the x-axis, followed by a rotation of 90° about the origin, and then a translation 3 units right.

� A rotation of 90° about the origin, followed by a translation 3 units right, and then a reflection across the y-axis.

� A reflection across the x-axis, followed by a rotation of 90° about the origin, and then a translation 3 units down.

PART B

Describe a sequence of transformations that maps ˜ABC to ˜QRS.

yS 8

6

4

R Q 2 x

˜8 ˜6 ˜4 ˜2 O 2 4 6 8 ˜2 A C ˜4

˜6 B

˜8

76 6-4 Compose Transformations Go Online | PearsonRealize.com

Nam

e:

Scan

for

Mul

tim

edia

6-4

Ad

dit

ion

al P

ract

ice

1

. Le

vele

d P

ract

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escr

ibe

a se

qu

ence

of

tran

sfo

rmat

ion

s th

at m

aps △EF

G t

o △

MNO

.

A t

ran

slat

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4

un

its

left

an

d

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do

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TUTO

RIAL

PRACT

ICE

y G

8 6 O

E

F

N

M

x −

6 −

4 −

2 O

2

4 6

−2

2. △D′E′F′

is a

n im

age

of △DEF

aft

er a

seq

uen

ce o

f tr

ansf

orm

atio

ns.

a. D

escr

ibe

a se

qu

ence

of

tran

sfo

rmat

ion

s th

at m

aps

△DEF

to

△D′E′F′.

Sa

mp

le a

nsw

er: A

ref

lect

ion

acr

oss

th

e x-

axis

fo

llow

ed

by

a tr

ansl

atio

n 4

un

its

left

an

d 5

un

its

up

b. D

escr

ibe

ano

ther

way

th

at y

ou

co

uld

map

△DEF

to

△D′E′F′.

Sa

mp

le a

nsw

er: A

ref

lect

ion

acr

oss

th

e lin

e y =

1 fo

llow

ed b

y a

tran

slat

ion

4 u

nit

s le

ft a

nd

3 u

nit

s u

p

y D

E′

F′

F E

x −

4 −

2 D′ O

2

4

−2

−4

3.

Map

qu

adri

late

ral A

BCD

to

qu

adri

late

ral

4.

Des

crib

e a

seq

uen

ce o

f tr

ansf

orm

atio

ns

A′B′C′D′

wit

h a

ro

tati

on

of

180°

ab

ou

t th

e th

at m

aps △XYZ

to

△X′Y′Z′.

o

rig

in f

ollo

wed

by

a tr

ansl

atio

n 3

un

its

left

Sa

mp

le a

nsw

er: A

ref

lect

ion

acr

oss

th

e an

d 7

un

its

up

. y-

axis

, fo

llow

ed b

y a

tran

slat

ion

3 u

nit

s ri

gh

t an

d 6

un

its

do

wn

y

6 A

B

4C′

D′

D

C

2

B′

A′

x −

6 −

4 −

2 O

2

4 6

−2

−4

−6

y

6 X

4 2 Z

X′

Y

x −

6 −

4 O

2

4 6

Z′

Y′

−6

Go

Onl

ine

| Pe

arso

nRea

lize.

com

6-4

Co

mp

ose

Tra

nsf

orm

atio

ns

75

O

y

x 2

2 4

42

22

4

22

24 B

9

C9

A9

A0

B0

C0

B

C

A

Nam

e Re

teac

h to

Bui

ld

Und

ersta

ndin

g

6-4

Refle

ct △

ABC

acr

oss

the

x-ax

is a

nd th

en tr

ansl

ate

it

2 un

its le

ft.

Ste

p 1

Ref

lect

△A

BC a

cros

s th

e x-

axis

.

A( -

1, 1

) S

A′( -

1, -

1)

B(1,

3) S

B′(1

, -3)

C(3,

2) S

C′(3

, -2)

Ste

p 2

Tra

nsla

te △

A′B′C′ 2

uni

ts le

ft.

A′( -

1, -

1) S

A″( -

3, -

1)

B′(1

, -3)

S B″( -

1, 3

)

C′(3

, -2)

S C

″(1,

-2)

Refle

ct △

CDE

acro

ss th

e y-

axis

and

then

tran

slat

e it

3 un

its u

p.

1.

Refle

ct p

oint

s C,

D, a

nd E

acr

oss

the

y-ax

is. L

abel

the

resu

ltin

g p

oint

s C′

, D′,

and

E′.

Ch

ec

k s

tud

en

ts’ w

ork

.

2.

Dra

w △

C’D

’E’.

y4

″D

2 ′

D

D

24

E″

C″

4 x

22

O

2

22

C

4E E′

′

C2

Ch

ec

k s

tud

en

ts’ w

ork

.

3.

Tran

slat

e p

oint

s C′

, D′,

and

E′ 3

uni

ts u

p. L

abel

the

resu

ltin

g p

oint

s C″,

D″,

and

E″.

Ch

ec

k s

tud

en

ts’ w

ork

.

4.

Dra

w △

C″D″E″.

Ch

ec

k s

tud

en

ts’ w

ork

.

On

th

e B

ack

!

5. △

FGH

has

ver

tices

F( -

2, 1

), G

( -2,

4),

and

H(0

, 2).

Gra

ph △

FGH

. The

n re

flect

it

acro

ss th

e x-

axis

and

tran

slat

e it

3 un

its d

own.

Ch

ec

k s

tud

en

ts’ g

rap

hs;

ve

rtic

es

of △

F0G

0H0

are

F0(

2,

4 )

, G

0(

2,

7 )

, a

nd

H0(

0,

5)

R 6-

4 Co

pyrig

ht ©

by

Savv

as L

earn

ing

Com

pany

LLC

. All

Righ

ts R

eser

ved.

8

y 8 6 4

D

C

2 B

A

x

−8

6−

4−

2−

O

2 4

6 8

−2

H−

4 I

−6

K

J −

8

y S

8 6 4

R

Q

2 x

−8

6−

4−

2−

O

2 4

6 8

−2 A

C

−

4

−6 B

−8

5. H

igh

er

Ord

er

Thin

kin

g A

sm

all s

tore

is

rear

ran

gin

g t

hei

r fu

rnit

ure

. Des

crib

e th

e se

qu

ence

s o

f tr

ansf

orm

atio

ns

they

can

use

to

rea

rran

ge

the

furn

itu

re.

6.

Map

qu

adri

late

ral A

BCD

to

qu

adri

late

ral

HIJK

wit

h a

ref

lect

ion

acr

oss

th

e x-

axis

fo

llow

ed b

y a

tran

slat

ion

4 u

nit

s le

ft a

nd

2

un

its

do

wn

.

7.

PART

A

Wh

ich

seq

uen

ce o

f tr

ansf

orm

atio

ns

map

s △QRS

to △

ABC

?

� A

ro

tati

on

of

90°

abo

ut

the

ori

gin

, fo

llow

ed b

y a

tran

slat

ion

3 u

nit

s le

ft, a

nd

th

en a

ref

lect

ion

ac

ross

th

e y-

axis

.

� A

ref

lect

ion

acr

oss

th

e x-

axis

, fo

llow

ed b

y a

rota

tio

n o

f 90°

abo

ut

the

ori

gin

, an

d t

hen

a

tran

slat

ion

3 u

nit

s ri

gh

t.

� A

ro

tati

on

of

90°

abo

ut

the

ori

gin

, fo

llow

ed

by

a tr

ansl

atio

n 3

un

its

rig

ht,

an

d t

hen

a

refl

ecti

on

acr

oss

th

e y-

axis

.

� A

ref

lect

ion

acr

oss

th

e x-

axis

, fo

llow

ed b

y a

rota

tio

n o

f 90°

abo

ut

the

ori

gin

, an

d t

hen

a

tran

slat

ion

3 u

nit

s d

ow

n.

PART

B

Des

crib

e a

seq

uen

ce o

f tr

ansf

orm

atio

ns

that

m

aps △ABC

to

△QRS.

Ass

ess

me

nt P

ract

ice

Sam

ple

an

swer

: A r

efle

ctio

n a

cro

ss t

he y-

axis

, fo

llow

ed b

y a

90°

clo

ckw

ise

rota

tio

n a

bo

ut

the

ori

gin

, an

d t

hen

a t

ran

slat

ion

3 u

nit

s u

p.

Sam

ple

an

swer

: Th

ey c

an u

se o

nly

tr

ansl

atio

ns

and

ro

tati

on

s, o

r se

qu

ence

s o

f tr

ansl

atio

ns

and

ro

tati

on

s. A

pie

ce o

f fu

rnit

ure

can

no

t b

e re

flec

ted

in t

he

real

w

orl

d.

�

76

6

-4 C

om

po

se T

ran

sfo

rmat

ion

s G

o O

nlin

e |

Pear

sonR

ealiz

e.co

m

2

−4

Learning Activities for Grade 8 for the week of June 1st

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