RICHMOND HILL K-8 8'" Grade Math 15‘ Semester Review Learn at Home Lessons
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RICHMONDHILL K-88'" Grade Math
15‘ Semester ReviewLearn at Home Lessons
Week 1: Learn at Home Activities
Day 1: Square Roots and Cube Roots Guided notes
1. Review your notes on perfect squares and cubes. Use what you know to complete the guided notes by filling inthe blanks.
2. Complete the practice questions on pages 6 and 7 make sure you show yourwork.
Day 2: Finding and Estimating Square Roots Puzzle
1. Complete the puzzle estimating the square roots of non-perfect squares.2. Start at the start box solve and shadein the answersuntil you get to the end box.
Day 3: Integer Review Practice
1. Sum & Difference Squares. Solve the puzzles by using integers between +100 and -100to find the sum ordifference your 2 numbers should equal the answersin the circle on the outside of the box for each row andcolumn.
2. Product & Quotient Squares. Solve the puzzles by using integers between +100 and -100to find the sum ordifference your 2 numbers should equal the answersin the circle on the outside of the box for each row andcolumn.
Day 4: Exploring laws of Exponents Guided Notes
1. Complete the guided notes by exploring each exponent laws. Makesureyoufill in all the blanks, boxes, andcharts using what you know about each exponentlaw.
Day 5: Exponent and Equation Choice Board
1. Use the choice board to select 3 activities to complete eithervertically, horizontally, or diagonally.
Week2: Learn at Home Activities
Day 1: MathSkills Drill
1. Complete the questions 1-20 make sure you show your work in the box with each equation.
Place your final answers in the boxes ontheright handside of the paper.
Day 2: Multi-Step Equation Review
1. Complete the equationtrain starting with question1.
2. Find the solution then use the solution for question 1 to substitute in for the variable in question number 2 andso on until you get to question number10.
3. Don’t forget order of operations (PEMDAS)
Day 3: Pythagorean Theorem
1. Complete the Pythagorean theorem guide notesonthefirst page front and back.2. The 2" pageis a cut andpaste to create a flip book using what you did on thefirst page.
Day 4: Volume of Cylinders, Cones, and Spheres Practice
1. Find the volumeof each shape using the approximation 3.14 for pi.2. Complete the Vocabulary word searchandfill in the blanks using the word bankprovided.
Day 5: Volume of Cylinders, Cones, and Spheres Cut, Paste, Match
1. Cut out each square and match the measurements with the answers and thecorrect units.
2. Glue each set together on a sheet of notebookpaper.
SigaranMakeSenseofMath2018
SquareRoots
and
CubeRoots
GuidedNotes
Vame
SOOsales
Lldss
SquareRootsandCubeRoots
Let’ssaywehave
asquarewith
aside
length
of3
units.
Tofi
ndth
earea
ofthesquare,find
theproduct
ofand
.Anotherwayto
write
thisis
whichmeans
Notice
thatwe
aredealingwith
asquare
here,thus
theterm
isused.
Now,let’s
saywe
knowthearea
ofasquareis
16
unitssquared.
Todeterminethe
area
ofthesquareweneedto
determinewhatnumber
squaredequals
=.Anotherwayto
write
this
is
Thesquareroot
symbol
lookslike
this
square
root
symbolmeans
.Explainwhatthe
Canyou
calculatethesquare
root
ofanegative
number?
Explainyourreasoning
Asquare
hasanareaof
25
units?.
Explainhowto
determinetheside
length
ofthesquare.
s=
=
Practice:Determine
theside
length
ofasquaregiventhearea.Showyourwork
usingthesquare
root
symbol. A
rea=100
units2
Area=49
units2
Area=81
units?
Notes:
(©M
Siga
ranM
akeS
ense
ofMa
th20
18Ma
Vame
Class
vame
Class
SquareRootsandCubeRoots
SquareRootsandCubeRoots
*Now,let’s
saywehave
acu
bewith
aside
length
of2
units.
Tofi
ndthevo
lumeof
acube
wewillfind
theproductof
and
and
.Anotherway
towriteth
isis
whichmeans
.Notice
thatwe
are
dealingwith
cube
shere,th
ustheterm
.
¢Primefa
ctor
izat
ioncanhe
lpyou
simp
lify
squarerootsand
cuberoots.
Aprimenumberis
List
the
firsttenprimenumbers
¢Prime
factorizationis
*Now,l
et’s
saywe
knowthe
volumeofa
cubeis
64
units?.To
determinethevolumeof
thecubeweneedto
determinewhatnumber
cubedequals
=.Anotherway to
write
this
is.
¢Primefa
ctor
thefollowingnumbers:
24
44
80
*Thecubero
otsymbol
lookslike
this
cube
root
symbolmeans
.Ex
plai
nwhatthe
¢Primefa
ctor
izat
ion
ishelpful
ifyoudonotknowtheroot
ofanumber.
Ifyouar
epr
ime factoringto
find
thesquareroot
ofanumber,
you will
look
for
ofprimenumbers.
Forexample
ifyouwantto
determinethe
/225
youca
nprime factor225wh
ichmi
ght
lookli
keth
e225
foll
owin
g.Notice
that
thereis
apair
ofanda
\9
apa
irof
.Th
eref
oretheJ225
=(5)(3)
=15
JY\
VAN
55
33
°Ex
plai
nhowthe
cuberootis
diff
eren
tthanthesquareroot
*Can
youcalculatethecuberoot
ofanegative
number?
Explainyourreasoning
*Ifyouar
eprimefactoringto
determinethecuberoot
ofanumber,
you will
look
forgroupsof
ofaprimenumber.
Forexample,ifyouwant
tode
term
ine3/216yo
uca
nprime factor21
6which
might look
like
the
foll
owin
g216.
Circle
thegroupsof
threeprimenumbers.
fie
Ther
efor
e,the
3/216
=(2
)(3)=6
ZN
254
7
*Acubehasa
volumeof
8units?.
Expl
ainhowto
determinetheside
length
ofthecube.
s=
=
CUBE ROOTS
Prac
tice
:Determinethe
side
length
ofacubegiventhevolume.Showyour
workusingthecube
root
symbol.
\ 27
vA
Volume=125
unit
s?Volume=1000
units?
Volume=
1units?
Fa eo -— Ee IM 7 @ c < fat ae Pe Oo
ae
Notes:
Notes:
Siew
23
Dw sess
ntnisc
cniieo
nte
Nadine
Lldss
Vame
lass
SquareRootsandCubeRoots
SquareRootsandCubeRoots
°Perfectsquaresare
Theop
posi
teof
squaring
anumberis
calculatingthe
Theopposite
ofcubing
anumberis
calculatingthe
List
the
firstten
perfectsquares
x?=81,to
algebraicallysolveforxwe
needto
cancel
outthesq
uare
d.Todo
so,wewilldotheop
posi
teof
squa
ring
which
istaking
the
. ¥x?
=/g
iThesquare
root
and
squa
red will
cancel
sonowtheequationsre
ads
x=/81.
Inotherwo
rdsthisis
asking
what
numbermultipliedby
itself
equals
.Notethat
ther
eareactually
two
numbersthatsatisfy
this
cond
itio
nand
.Thesolutionsare
writtenas
x=
.
ePerfectcubesare
List
the
firstfive
perfectsquares
*Havingknowledgeaboutperfectsquaresand
perfectcubesis
usefulin
determiningthesquarerootsand
cuberootsof
rational
numbers.
Wewantto
determinethev0.04
,we
notice
that
4is
aperfectsquare.
The
squarerootof4is
,and
wenoticethat
thereare
decimalplaces
thereforeeach
factorwillhave
decimalplace.
v0.04
=
Now,let’s
look
attheeq
uati
onx=9
Solvefo
rxbytaking
the
ofboth
sides.
Now,youreq
uati
onis
.Whatnumbers
mult
ipli
edbythemselvesequals
—?Thereforex=
1 i
calon
x?=
8,to
algebraicallyso
lveforxweneed
tocancel
outthecubed.
Todo
so,we
willdotheop
posi
teof
cubing
whic
his
taking
the
.2
=98Thecuberoot
and
cubed will
cancel,so
nowtheeq
uati
onreadsx=
¥/8
.In
otherwords,this
isasking
whatnumber
mult
ipli
edby
itself
thre
eti
mesequals
.Thenumberthatsa
tisf
ies
this
condition
is.Would
-2also
work?
.Explainyour
reasoning
°*Now,we
wantto
determineie
Wenoticethat
isaperfect
cube.The
cuberoot
of27
=.ieee
=27
Practice:
Simplify
thefollowingroots
a0.25
936
0.008
Theso
luti
onto
theeq
uati
onx?
=8
isx=
;
Now,let’s
look
atth
eeq
uati
ony?
=0.064.
Solveforybytaking
the
.Nowyourequationis
¥Whatnumbermultiplied
byitself
thre
etimesequals
0.064?
Ther
efor
ey=
,Explainhowyoudeterminedth
ecube
rootof
0.064
¥0.001
m0)
e @ , e mn ZO Da a! O ze > o
whee e Oo my
Ea = 7) ce e — ~e =e ) ee
Notes:
Notes:
Siga
ranM
akeS
ense
ofMa
th20
18>
‘©M
Siga
ranM
akeS
ense
ofMa
th20
18
Vame
Class
vame
Liass
SquareRootsandCubeRoots
SquareRootsandCubeRoots
Prac
tice
:Solvethefollowingequations.
Show
yourwork.
#1—4Fi
ndth
esi
delengths.
Showyourwork.
a*=16
c2=0.25
1)Fi
ndth
esi
delength
ofasquare
2)Find
theside
leng
thof
asquare
with
area
36
in2
with
area
121cm?
=1
y=
10,0
003)
Find
theside
length
ofacu
be4)
Find
thesi
delength
ofacu
be
with
volu
me8ft?
with
volume27m3
f8=-216
h3=0.027
#5—8Solvetheeq
uati
ons.
Show
yourwork.
5)x=
144
6)y=0.81
m3=_1_
n3=8,000
7)x3=-1,000
8)y= 216
ae 2 |}— 6 < a4 ie
anal ze Zz 2 rer O ei <
EQUATIONS WITH ROOTS
Notes:
Notes:
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67
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Beginning at “START”, find each perfect square root
(2)} 400 |=)
ey
Find ¢ Estimating Square Roots Mazeor closest estimate of the square rootto find a path to the end.
Sum&DifferenceSquares—
INSTRUCTIONS:Fill
inalltheboxes
intheSumor
Difference
Square,using
integers
between-100
and+100
only,so
that
each
horizontal
rowcreatesthe
correctsum/differenceasshown
inthecirclesonthe
righ
tside
(subtractleftto
right),and
eachvertical
columncreatesthecorrectsum/difference
asshown
inthecirclesat
thebottom
ofthesquare
(subtracttopto
bottom).
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(+3)
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INTEGERS!
INSTRUCTIONS:Fi
llin
allthebo
xes
inth
ePr
oduc
tor
Quotient
Square
soth
ateachho
rizo
ntal
rowcreatestheco
rrec
tproduct/quotient
asshown
inth
eci
rcle
sontheri
ghtside
(wor
kle
ftto
righ
t),andeachve
rtic
alcolumncreatesthe
correctpr
oduc
t/qu
otie
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thebottom
ofthesq
uare
(worktopto
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ExploringLaws
Of
Exponents
Names
Date:
Block:
KeyQuestions:
Whatarethelaws
ofexponentsandhowdo
|usethem
tosimplify
expressions?
Product
Rule
Completethetablebelowwith
apartner.
Thenanswerthequestionsthat
follow.
Expression
_|
ExpandedForm
32. 3
5:
2-28
bs
.bs
3-3°3-3-3-3-3
Expo
nent
ialForm
3“a
1.
Lookat
thetableabove.
Comparethefirstand
thirdcolumn.
Describe,usingwords,the
relationship
that
youseebetweenthem.
2.Useyour
observations
fromtheprevious
question
tofil
lin
theboxandcomplete
themathsentence
below.
3.The
rule
youdiscovered
inthequestion
aboveis
called
the“product
rule.”
Useit
tosimplify
the
expressionsbelow.
a.26.28
b.(-7)?
- (-7)-(-7)§
c.m-m®
-m®
Power
Rule
Expression
ExpandedForm
(57)?
(8°)*
(x?)*
Completethetablebelowwith
apartner.
Thenanswerthequestionsthat
follow.
(5-5):
(S-5)-(5-5)
ExponentialForm
56
1.Lookat
thetableabove.
Comparethefirstand
thirdcolumn.
Describe,
usin
that
youseebetweenthem.
9words,the
relationship
2.Use
yourobservationsfromtheprevious
questiontofill
intheboxandcompletethemathsentence
below.
~—_
(a™)yr=
3.The
rule
youdiscovered
inthequestion
ontheprevious
pageis
called
the‘pOwer
rule.”
Use
itto
simplify
thequestionsbelow.
a:(74)
b.(k17)2
Cc.(w100)20
Quotient
Rule
Completethetablebelowwith
apartner.
Thenanswerthe
questionsthatfollow.
Expression
_|
ExpandedForm
6? 6t
ExponentialForm
6-6-6-6-6-6-6-6-6|6-6-4KKK
6-6-6
6-6-6-6
-=6:-6-6-6-6
6
1008
1002 t15
at
1
,Lookat
thetableabove.
Comparethefirstand
thirdcolumn.
Describe,usingwords,
that
youseebetweenthem.
the
relationship
2.Use
yourobservationsfromthe
last
questionto
fillin
theboxandcompletethemathsentence
below.
3.The
rule
youdiscovered
inthequestion
aboveis
called
the“quotient
rule.”
Useit
tosimplify
thequestionsbelow.
16”
143.47
a.Te
b.yo
~wes
45
Cc.
Power
Of
aProduct
Completethetablebelowwith
apartner.
Thenanswerthequestionsthat
follow.
Expression
_|
ExpandedForm
(2+5)?
©
Julie
Casola“CasolaClassroomCreations,”2015
(2-5)-(2+5)-(2-5)=
2-2-2-5-5-5
ExponentialForm
(3x)*
23.53
©JulieCasola“CasolaClassroomCreations,”2015
(72y3z*)?
1.Lookat
theta
bleabove.
Compare
thefirstand
thirdcolumn.
Describe,usingwords,
the
rela
tion
ship
that
youse
ebetweenthem.
2.Use
yourobservationsfromth
elast
questiontofi
llin
theboxesandco
mple
tethemathse
nten
cebelow.
LJ(xy)?=x
y
3.Thelawyo
udi
scov
ered
inth
equ
esti
onabove is
call
edthe‘pOwerOf
aproducf.”
Use
itto
simp
lify
thequestionsbelow.
a.(3
-5)’
b.(17w)?
c.(2a3b?°)?
Power
ofaQuotient
Completethetablebelowwi
thapa
rtne
r.Thenanswerthe
ques
tion
sthatfollow.
ChoiceBoard:
You
mustpick3itemstodo
onthis
tick-tack-toeboard,
either
vertically,horizontally,or
diagonally.
This
paper,alongwith
yourchoicesdone,wiltoc
Tuvneadtn
ueanretool
schoo).
Solveand
showallyour
work
.Circle
youran
swer
.
%9
=1342
88
Writetheequation,show
allyourwork,
and circle
youranswer.
**Thesquareandthe
equi
late
raltr
iang
leat
the
bottomhavethesame
peri
mete
r.Find
the
leng
thof
thesi
desof
the
triangle.
X+5
3x
Solveand
showallyour
work
.Circle
youranswer.
3(9—8x
—4x
)+8(3x
+4)=11
Expr
essi
onExpandedForm
ExponentialForm
on
on
32 52
om |i
mn jun
@)
wn
wn
G)
2
(-5)
1.Look
atthetableabove.
Comparethefirstand
thirdcolumn.
Describe,usingwords,
the
rela
tion
ship
that
youse
ebetweenthem.
2.Useyour
obse
rvat
ions
fromth
epr
evio
usqu
esti
onto
comp
lete
themathse
nten
cebelow.
(2)_A
ys
3.Thelaw
youdiscovered
inthequestion
abov
eis
call
ed“*POWerOf
aquotient.”
Use
itto
simp
lify
thequestionsbe
low.
8a
c.(-$)
a.(:)"
b.(#
.
©Ju
lieCasola“CasolaClassroom
Creations,”2015
Develop
aco
lorcodethat
high
ligh
tseachstep
for
solv
ingthis
equation.
5(x-2)+3=7x+9
Developanactivity/game
that
canbe
doneis
class
usin
gmu
lit-
step
equations.
Usethe
prob
lemsfromyourwork
text
asqu
esti
onsforthe
activity/game.
Workout
theanswersandshow
thewo
rk.
Erroran
alys
is:look
atth
is
prob
lem.
Decide
wherethe
error
is.
Explain
inwords
whatwas
doneincorrectly
and
theysolvetheproblems
corr
ectl
y.
A(x+7
)=-12
4x+28
=-12
-28
-28
4x=-16
44
x=-4 Writealetter
toanother
studentex
plai
ning
how
toso
lveth
isalgebraic
equation.
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84
Createafo
ldab
leor
grap
hicorganizerfor
solvingmu
li-s
tep
equa
tion
s,include
someexamples.
Write3mu
lti-
step
equationsonyour
own.
Explainhow
yourgo
ttheanswers
inwordsand
showall
yourwork.
Iftheyar
e
reallygoodexamples,
youmightse
ethem
ontheun
ittest.
vine.
Math
Skill
Drill
(2)
Simplify:
2x-4.4x-1.9x
Solv
e:
03x-l6s23
54.77+65.252=
173.63
-44.793
=
4)310.1
Original:$150.00
Tax:
8.25%
Determine
the
finalprice:
Original:$150.00
Discount:333% D
eterminethe
finalprice:
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toDiscover
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Nix)
-2019
=)
st
oo
(-!I)(-
IS)=
17)
Evaluate:
324
Solvefor
x:
5X
\
6x+4
0)
Evaluate:
21437
5-1]
72
is75%
ofwhat
number?
©Free
toDiscover
(Amanda
Nix)
-2019
Name Date
Equation Chain Worksheet
Directions:Solve the first equation & substitute your solution for a to solve the next equationfor b. Repeat & solveall the equationsin the chain. You should get the samesolution for a inthe last equation as you didin thefirst!
1) = 7 a=5
2) -8h+a=92 b=
3) b=5+ = C=
4
4) -d-42=c d=
5) <-d= -10 e=
—2fte _ 6)
7) 125=f- 4
8) 3g ==-4
h
89) -2i+ 16=
10)Va+13+4= 1
Name
Date Period ___—s Teacher
Pythagorean The Theorema 2, 2Theorem 64 [p%#= 6
where a and
b
arethe lengths of iathe , and cis the length
of the ‘ Label the legs and hypotenuseontheright triangles below.
Labelthelegsandhypotenuse.
Proveit!
This angle measures *,Since it measures °, thisisa triangle. We can usethe Pythagorean Theorem fo find a missing o
length for a triangle.
FF
Find the length of each leg and labelthem on the diagram at the right.Find the length of the hypothenuseand labelit on the diagram at theright. Substitute those values intothe Pythagorean Theoremin the
Find the area of each square andlabel the areas on the diagram at
the right. Use the space below to setthe sum of the areas of the squaresthat are attached to the legs equalto the area of the squarethat is
space below. attached to the hypotenuse.Is thestatementtrue?
Q Tecan explain a proof of the Pythagorean Theorem. ek oe
Name Date Period Teacher
Prove It: Pythagorean Theorem
Use the Pythagorean Use the PythagoreanTheorem to determine Theorem to determine
whetherthe triangle with whether the triangle withthe given side lengthsis a the given side lengthsis a
right triangte. right triangle.24 25 15 17
7 8
Ts this a right triangle? YEs No Is this aright triangle? YES No
Use the Pythagorean Use the PythagoreanTheorem to determine Theorem to determine
whetherthe triangle with whether the triangle withthe given side lengths is a the 9iven side lengths is a
right triangle. right triangle.
61 41so q
11 4o
Is this a right triangle? yes No Is this aright triangle? yes No
O Tean proveif a triangle is a right triangle or not using the Pythagorean Theorem.
Period. Teacher
Name
Practice MakesPerfect: Pythagorean Theorem
5 61
x 42 :
5 :~ od2 o 11
2 2 xuv % a
12
: 26 :2 2 oy2 2M $ x‘3 ‘oOu x u
Adding anotherstep... Adding anotherstep...
Find the lengths of two legsof the right triangle using theCoordinate 9rid. Then, use thePythagorean Theorem tocalculate the length of thehypotenuse.
Find the lengths of two legsof the right triangle using theCoordinate grid. Then, use thePythagorean Theorem tocalculate the length of thehypotenuse.
Q Tean solve for a side len9thin a right triangle using the Pythagorean Theorem.
OrganizeYourInformation:PythagoreanTheorem
=
Example
The
@)
(3)
The
An
heorem
Proof
IAAL
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[ocsccecesescssssseccsssscssssssssssscsssscessusecsteecerscceece,
>
Usethediagrambelowtoprovethe
Solveforthemissingsidelengthofa
WhatisthePythagoreanTheorem?
PythagoreanTheorem.
righttriangle
inthespacebelow.
Whateanyou
useittofind?
a
Cutalong
thesolid
linesofthethreefilefolderoutlines.Cutalong
thesolid
linesofthethreefile
inserts.Stackthe6piecesofpaperin
theorderthattheyshouldappear.Foldthe6stacked
piecesalongthedotted
lineandstaplebelow
theline
inordertocreateyour
minhi-filebook.
Complete
thefileinsertsforreviewofthePythagoreanTheorem.
Volume
ofCu
lind
ers,
Newe
2Ur
:Co
nesand
SpheresPr
acti
ce
Volume
ofoy
inde
rsNae
Cone
s+Spheres
Vocabulary
Directions:
Calculatethevolume
ofthe
cylinder,coneandspherefortheproblems
listed
below.
Label
allofyour
answerswith
theappropriate
unitsandshowyour
work!Use
3.Hfor
7.Roundyour
answers
tothenearest
tenth.
Directions:Readthevocabulary
definitionsbelow.
Usethewordbank
toselect
thecorrect
wordfor
eachdefinition.Usea
highlighteror
marker
tofind
theword
inthepuzzle.
BASE
HEIGHT
FACE
SOLID
FORMULA
VOLUME
PRACTICE
3
CYLINDER
CONE
SPHERE
NET
VOLUME
)radius
=2feet
heig
ht=4feet
2)radius=4
feet
|
V-2r7h
V=4nrth
V=Aer
height
-8feet
3
)
Athree-dimensionalshape.
such
asa
ball
,whosesurfaceconsists
of
allthepoints
that
areagiven
distance
fromthecenter
ofth
eshape.
2)Theamountofspace,
orthecapacity,ofath
ree-
dime
nsio
nalshape.
3)Thebottomfaceofathree-dimensionalshape.
4)A
thre
e-di
mens
iona
lshapewith
acircular
endandapointedend.
5)A
three-dimensional(3D)
object.
6)Apolygonthat
formsoneofth
efl
atsurfacesofthesome
three-dimensionalshapes.
7)Apatternthat
youcancutand
fold
tomakeamodelofa
soli
dshape.
8)A
solidwi
thtwocongruent
circ
ular
base
sthatlie
inparallel
planes.
9)Thelength
ofape
rpen
dicula
rli
nedrawnfromonevertex
totheopposite
side
.10)Agroupofmathematical
symbolsthat
expressarelationship
orthat
areusedto
solv
eaproblem.
O
3)radius:6feet
|
\V-qr2h
V-1nrh
Veter
height
= I2 f
eet
8a
Examineyour
answersforeachproblem.
Whatconclusionscanyoumake? uw }COyK |e [m/e IS [wm lala tw
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Cie le
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IT
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F Y K W C E D G E D V
TThe
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ST
Cut out each rectangle so that you can matchthepicture with the description, the volume and the correct units. Gluethe matchingpieces to a sheet of paper in the above order. Use 3.14 for 4, and roundto nearest tenth.
stvetgceanel pee A conethatis 226.1 cubic feet12 across and
6 high.
tower ffThe A cylinder 14130 cubic inchesee thatis 8
~ across and 13
seroF A spherethat 4239 cubicis 18 across centimeters
ball A cylinder 653.1 cubic feetthat is 4 high
and 12 across
Cae A sphere that 3052.1 cubic feetsee is 30 across.
wae A conethatis 452.2 cubic30 across and centimeters
18 high.
oy
RICHMONDHILL K-88'" Grade Physical Science
15' Semester ReviewLearn at Home Lessons
Week 1: Learn at Home Activities
Day 1: States of Matter Guided Reading
1.
Day 2:
Day 3:
Day 4:
Day 5:
Read and annotate the text. Numberthe paragraphs, underline key terms, highlight definitions, and circle any
other important information.
Complete accompanying activities.
Properties of Matter
Read the notes pages.
Complete the guided notesactivity.
Density is an important physical property of matter use what you knowto solve the problem.
Physical and Chemical Changes
Complete the worksheetusing your notes and what you know about chemical and physical changes.
Physical and Chemical Changes Color by Number
Read each description and determineif it is a physical or chemical change. Then color the picture based on youranswers.
Week2: Learn at HomeActivities
Day 1:
1.
2.
Day 2:
1.
Day 3:
1.
Day 4:
1.
2.
Day 5:
1.
2.
Atoms, Elements, Compounds, and Mixtures
Read the notes pages.
Complete the guided notesactivity.
Classification of Matter
Fill in the graphic organizer with definitions and examples.
All about matter study guide
Complete the study guide based on what you know aboutmatterandit interactions.
Intro to the Periodic Table
Read the notes pages
Complete the guided notesactivity
Periodic table
Colorthe periodic table using the notes from day 4. Follow the directions at the top of the page
Complete the periodic table license plate activity on a separate sheet of paper. Be creative.
ST
ATES
OFMATTER
Name:
Matteris
allaroundyou.It’s
anything
you
cantouchorfeel.
Determineifeach
ofthe
1thingslisted
atthe
rightis
oris
notmatter.
2 3
DESK
YES
orNO
WATER
YES
orNO
After
youfinishcategorizing
the10
items,
.AIR
YES
orNO
checkyouranswers
atthebottom
ofthe
4.LIGHT
YES
orNO
next
page.How
didyoudo?
5.YOURBODY
YES
orNO
6.BACKPACK
YES
orNO
7.DIRT
YES
orNO
Whatis
Matter?
Nowthatwe
knowthat
matter
can
lookalot
:of
differentways,let’sdive
deeperintowhat
itis.Everything
inthe
universeis
either
&,SURE
reserBO
matter
(thingswecantouch)
orenergy
(the
9.PAPER
YES
orNO
powerto
moveor
change
matter).
Ifyou
10.THESUN
YES
orNO
missednumber4,that’sbecause
light
isan
example
ofenergy.You
can’ttouchit.The
rest
ofthe
thingslisted
areallexamplesof
matter.
Matter
ismadeupoftiny
particlescalled
atoms.Theseparticlescancombine
with
otheratoms
tobecome
molecules.
Forexample,twohydrogenatomsandanoxygen
atomcancombine
tocreate
awatermolecule!The
qualitiesof
theobjectsaround
youdependonwhatkind
ofatomsthey
aremade
ofandhowthoseatomsare
arranged.
Your
deskis
firm
whilethewater
inyourbottle
isable
to:slosharound.Thereason
forthesedifferencescanbefound
atamolecular
level.Thedeskandthewaterare
made
ofdifferentkindsof
atoms.Butwhatif
wefreeze
thewaterto
becomeassolid
asthedesk?Howdoyou
explainthat?
Matter
ChangesState
Heatisameasure
ofhowfast
the
particlesof
asubstance
aremoving.Whenparticlesaremovingreally
fast,that
substancecanbecalled
“hot.”When
particlesaremoving
Slow,wecallit
“cold.”Asolidhasthelowest
resting
temperature ofallthestates
ofmatter.Thatmeans
thatits
particlesarebarely
moving.Forthatreason,they
can
becomevery
closelypackedtogether.This
givesthesolid
thetough
qualitythatweexpectfromwood,glass,and
SOLID
other solid
times.
Asenergy
isaddedto
thesolid,the
particles
will
begin
tomovefaster.Theywill
vibrateand
shiftaround.Sometimes,they
mayeven
breakout
ofthe
solidstructure
©LaneyLee
STATES
OFMATTER
Name:
theyhadformed,and
enterintoamore
flexible,or
fluidstate.
Theprocesswe
are
describing
iscalled
melting.
Meltinghappenswhenevera
solid
isheated
tothepoint
thatits
particlesbecome
soactivethatthey
no
longerhold
theirshape.
Different
substancesmelt
atdifferenttemperatures.
Scientists
call
this
itsmelting
point.
Liquidsare
inastateof
matter
with
amid
levelrange
ofheat.Theirparticlesarefreely
movingaround,andare
definedby
theirtendencyto
take
theshapeof
whatever
object
they
arecontained
in.Theatomsandmoleculesof
aliquid
are
stillnotmoving
fast
enoughto
escapegravity,
though.
Whenenoughheatisadded
toliquid,the
particlesspeedup
evenmore.
Eventually,they
maybreakfree
from
gravity’s
grip
and
floatfreely
aroundwhatevercontainerthey
arein.
LIQUID
This
processofturning
liquid
togas
isknownas
evaporation.Agashasthemost
energyofallthestates
ofmatter,and
that
meansthatits
particlesaremoving
thefastest.
The
particlesmove
sofastandthey
expand
tocompletely
fill
anycontainer
theyarein.
Matter
canchangestatein
the
otherdirectionas
well.
Whenasgasis
cooledenoughit
will
return
toa
liquid
State
inaprocessknownascondensation.Thisis
the
GAS
processthatis
responsibleforturningcloudsto
rain.
Liquid,when
cooled,canreturn
toa
solidstateas
well.
Asits
particlesslowdown
they
eventually
reform
asolidstructure.
This
processis
knownasfreezing.
HowCommonare
StateChanges?
Everysubstancecanbecomeall3
states.Even
rock
canbecomeliquid,whichwe
seehappennaturally
involcanoes!
Ifweheatedthemevenmore,they
would
becomea
gastoo.
Usually,
innature,temperaturesdon’tgethigh
orlowenoughfor
manycommonitemsto
changestates.
Water,
onthe
otherhand,easily
changes
stateeven
atcommon
Earthtemperatures.
It’s
notunlikely
toencountersolid,
liquid,andgas
waterall
inthesame
day!
It’s
consideredaspecialqualityof
waterthatitcanchangestateso
easily.Withoutit,the
watercycle(which
supportsalllife
on
Earth)
would
ceasetoexist.
'?YAGWNNLdFOXIYALLYW
SIONIHLAYSAZ
@©LaneyLee
STAT
ESOF
MATTER
Name:
STATES
OFMA
TTER
Name:
Givethecorrectdefinition
forthefollowingchangesin
stateof
matt
er.
Thegraphbelowshowsa
substancechangingstateasthetemperaturedrops.
Studythegraph
toanswerthe
ques
tion
sbelow.
an
TemperaturevsTime
GAS
whha
n ben
ede
ceebendennahe
eede
csah
encd
ecec
heca
dacc
chac
cduc
sche
cedo
cce
LIQUID
Uisb
decccbene
deeneben
edecneh
enedecncbo
edawesbeeedanenbeeed
ritbro
tbirde
esbeee
dieecb
eeedec
ebonef
ecssbe
enfese
ebeend
ones
SOLID
LIQUID
0T
.t
az,
TT
,
>4b
020
40#60
8010
0120
140
~=«
160
Time(m
in)
LIQUID
SOLID
cP
1.At
whichpoint
inthegraph
isth
esubstanceagas?
GAS
'’
'‘
1'
’’
''
1'
200ew
_Bhaedeneneemebendeebeedeneabeeedemee
denne
’'
''
'.
’.
,'
'‘
1:
‘:
1‘
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''
1:
wonercreedetepen
dennepenneneepen
edeneebendeebeee
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4'
:'
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''
150
hecededwbBBLS
7e
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egtig
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dene
nben
edee
nebe
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edee
e dee
e epee e
deeeabene
a'
¢‘
11
‘wdewee
Puwnwboondec
ed
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'iq
®:
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suseREPSGuieepeeeaeeespceeese
‘°
,:
'‘
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t:
whe ebe
,‘’taig eepees ke
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7®a
11
J-- F-H-
LIQUID
2.At
which
poin
tisita
liquid?
..
.At
which
pointis
ilid?
Drawthe
behaviorof
thepa
rtic
lesin
each
state.
3:Alwhien
paint
(6Itasold
4.Wh
ereis
condensationhappening?
5.At
whattemperature
doesthissubstancebegin
tocondense?
6.Whereis
freezing
happening?
7.At
whattemperature
doesthissubstance
beginto
freeze?
SOLID
LIQUID
GAS
©LaneyLe
e
@©LaneyLee
STATES OF MATTERCut out the examples below. Glue the objects undertheir correct state of matter.
SOLID LIQUID GAS
Name:
reseeee ee ewes eee epee eee eeeeeepeeeee
Peeeeebeeekeeel
ses ee ee ee eee eee eee eb eee eee se eee eee eee eke eee eee ee ee eel
_SMOKE_SNOW:BONE|MILK}JUICE|HELIUM
RAIN AIR GLASS
1/7/2021
PROPERTIES
OFMATTER
Howwecantell
‘stuff’apart
WHAT
AREPROPERTIES?
*Properties
arequalitiesof
matter
*Physical
properties
-whatcan
| observe
with
m'*Chemical
properties-what
doesit
reactwith?
*Canbe
quantitative
orqualitative
*Quantitative
—-Canbe
assigned
anumberor
value,
objectivemeasurement
*Qualitative-Can
notbe
assigned
anumericalvalue,
subjective
description
*Can
help
usidentifywhat
asubstance
ismadeof
*Someproperties
arespecific
togivensubstances
1/7/2021
ISIT
PHYSICAL
ORCHEMICAL?
|Matter|
No
|
Arethese
properties
determined
|Yes
=withoutchanging
theidentity
ofthe
|substance? No
JYes
———
Does
thep
ropertiesd
epend
[Ho
wdoes
the
[__o
namount
ofsu
bsta
nce?
Lon
emount
of
substance?
Melt
ingpoi
nt*
Bolling p
oint
*Density
:Air
*In
tens
ive P
hysical P
roperty
:
L_
PHYSICAL
PROPERTIES
Extensiveand
Intensive
1/7/2021
MALLEABILITY
*Malleability
meanshowmucha
substancecanbe
hammered
flat
orbent
BRITTLENESS
¢Brittleness
iswhetherasubstance
will
break
withlittle
strain
°Example:
Glassbreaking
ualitative
1/7/2021
DUCTILITY
°Ductility
isthe
abilityof
asubstance
tobe
drawn
into
awire
*Example:
Copper
canbe
madeinto
wire
sea
sily
uali
tati
ve
‘ThisP
hoto
byUn
know
nAut
horI
slice
nsed
underCC
BY-NC
VISCOSITY
*Vi
scos
ity
isthethickness
ofa
liquid
orhow
slowly
itpo
urs
*Lo
wvi
scos
ity:
Wate
rMs
°High
viscosity:
Honey
uali
tati
ve
‘ThisPhoto
byUnknown A
utho
r Is l
icense
d und
er
CC
BY-NC-ND
1/7/2021
CONDUCTIVITY
°Conductivity
ishow
well
asubstance
transfersheat
and/or
electricit
*Goodconductor:
C*Badconductor(good
insulator):
Ceramic,
rubber
ualitative
LUSTER
*Lusterishowshinyan
objectis
*Example:
Fool's
Gold
(pyrite)
hashigh
luster
ualitative
1/7/2021
STATEOR
PHASE
°Thestateor
phaseofthe
matteris
whetherasubstance is
asolid
liquid,or
gas
°Example:
Wateri
temp
erat
ure
ualitative
liquid
atroom
This
Photo
byUn
know
nAuthor
islic
ensed
under
CC
By-S
A
DENSITY
*Density
istheamountofmass
ina
iven
volume
ofasubstance
*Example:
500gof
feathers
and500g
ofbricks
have
thesame
mass,b
utthe
feathers
will
take
upmore
space
*Density
ischaracteristic
ofthe
substance
°Canbe
calculated
usingd=m/v
*Quantitative
LowDENSITY
porticlesa
relo
osel
ypacked
‘Together
=mo
resp
ocebetween
(Will s
ink e
asily,
eg.
iron
nail)
{Wil
l float
more
easily
, eg
woed
)
1/7/2021
CHEMICAL
PROPERTIES
How
doesit
react?
REACTION
WITH
ACID
¢Do
esit
reactwhenexposedto
acid?
*Baking
soda
reacts
with
acetic
acid
(vinegar)to
producecarbon
dioxide
gas
*Metalswi
llreactwith
acid
toproduce
hydrogen
gas
*Su
garr
eactswith
sulfuric
acid
tocreate
abl
ackpillar
1/7/2021
FLAMMABILITY
°Flammability
ishow
easi
lya
substanceburns
¢Ex
ampl
e:Ga
soli
nebums
very
easi
lan
d is
ther
efor
equitefl
amma
ble.
This
Photo
byUn
know
nAut
hori
slice
nsedu
nder
CCBY.SA
CORROSIVITY
*Corrosivity
isthe
abilityof
asubstance
todegradean
othe
r object
*Ex
ampl
e:Salt
waterca
usin
giron
toru
st
1/7/2021
ABOUTTHIS
RESOURCE
Thankyoufor
purchasingthis
resource!
Ifyou
liked
it,checkout
mystore
for
more
awesomes
cienceteaching
tools!
Content©
K.Corey2017,a
llrights
reserved.
Permission
toCopy
andelectronic
distributionlimited
toone
classroom
only;additionallicenses
availableon
TeachersPayTeachers.com.
Credits:
+Fontsused
areAr
ialNarrow
and
KGAll
ofMe
(available
from
Kimber!
NOTES:
PROPERTIES
OFMATTER
Name:
WHATARE
PROPERTIES?
°Properties
are
ofmatter
*Physical
properties
—
*Chemicalproperties
—
*Canbequantitative
orqualitative
.—Canbeassigned
anumberorvalue,objectivemeasurement
.—Cannotbeassigned
anumericalvalue,
subjective
description
*Canhelp
usidentifywhat
asubstance
ismade
of
*Some
propertiesare
ISIT
PHYSICAL
ORCHEMICAL?
Properties
ofMatter
Aretheseproperties
determined
withoutchangingthe
identity
ofthe
substance?
©K.Co
rey,
2017
togivensubstances
Yes
Yes
NOTES:
PROP
ERTI
ESOF
MATTER
Name:
NOTES:
PROP
ERTI
ESOF
MATT
ERName:
PHYSICAL
PROPERTIES
LUSTER
MALL
EABI
LITY
*Lus
teris
how
* Malleabilitymeanshow
mucha
substancecan
¢Example:
¢Example:
STATEOR
PHASE
°Th
estateor
phaseof
thematter
iswhetherasubstanceis
BRITTLENESS
*Example:
° B
ritt
lene
ssiswhetherasubstancewill
¢Example:
DENSITY
*De
nsit
yistheamountof
DUCT
ILIT
Y
* Ductility
isthe
abi
*Example:
500gof
feathers
and
500gof
bricks
havethesamemass,bu
tthefeatherswill
ofasubstanceto
be
take
upmorespace
¢Example:
:°
Dens
ity
isch
arac
teri
stic
ofthesubstance
Saree
*Can
becalculatedusing
VISC
OSIT
Y‘
*Viscosity
isthe
*Low
visc
osit
y:
*High
visc
osit
y:
.CHEMICAL
PROPERTIES
COND
UCTI
VITY
REAC
TION
WITH
ACID
*Co
nduc
tivi
tyishow
well
asubstance
*Doesit
reactwhen
exposedto
acid?
*Goodconductor:
__
*Baking
sodareacts
with
acet
icacid
(vinegar)toee
*Badconductor
(goo
dinsulator):
*Metalswi
llreactwi
thacid
to
*Su
garreactswi
thsu
lfur
icac
idrin
©K.
Core
y,2017
©K.Co
rey,
2017
NOTES:
PROPERTIES
OFMATTER
Name:
FLAMMABILITY
*Flammability
ishow
*Example:
CORROSIVITY
* Corrosivity
isthe
abilityof
asubstanceto
°Example:
©K.
Core
y,2017
SSR
Name
Imaginethat
youworkat
achemical
plant.
Fourdifferent
liquid
chemicalshave
accidentally
spilledinto
thesame
tank.
The
liquidsdo
not
dissolve
inone
another,
sothey
musthave
settled
inthetank
infour
separate
layers.The
sidesof
thetank
aremade
ofsteel,
soyou
can
onlysee
thesurfaceof
what's
inside.Theproblem
isthat
youneedto
removethe
red
chemical
touse
ina
reactionlater
this
afternoon.
Howwillyou
find
and
removethe
red
chemical?
Byfindingthechemicals’
densities,
ofcourse!
The
followingliquidswere
spilledinto
thetank:
Green
Liquid
Blue
Liquid
Red
Liquid
Yellow
Liquid
Mass
36kg
129.6kg
115.2kg
96kg
Volume
48L
144L
96L
120L
Density
1. C
alculate
thedensityof
each
liquid
and
addthe
informationto
thedata
boxabove.
2.Determinetheorder
inwhich
the
liquids
havesettled
inthetank.
First(bottom)
Second
Third
Fourth
(top)
—Sa
3.Usecolored
pencilsto
sketch
the
liquid
layers
inthecontainerbelow.
©FlyingColors
Science
Name:
Date:
Physical
andChemicalChanges
List3examplesofa
physical
change.
List3examplesof
achemicalchange.
4,
5:
6.
List3examplesofachemicalproperty.
13.Describe2physicalchangesthatcouldoccurwithapieceofpaper.
14.Describeachemicalchangethatcouldoccurwithapieceofwood.
15.
List
3common
household
items.
Identify
2physicalpropertiesofeachitem.
16.Identify
achemicalpropertyofeachitem
listed
inquestion
15.
17.Identify
5differenttypesofevidencethatshowachemicalreactionhastakenplace.
18.Awomandissolvessugarintoa
cupof
tea.
Isthisanexample
ofa
physicalchangeor
chemical
change?
Explainyouranswer.
Readeachsituationbelowand
decideif
itrepresents
aphysical
orchemicalchange.
Then,l
istat
least
onepieceof
evidencethatprovesyouranswer.
Situation
Type
ofChange
Evidence
19.
Drying
wetclothes
20
.
Abike
chain
starting
torust
21.
Fireworksexploding
22.Redfoodcoloring
inwater
23
.
Burningapieceof
bread
©TheScienceDuo
Match
eachterm
with
thecorrectdefinition.Thenwriteth
enumberofeachvocabularyterm
inthe
magicsquare.Whenyou
addthe
numbersin
thecolumns,rows,anddiagonalsthesumsshould
allbe
thesame.
iEndothermicReaction
____.ChemicalReaction
Property
ExothermicReaction
PhysicalProperty
PhysicalChange
ChemicalChange
Matter
ChemicalPr
oper
ty
.Theprocess
inwhichonesubstanceischemicallychangedinto
anewsubstance.
Achangethatresults
intheformationofnewsubstances.
Achangein
whichthe
substanceis
altered,butit
isnot
changedintoanewsubstance.
.Acharacteristicth
atcanon
lybedeterminedbychangingthe
identity
ofasubstance.
Acharacteristic
that
canbeobservedor
measuredwithout
changingthecompositionof
asubstance.
Achemicalreactionaccompaniedbytheabsorptionofheat.
.Achemicalreactionaccompaniedbythe
releaseofheat.
Aparticularcharacteristicofasubstance.
Anysubstancethathasmassandtakesupspace.
MagicSquare
©TheScienceDuo
FNysical/UneMical Unanges & HRoperties olor by NumberName: Date: (lass:
Directions: Read each question, ciecle the copeect answer, and then find the question number on the picture and colog it the coloe you cikcled, |. Cutting paper is an exanple of what? Physical Change color yellow Chemical Change color green Physical Property coloe blue
2. Flanmability is an exarple of what? Physical Property color grey Chemical Change color oeange Chertical Property coloe black
3. Color, mass, shape, and density ape all excrples of what? Physical Properties color red Chentical Properties color blue Physical. Changes color purple
‘4. A sign that 4 chemical change has occurred would be
Change of state color red Change in terperature color blue Change in size coloe oeange
5. A change in a physical peopeety but not in the substance itselfiS 4
Physical Change color black Chemical Change color pink Physical Property color geey
6. A change of one substance into another substance is 4 Physical Change coloe yellow Chemical Change color blue Chemical Property coloe yellow
7. Salt dissolving in water is an exanple of what? Chemical Change color blue Chettical. Property color white Physical Change color black 8. Ina chemical change can you get it back to its original form? Jes color white No color red Sometines color blue
4. Cooking an egg is an exarple of what type of change? Physical Change color red Chemical Property color yellow Chemical Change color black
O©lowers2015
10. are characteristics of 4 substance that you cansee without changing the identity of the substance.
Physical Properties color yellow Chemical Properties color red Physical Changes color geeen
Il, Painting @ piece of paper is an example of what? Physical Property color geey Chemical Change color purple Physical Change coloe black
12. Melting, evaporation, condensation, and sublination age exarplesof
Chemical Changes color yellow Physical Properties color purple Physical Changes color blue
13. Water freezing is an exanple of Physical Change color black Chemical. Change color white Physical Property color blue
4. Burning leaves is an exatple of what? Chentical Property color red Chettical Change color yellow Physical Change color blue 5. describe how substances can from a new
substance.Physical Properties color purple Chemical Change color white Chertical Properties color red
IG. Texture, ductility, and volume ape examples of Physical Properties color yellow Physical Changes color green Chemical Properties color red 17. In a physical change do you end up with a new substance? Sometimes number color blue Jes color grey No color Red
18. Cracking 4 rieeor is an exanple of what? Physical Change color black Chentical Change color white Physical Property color blue
1. An apple rotting is an exanple of what? Chetrical Property color grey Cherrical Change color red Physical. Change color orange 20.If an object changes to a different state of matter, this is
called a Physical Property color grey Chemical Change color blue Physical Change color black ©lflowers2018
Atoms,Elements,
Compounds&
Mixtures
LearningObjectives
1)Tobeable
toexplainwhatanatom
is2)
Tostatethedifferencesbetweenelements,compoundsand
mixtures
3)Beable
togive
examplesof
elements,compoundsand
mixtures
4)Tobeable
tomake
acompoundfrom
itselements
What
areatoms?
*Copperis
ametalthat
canbe
used
forwiresand
pipes.
*Ifwezoomed
intrillionsof
timeswewouldseetiny
particles—theseareknown
asatoms
Atoms
makeupyou,the
Earth,
starsandeverything
else
©ClassroomChemist2018
- present
07/01/2021
Atom
Facts
Atomsare
thebasicbuilding
blockof
allmatterandarevery
small.
*Yourbodyis
madeof7billion,
billion,
n,atoms
°Eachyear98%
ofyouratomsare
replaced
fornewones
°50
millionatomslined
side
byside
wouldbeas
wideas
afull
stop.
*Ifyoucounted
every grain
ofsandon
Earthyouwouldhave
nearly
thesamenumberof
atomsinonegrainof
sand
©ClassroomChemist2018
- present
AtomsandElements *
Somechemicalsaremade
ofonly
onetype
ofatomand
somearemadeoftwoor
more
atomsjoinedtogether
Elementsaresubstancesthatare
madeupofonlyonetype
ofatom
Theycannotbe
broken
downintoanything
simpler
©ClassroomChemist2018
- present
07/01/2021
Whatisanelement? W
hich
isanelement?Explainyouranswer
e®@
ee
©é
ee
Oo©
r)C)
@e
@CO
OoTheboxonthe
left
isan
element
—it
ismadeofonlyonetype
ofatom
©ClassroomChemist2018
- present
Elementor
Compound?
@®@e
|0@
Q@
08
Moo,
Pn
twoelements
acompound
Whentwo(ormore)elementsarechemically
joined
together
theyformcompounds
List
allthecompoundsthatyou
knowin
60seconds
©ClassroomChemist2018
-
present
07/01/2021
Elements&Compounds W
henelementsjointogether
they
behavein
different
waysthan
whenaselements.
Example:
hydrogenand
oxygenreact
toformwater
On
amini
whiteboardwritedownallthesi
mila
riti
esand differencesbetweenoxygen,hydrogenandwater
_Similarities
|___Differences
©Cl
assr
oomChemist2018
-
present
Whatis
amixture?
Whyis
thefollowingnotacompound?
e
©e
®@
@e
@®®
twoelements
amixture
Amixturecontains
twoor
moresubstances
that
arenotjoinedtogether.Theycanbeseparated
List
allth
ecompoundsthatyou
knowin
60seconds
©
ClassroomChemist2018
- present
07/01/2021
Element,compoundor
mixture? .
8wso
E
lement
Compound
Mixture
Mixture20m
chemist 018
- present
Mixture
SeparatingMixtures Ir
onand
sulfur
areelements—they
areeachmade
ofonly
onetype
ofatom.
Ifmixedtogetherhowwouldyouseparatethem?
Completetheexperimentto
separate
themixture
Usingamagnet-
iron
ismagnetic
©ClassroomChemist2018
- present
07/01/2021
MakingCompounds
°Whenironand
sulfur
reacttogether
they
forma
compound,iron
sulfide
*Howwouldyou
knowif
youhadformed
acompound?
°Theiron
sulfideisnotmagnetic
©ClassroomChemist2018
- present
Experiment Aim:
*To
showthatthe
properties
ofelementsaredifferent
tothecompoundstheymake
Method:
*Follow
yourinstructions
givenby
yourteacher
Results:
°Howdoyouknow
acompoundhas
beenmade?
©ClassroomChemist2018
- present
07/01/2021
How
haveyoudone?
*Completetheworksheetto
test
your
understanding
*Show
meafteryou’ve
completedea
chtask
©
Clas
sroo
mChemist
2018-
pres
ent
Learning
Intentions
1)To
be
ableto
explainwhatan
atomis
2)To
knowthe
differencebetweenelements,
compoundsand
mixtures
3)Be
ableto
give
examplesofallthree
4)To
beab
leto
make
acompoundfrom
itselements
©ClassroomChemist20
18-present
07/01/2021
:Name:
Atoms,Elements,
Teacher:
Compounds&
Mixtures
Date:
LearningObjectives
Tobeable
toexplainwhatan
atom
isToknowthedifferencebetweenelements,compoundsand
mixtures
Beab
leto
give
examplesof
elements,compoundsandmi
xtur
esTobeab
leto
make
acompoundfrom
itselements
Atoms:
Atom
sare
thebasicbu
ildi
ngbl
ockof
allmatterandarein
cred
ibly
small.
Theymakeupyo
u,th
eEa
rth,
starsand
ever
ythi
ngelse.
Elements:
Somechemicalsarema
deofonlyonety
peof
atomandsomearemade
oftwoor
moreatoms
chem
ical
lyjo
ined
toge
ther
.Elementsaresu
bsta
nces
that
arema
deup
ofon
lyonetype
ofatom.Theycannot
bebroken
downinto
anyt
hing
simp
ler.
Writethenamesof
anyelementsth
atyouknow
Compounds:
Whentwo
(ormore)elementsarech
emic
ally
joined
toge
ther
they
formcompounds.
OoO
OO
oe
080
|
|ha€
twoel
emen
tsacompound
Writethenames
ofanycompounds
thatyouknow
©ClassroomCh
emis
t2018
-present
Mixtures:
Amixturecontains
twoor
moresubstances
that
arenotchemically
joined
together
andcanbe
separated.
Sandandwaterareexamples
ofamixture.
Airis
anotherexampleof
amixture.
Element,compoundormixture?
Decide
ifthefollowingrepresentan
element
(E),
compound(C)
ormixtureof
elements
(ME),
mixtureof
compounds
(MC)
ormixtureof
elementsandcompounds(MEC)
®&|
[Oe
% he
Experiments:
1.Separating
mixtures
Howdid
youseparate
themixtureof
thetwoelements
iron
and
sulfur?Describe
whatyou
observed
during
theexperiment
2.MakingCompounds
Byheatingthe
iron
and
sulfurwecanmake
anewcompound,iron
sulfide.
Now
theatomsare
chemically
joined
together.
Instructions:
¢Hold
themini
test
tubecontaining
iron
and
sulfur
mixturewith
asetof
metaltongs.
eUsingaBunsenburner
gently
heat
untilthemixturestarts
toglow.
eAllowto
cool
onaheat
resistantmatandplaceamagnetnext
tothemini
test
tube
Describe
whatyouobserved
whenyouplaced
amagnet
ontheside
ofthemini
test
tube
Atoms,Elements,Compounds&
Mixtures
Task
1:Rewritethesentencesifyouthinktheyarewrong
1)Allmatter
ismade
oftiny
particlescalled
elements
2)Anelementis
asubstancemade
ofoneatom
3)Air,
seawaterandoxygenaremixtures
4)Compoundsare
easily
separatedas
theiratomsarenotchemically
joined
together
Task2:
Decide
ifthefollowingareexamplesof
elements,compoundsor
mixtures.
Givereasonsforyouranswers
2©
&.
e¢
?.&
THIS
ISiscs
scsesc
cessso
ecccmr
essonn
enne
Thisis
.........
THIS
HSwoos
eeceecccsstssssseeeees
|know
this
because...
|know
this
because...
|know
this
because...
Task
3:WriteaParagraphstatingwhatyouhavelearnedthislesson.
Includethewords:
atom,element,
compound,mixture(and
moreifyou
can).
Howdoyouknow
acompoundwasformed?
©ClassroomChemist2018
-present
©
ClassroomChemist2018-
present
rg. 4014
Classification of Matter
examples: lements
Name:
Matter
examples:
Pure SubstancesMixtures
examples:examples:
a
aeexamples:
Compounds Homogeneous Mixtures
examples:
Heterogeneous Mixtures
examples: ©AwesomeScience, 2013
Name
ALLABOUTMAL
|ER
Date
7.Drawthe
particlesfor
asolid,
liquid,andgas
inthespacebelow.
Block
1.Definematter.
SOLID
LIQUID
GAS
8.The
particletheoryofmatterstates:
2.Whatholdsatomstogether
inamolecule?
3.List
threeexamplesofachemicalformula.
4.Completethe
chart.Identify
each
asanelement
(E),compound
(C),or
Mixture(M).
9;All
mattersmaceUe
ef
b.All
matteris
inconstant
SoilSulfur
dioxideH2SO4
;c.
Particleseach
other.
Helium
Blood
Sugarwater
ad.
The
fasterthe
particlesmove,the
thetemperature.
Carbondioxide
water
Salt9.
Matchthe
followingvocabulary
tothe
definition.Salad
Bronze
lron
Sand
andiron
Air
Oxygen
.Meltingpoint
a.Temperaturewherea
liquidturnsinto
agas
.Condensation
pointb.
Temperaturewherea
solidturns i
ntoa
liquid
..Boiling
pointc.
Temperaturewhereliquid
turnsinto
asolid
5.Completethechart.
Identifyeach
asa
physicalchange(P)
orchemicalchange
(C).
7.Freezingpoint
d.Temperaturewherea
gasturnsintoa
liquidBurning
paper
Boilingwater
10.Matchthe
followingvocabulary
tothe
definition.Toastingmarshmallows
Crushingacan
i:
2tilit
.Ability
tohammer
intoasheet
Fryinganegg
Cuttingapiece
ofpaper
baci
2ae
Filteri:
--
.Density
b.Reactionwhereasubstancecombineswith
Heringamixture
Dissolvingsalt
inwater
oxygencreating
anexplosion
—-
.Malleability
Meltingice
Bakingcookies
c.Ability
topull
intowire
Digestingfood
Dissolvingzinc
inacid
.Combustiond.
Massdivided
byvolume
indi
Az
rt.Grinding
chalkinto
powder
Stretchingcopper
intowire
llComplete
inesha
;:
:“Compound
Numberofatoms
Numberofelements
Hammeringaluminum
intosheets
Burninggasoline
=~
)C7HsN4O02
.NaHCO3
6.Whatdeterminesasubstance'sstate
ofmatter?
HISTORYOF
PERIODICITY
The
Periodic
Table
oftheElements
1/7/2021
MODERN
PERIODIC
TABLE
* Organized
byincreasingatomic
number
°7rows
(periods)
°1row=
1energylevel
*More
elementsin
higher-number
periodsbecausethere
aremorespots
forelectrons in
thoselevels
Perlodic
Tableof
theElements
Atomic
Symbol
ffa
1/7/2021
ATOMIC
NUMBER
*Numberofprotons
* Alwaysthesameforanygiven
element * Tells
youhow
manyelectronsthere
are
inaneutralatom
oftheelement
1/7/2021
ATOMIC
MASS
*Me
asur
edinAtomic
Mass
Units
(amu)
*Proton
=
1
amu
*Neutron=
1amu
¢El
ectr
on=0amu
* AtomicMass=
#Protons+#Neutrons
¢#Ne
utro
ns=
Atom
icMass—Atomic
Number
MODERN
PERIODIC
TABLE
*Pr
oper
ties
changeas
youmo
veleft
toright
* PeriodicLa
w:Whenelements
arearranged
inorderofi
ncre
asin
gatomic
number,th
ere
isa
peri
odic
repe
titi
onof
theirphysical
andchemical
prop
erti
es*A.k.a:
peri
odoc
ity
csae
WeisHe
Re
Rakeae
Re
ERVERSERRERRRERE
aeee
BECERRAAESCERROEMRERRMRRR
PSRRAURALEKSESEELERERRERNERASE
&
1/7/2021
MODERN
PERIODIC
TABLE
*Elementsthathave
simi
larchemical
and
phys
ical
prop
erti
esend
upin
the
samecolumnin
theperiodic
table
Call
eda“group”
or“fa
mily
”
i&
ium
BERGE
iAGRESR
ke
CEVERRERSRECRERE
Se
TERREnaNeeeeke
SECSRARAEARECERKOUERSRRRMRERS
RELREGRRLSRSESMSCWRSEREERREARE
&
MODERN
PERIODIC
TABLE
*Pe
riod
s6and7are
partiallyputun
derthetable,
toma
keitmorecompact
sesGalas)waa,
lL
@4 wee a§ 06 se
cen ag sO ePls ao ow
RS SH eZ
was &ot ew nO aS ot
| ae 32 2622
nde nd ow ed 8d
53 A> sO ro 2g
eda aK we SES
54 92 2P aS ws 1B ad
o$2 a5 02 RAP 8a 5k
eZ apec es 32 25
aS eG ks EZ
P 38 2G
ETE SRE FR 08 sy
pe
aw2$ she
$s ce iE wf en
3 sF26
af a2
38 283 >
a8 se
1/7/2021
1/7/2021
CLASSESOF
ELEMENTS
, the
properties
ofelements
becomeless
metallic
andmore
« Acrossaperiod
nonmetallic
res RG et sP lS
ret aS sPrZil
2 ||eB ee ee tg
o82 nS eB ka SE
- | AL 32 26 82
age nZ wt ef BS
<84 ad U2 AE BP
-sR A> 3B eo 88
729 FE Oh RE Fe
dR BK BH ES Bs/
Sh 78 tL aS wx aZ vs
Ein sf eu nd od ot
moe we on
es ag
s& 32
ab 8E
of to
3H 20
38 ba
38 2G
2B ek
98 z2
s£ 25
33 >
si ok
a§ sf
a3 se
CLASSESOF
ELEMENTS
*
<x—hod.n! ~~
= Se Jsge gs
=o2L 238
Ss 225 § 8a ooE $2
2 ®DS =~ $s3 § 28Bays 8haa—-=s> 1; 2
1 Fas 183 <xcocB 2S
D> So io}=" Oo =
OLTASAaA=es e e e e
eee)- < pi BO) aBSE az eg sg
— sf 32
= asLad od
> res embPanS esse 2B 2f25
Lad see rQ 33 sPES a2 oga ret GoPeil 38a
s[[ezazeete ag 2g
Oo i cSt aS egen bE 98 22
-|| sesazeaz <£ 08w nge ag at eS2g sBsr
ee) $2 a5 OZ eB AP sack
: 2 -sa a> sPr@ sR 28 ee
<= “29 RE ORE FR oS ay
onl de aK Re na Bs a“
WJ w5S +S Pag aa aZ eg
* Broad
categories
ofsimilargeneralproperties
*Metals,
Nonmetals,
Metalloids
oss eB oi 2 eee a ad wt-— 8 we ww on
1/7/2021
NONMETALS
¢ Prettymuch
oppositesof
metals
«Gen
eral
lyarepoor
cond
ucto
rs*Ca
rbon(as
graphite)
isth
eex
cept
ion
*Nonmetal
solids
tend
tobebrittle
METALLOIDS
*Similarto
both
metals
andnonmetals
*Changing
conditionswi
llchange
whetherbeh
aves
likemetalor
nonmetal
* Sil
icon
isapoor
conductor(
like
nonmetal)
*Ifasm
allamountofboron
ismixedwith
the
sili
con,becomesagoodconductor
(likemetal)
1/7/2021
FAMI
LIES
OFEL
EMEN
TS
ALKALI
METALS
Periodic
Tableof
theElements
1/7/2021
Group
1
* Highlyre
acti
ve
°Very
soft
metals
°Float
inwater
React
with
water
ALKALI
METALS
ALKALINE
EARTHMETALS
1/7/2021
ALKALINE
EARTHMETALS
Group2
*Still
pretty
reactive
¢Harder
anddenserthan
Alkali
metals
HALOGENS
Periodic
Tableof
theElements
»2
«6
»See
om
hkom
omfo
10
1/7/2021
HALOGENS
* Group
17
° All
arehi
ghly
reac
tive
*Fluorine,
Chlorine
-Ca
usti
cgases
(burning/poisonous)
*Bromine—
liquid
*lodine—
solid,
prev
ents
thyroid
issu
es,used
asan
tise
ptic
« Astatine—Rarest
elementofal
l
S “ae 2
=i S
a32i
NOBLEGASES
ri
1/7/2021
NOBLEGASES
*Group18
¢Un
reac
tive
¢Am
onglast
(nat
ural
)el
emen
tsto
bediscovered
becauseofthis
¢ Use
din
signs
12
NOTES:
THEPERIODIC
TABLE
Name:
THEPERIODIC
TABLE
*Organized
byincreasing
).
rows(
*lrow=1
*Moreelements
inhigher-numberperiodsbecausetherearemorespots
for electronsin
thoselevels
¢Atomicnumber:Numberof
*Alwaysthesame
forany
*~Tellsyouhowmany
thereareina
element
ofthe
*AtomicMass:Measuredin
(amu)
*Proton
=
*Neutron
=
°Electron
=
THEMODERN
PERTODIC
TABLE
*Properties
changeas
youmove
*Periodic
Law:Whenelementsarearrangedin
orderof
increasing
atomicnumber,thereis
aof
theirphysical
andchemicalproperties
°Aka:
°Elementsthat
have
endup
inthesame
columnin
theperiodic
table
*Calleda“
”Or*
=
*Periods6
and7
arepartiallyputunderthe
table,
tomakeitmorecompact
©K.Corey,
2017
NOTES:
THEPERIODIC
TABLE
Name:
CLASSESOF
ELEMENTS
*Broadcategories
ofsimilargeneralproperties
°Across
aperiod,theproperties
ofelementsbecome
and
NONMETALS
Pretty
much
atroomtemperature(exceptMercury)
—canbedrawnintowires
—canbehammered
thin
Generallyarepoor
Nonmetalsolidstendto
be
METALLOIDS
Similarto
both
Silicon
isa
°
LL
Carbon(as
grap
hite
)istheexception
Le
Changingconditions
will
changewhetherbehaveslikemetalor
nonmetal
(likenonmetal)
Ifasmallamountof
boronismixedwith
the
silicon,
becomes
a
(lik
emetal)
©K.
Corey,2017
NOTES:
THEPE
RIOD
ICTABLE
Name:
FAMILIES
OFELEMENTS
ALKALI
META
LS
*Hi
ghly
reactive
*Verysoft
metals
¢Float
inwater
*Re
actwi
thwater
ALKALINE
EARTHMETALS
pretty
reactive
°Harderandde
nserthan
Alka
limetals
HALOGENS
° Allarehighly
reac
tive
*Fl
uori
ne,Chlorine
—Ca
usti
cgases(b
urni
ng/p
oiso
nous
)
*Bromine—
liqu
id
*
—
lodi
ne—
soli
d,pr
even
tsth
yroi
dissues,usedas
anti
sept
ic
°As
tati
ne—Rarest
elem
entofall
NOBL
EGASES
* Unreactive
*Amonglast
(natural)elementsto
bedi
scov
ered
becauseofthis
©K.Corey,
2017
1
1 HHydrogen
1.01
2
3 LiLi
thiu
m
6.94
4 Be
Beryllium
9.01 11 N
a
Sodium
22.99
12
Mg
Magnesium
24.3
1
Colorin
theelementboxesbelowusin
Red
: alkalimetals
Pink
: metalloids
Purple
: halogens
00000
Orange:
alkaline
earthmetals
Blue
: transitionmetals
Name:
PeriodicTableoftheElements
0 QO QO Q) QO
Lightblue
: noble
gases
Lightgreen
: lanthanides
Yellow
: actinides
Green
: othermetals
Grey
: other
nonmetals
gthecorrespondingcategorycolors.
Pd
18
1314
1516
17
2 He
Helium
4.00
Boron
10.8
1
6 CcCarbon
12.0
1
78
NoO
Nitrogen
Oxygen
14.01
16.0
0
9 FFluorine
19.00
10
Ne
Neon
20.18
13 Al
3
45
67
89
Aluminum
10
1112
26.9
8
14 Si
Silicon
28.0
9
1516
PS
Phosphorus
Sulfur
30.97
32.07
17 Cl
Chlorine
18 Ar
Argon
19 K
Potassium
39.10
20
Ca
Calcium
40.08
2122
23
24
25
Sc
Ti
VvCr
Mn
Scandium
Titanium
Vanadium
Chromium
Manganese
44.96
47.87
50.95
52.00
54.94
26
Fe
Iron
$5.85
27 Co
Cobalt
58.93
28
29
30
31
Ni
Cu
Zn
Ga
Nickel
Copper
Zine
Gallium
58.69
63.55
65.4
169.72
32
Ge
Germanium
72.64
35.45
39.95
33
34
As
Se
Arsenic
Selenium
74,92
78.96
35
Br
Bromine
36 kr
Krypton
37 Rb
Rubidium
85.47
38
Sr
Strontium
87.62
39
40
41
42
43
YZr
Nb
Mo
Te
Yttrium
Zirconium
Niobium
Molybdenum
|
Technetium
88.91
91.22
92.91
95.94
(98)
44 Ru
Ruthenium
101.07
45 Rh
Rhodium
102.91
46
47
48
49
PdAg
CdIn
Palladium
Silver
Cadmium
Indium
106.42
107.87
112.41
114.82
50 Sn
Tin
118.71
79.9
83.80
51
52
Sb
Te
Antimony
Tellurium
121.76
127.6
53 Ilodine
54
Xe
Xenon
55
Cs
Cesium
132.91
56
Ba
Barium
137.33
7172
73
74
75
Lu
Hf
Ta
WwW
Re
Lutetium
Hafnium
Tantalum
Tungsten
Rhenium
174.97
178.49
180.95
183,84
186.21
76
Os
Osmium
190.23
77 Ir
Iridium
192.22
7879
8081
Pt
Au
Hg
Tl
Platinum
Gold
Mercury
Thallium
195.08
196.97
200.59
204.38
82 Pb
Lead
207.2
83
84
Bi
Po
Bismuth
Polonium
126.9
131.29
85 At
Astatine
86
Rn
Radon
87
Fr
Francium
(223
) 8
8
Ra
Radium
(226
)
103
104
105
106
107
LrRf
Db
SgBh
Lawrencium
|Rutherfordium]
Dubnium
Seaborgium
Bohrium
(262)
(261)
(262)
(266)
(264)
108
Hs
Hassium
(277)
109
Mt
Meitnerium
(268)
110
11112
113
DsRg
CnNh
Darmstadtium
|
Roentgenium
Copernicium
Nihonium
(271)
(272)
(285)
(284)
114
FlFlerovium
(289)
208.
98(2
09)
115
116
Mc
Lv
Moscovium
|
Livermorium
(288)
(293)
(210)
117
Ts
Tennessine
(292)
(222)
118
Og
Oganesson
57
58
59
60
61
La
Ce
Pr
Nd
Pm
Lanthanum
Cerium
Praseodymium|
Neodymium
|
Promethium
138.91
140.12
140.91
144.27
(145)
62 Sm
Samarium
150.36
63
Eu
Europium
151.96
6465
6667
Gd
TbDy
HoGadolinium
Terbium
Dysprosium
Holmium
157.25
158.93
162.5
164.93
68 Er
Erbium
167.26
69
70
Tm
Yb
Thulium
Ytterbium
168.93
173.04 8
990
91
92
93
Ac
Th
Pa
UNp
Actinium
Thorium
Protactinium
Uranium
Neptunium
(227)
232.04
231,04
238.03
(237)
94
Pu
Plutonium
(244)
95
Am
Americium
(243)
96
97
98
99
Cm
Bk
Cf
Es
Curium
Berkelium
Californium
|
Einsteinium
(247)
(247)
(251)
(252
)
100
Fm
Fermium
(257)
101
102
Md
No
Mendelevium
|
Nobelium (2
58)
(259)
©ChemKate
(294
)
Create a personalized license plate using only the letters from the periodic table of the
elements. The letters that are used must also follow the rules of the periodic table. For
instance, if the letter is a capital on the table then it must also be a capital on your
license plate, and the sameis true for lowercaseletters.
Example: (You may not use this example for yourlicense plate.)
“emaseseseteseseeesseseseeees:=sesetseseaeseacseseeseseees1ceceutetasseseatsseseaeesa
: Thoriym. todine Nitrogen 3 Potassilm The plate will be graded on correctness, neatness and completeness. If you are missing
the correct symbol, the atomic number or the element name you will lose points.
Check List for a good grade:Element symbol written correctly (capital and lower case rules followed)?
Correct element name to match the symbol youare using?
Correct atomic number? Will be a whole number between 1 & 118
Your nameandclass period on the back?
Does yourlicense plate spell something? Does it make sense?
Doesit look like a license plate?
Follow the ABCDsofscientific illustrations:
A- Accurately Labeled
B - Big
C- Colorful
D - Detailed
RICHMONDHILL K-8
8" Grade Reading/ELA
15‘ Semester Review
Learn at Home Lessons
Language Arts
Week 1: Learn at Home Activities
Day 1:
1.
Day 2:
1.
Day 3:
1.
Day 4:
1.
Day 5:
1.
Influences on Mood, Tone, and Meaning
For each statement, select the characterit best describes.
Reading
Read Rip Van Winkle and answerthe following questions.
Informational Texts: Rocks
Read the passagecarefully, then answerthe questions.
You’re the Judge!
Read each passagecarefully before answering the questions.
Reading Comprehension
Place each item in the correct order.
Week 2: Learn at Home Activities
Day 1:
1.
Day 2:
1.
Day 3:
Day 4:
Day 5:
Point of View
Place a checkmarkin the appropriate box based onthe point of view in which the text waswritten.
Summarizing Informational Text
Think about the characteristics of informational texts. Next determineif each text characteristic in the chart is oris not an informational text feature, and place a check mark in the appropriate box.
Purpose and Typesof Writing
Place each item in the correct order
Organizational Strategies
To help their readers understand the text, authors use appropriate organizational strategies. For each text, placea checkmarkin the appropriate box based onthe organizational strategy MOST LIKELY used.
Writing
Vivid meansto create or produceclear imagesin the mind. Writing Vividly — Choose the sentence that is writtenmorevividly than the other. For exercise 2 rewrite each of the following sentences in a more vivid manner.Read “A Dire Shortage of Water”.
Write a short (1-page)firsthand account using “A Dire Shortage of Water” as a background resource for yourstory details.
You should write from the perspective of a person whois in the midst of a drought in the southwestern UnitedStates. Write in a personal narrative style and include the details of day-to-daylife during a drought. Includedescriptive, vivid details and present eventsin a logical order.
Influences on Mood, Tone, and MeaningName: Class:
Teacher: Date:
Directions: For each statement, select the character it best describes.
AcceptanceBarbara Winkler
Stephanie, a teenagegirl, sits on thefront steps ofa house, holding an envelope. The stage is organized in a mannerthat allows theaudienceto see inside. In the living room,a last-minute surprise partyis organized. Halfa dozen people scurry around the room, blowingup balloons andstringing streamers. Several party guests assemble a large bannerthat exclaims, "Congratulations, Anthony!"
Anthony, Stephanie's brother, walks towardthefront door.
STEPHANIE:(Standsup, flashing an exuberant smile) There you are!
ANTHONY:(Listlessly) Here I am. (Collapses on the steps, looking dejected)
STEPHANIE:(Sits again) What's wrong?
ANTHONY:(Despondently) Everything.
STEPHANIE:(In a boisterous tone) I have something that might cheer you up!
ANTHONY:(Looks away andaddresses the audience in an aside) What could possibly cheer meup? Atthis point, I'm a collegiate failure.After applying to seven universities, I've been rejected by six of them.I just can't figure out where I went wrong. Yes, the collegeadmissions process is extremely complicated, but I thought my credentials spoke for themselves: straight-A student, volunteersfor localcharitable organizations,participates in extracurricularactivities, involved in the student government, successfully juggles school withpart-time employment.
(With an exasperatedsigh)It's so frustrating! I was so optimistic when I mailed out my applications, but now I can't help feeling littlecynical aboutthe entire process. Each successive rejection only accentuates my feelings of inadequacy. Mostofmyfriends already knowwhich university they'll attend in the fall, andI'mstill trying to reconcile the fact that I might not be going to college next semester. I feelso disconnected from them right now—while they're mappingouttheir futures, reviewing the curriculum for freshman year, andfilling outroommate questionnaires,I'm still stuck in limbo. Everyone's been sympathetic and supportive, but their reassurancesofferlittle comfort.
ANTHONY:(Looksback at Stephanie) What did you wantto tell me?
STEPHANIE: You don't want to hazard a guess?
ANTHONY:(Sarcastically) I got into college. Stage directions include exuberant and vigorously, which help the reader understandmeaning. Stage directions includelistlessly and despondently, which help the reader understand meaning. The majority of this character'sdialogue creates a somber mood. The majority of this character's dialogue creates an optimistic mood. This character's dialogue has anegative tone. This character's dialogue has positive tone.
STEPHANIE:(Noddingvigorously, she handsthe letter to Anthony.)
ANTHONY:(Disbelieving) I got into college? (Reads theletter, looking overwhelmed)
STEPHANIE:(Stands up and helps Anthonyto his feet) Wipe that dazed look off your face and comeinside! Everyone wants tocongratulate you!
Description Anthony Stephanie 1. Stage directions include exuberant and vigorously, which help the reader understand meaning.
Stage directions include /istlessly and despondently, which help the reader understand meaning.
The majority of this character's dialogue creates a somber mood.
The majority of this character's dialogue creates an optimistic mood.
This character's dialogue has a negative tone.
aAFS
NS
This character's dialogue has a positivetone.
USKRepYour Classroom Partner
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Rip van Winkle
Name: Class:
Teacher: Date:
Rip Van Winkle lived in a small village at the base of the Catskill Mountains just before the American
Revolution. He was always minding someoneelse’s business. His wife thought that he should work at home and
found manythings for him to do, but he would alwaysthink of a neighbor whom he hadto help. Then his wife
would scold him and chase him with a broom.
One day whenhis wife told Rip that he must cut woodfor the family stove, he took his gun and went for
a walk in the mountains. He soongottired, so he lay downtorest.
Suddenly, he heard the sound of thunder. A little man with a long white beard appeared. He wascarrying
a keg of wineonhis back. Heindicated by a sign that Rip shouldhelp him carryit, so Rip followed him far into
the mountains. There he saw morelittle men. They wereplaying ninepins, and a soundlike thunder was made by
their wooden balls. Rip wasfrightened and thought he oughtto run away, but thefirst man signaled for him to
drink from the keg.It was filled with very good wine, and Rip soongotsleepy.
Whenhe awoke,the sun wasshining. Rip thought that he must havesleptall night. He thought that he
had better go home. Hesearchedfor his gun, but found only an old rusty one.
He started home, and whenhegotnear the town somechildren began following him; others laughed at
him, andstill others hit him with stones. He didn’t know the people, and they worestrange clothing. There were
many new buildings, and wherehis house should have beenthere was nothing but an old shack.
Rip touchedhis chin and discovered that it was covered by a long, white beard. “Can’t someonetell me
whathas happened?”he asked. “What has become of my home and mywife?”
Finally, a very old womanstepped outof the crowd. “Why Rip Van Winkle,”she said, accusingly. “I’d
know you anywhereby your lazy walk. Where’ve you been forthe last twenty years?” And where’s that wood
you weregoing to cut?”
1. When did Rip Van Winkle probably live?A. 1650 B. 1690 C. 1745 D. 1770 E. 1800
2. What wasthe sound of thunder that Rip Van Winkle heard?an approaching storman early type of bowlingthe wine kegs banging togethercannon shots from the warsomeone hunting deer in the mountains
USKbreeYour Classroom Partner
AOOD
pS
What made Rip Van Winkle think that he had slept for a long time?
MOOWD his gun wasold and rusty
he had a long beardpeople were wearing strange clothesall of the abovenone of the above
Why wouldn’t anyonetalk to Rip Van Winkle after his “adventure”?
room
> Helookedstrange and outof place.He wastoo drunk and they couldn’t understand him.He wascarrying a gun.Hewasstalking his wife.He spokea foreign language.
How would you characterize Rip Van Winkle?
moOW> a hard working, hen-pecked husband
a lazy, good-for-nothing buma successful business mana devoted father and husbandan eager-to-get-ahead person
HowdoesRip’s wife feel about him at the end ofthe story?
AOOW
pS Sheis very excited about seeing him again.Herdisposition towards him has mellowed.There is no change in her low opinion of him.She feels sorry for him.She’s evasive.
How did Rip probably spendhis days?
HOOWp. helping his wife with the chores at home
picking fights with his neighborsfighting off attacks by the children ofthe villagedevotedly hunting for food for his familywandering carefree through the mountains
Whatis the purposeofthis story?
MOO
pS to teach a moral lessonto entertain the readersto show how worthless men areto make fun of people in small villagesto discourage people from drinking
USA'ESYour Classroom Partner
Informational Text: Rocks
Name: Class:
Teacher: Date:
Directions: Read the passage carefully, then answerthe questions.
ROCKS
The core of the earth is composed of a 3D-mile thick bed of rock. Whether onland orin the sea,the substratum is solid rock. Rocks surround us both abovethe surface and below.
Thousandsof years ago rocks were used to form primitive hunting implements,to club animals,to pound animal skins for clothing, and to form a barrier between the campfires and the people whosatwarming themselves or cooking. Today, rocksalso play a majorrole in construction, garden ornaments,and jewelry.
Inside some rocksareveins of colored materials called minerals. The latter have uniquecharacteristics such as color, luster, hardness, and value. Some of the most valuable minerals today arediamonds, gold, andsilver.
Diamonds, whennotperfect enough for jewelry, are used in industry for drill bits and in glass-cutting tools. Most diamondstoday are found in minesin South Africa.
The biggest gold minesarealso located in South Africa. Workers are under heavy guard and aresearched before they leave worksites, so that they do not steal any of this precious mineral. Differentqualities and weights of gold, measuredin karats, are used for jewelry, dentalfillings, and even in verythinly poundedfoil used in wrapping expensive chocolates. When gold nuggets were found in a streamin California in 1849, people rushed there from all over the world.
Mexico boasts the greatest production ofsilver in the world. Whensilveris found,it is muchdarkerthan the color weusually see. The latter is achieved by considerable polishing and buffing. Silveris used many ways: in jewelry, to make eating utensils, as decorative finish, and in fine crystal andvases.
Notall rocks are ugly gray shapeless masses. Manycontain valuable minerals, without which theworld as we knowit would notexist today.
1. The word barrier is closest in meaning to
(A) connection (C) smokering
(B) separation (D) defense mechanism
2. The wordstream is closest in meaning to
(A) mountain (C) mine
(B) lake bed (D) small river
3. The word boasts is closest in meaning to
(A) speaks disparagingly of (C) deplores(B) speaks proudly of (D) seeks
USK breeYour Classroom Partner
4. All of the following were mentioned as modern uses of rocks EXCEPT(A) hunting implements (C) jewelry
(B) garden ornaments (D) construction
5. The most productive gold and diamond minesarelocated in(A) Mexico (C) California(B) China (D) South Africa
6. All of the following were mentionedas characteristics of these minerals EXCEPT(A) facets (C) weight
(B) hardness (D)luster
7. The quality and weight of diamonds are measured in
(A) ounces (C) facets(B) luster (D) karats
8. Whatis the writer's main point?(A) Rocks serve many purposes and comeindifferent sizes and shapes.(B) Diamonds,gold, and silver are the only rocks worth mentioning.(C) Considerable polishing and buffing will make any rock beautiful and
valuable.
(D) The most valuable rocks are useful only as jewelry.
9. The innermostpartof the earth is comprised of
(A) gold (C) diamonds(B) water (D) rocks
USA'ESYour Classroom Partner
Name Date
You're the Judge!
Read each passagecarefully before answering the questions.
PassageI
Jasonwasridinghis bike home from baseball practice. As usual, he made a stopat theconveniencestore to buy a soda. By chance, his best friend Tony walked in at the sametime.Heinvited Jason to comeover andplay a new video game. Jasontold Tonythat he couldn’t gotoday. His mother was expecting him homeby o’clock,andit was already 5. With histhirstquenched, Jason pedaled home.
is Whatinferences can you make aboutJason basedonhis decision notto go to Tony’shouse?
2 Givetwopossible outcomesifJason had decided to go to Tony’s house.
PassageIT
It was 6 p.m.on Friday evening. A couple of Jenn’s friends stopped by her house toinvite her to walk to SupremePizza Kitchen several blocks away. Since Jenn’s parents were outon a quick errand, she decidedthatit would be okayto join her friends. Off they went!
1. Whatinferences can you make about Jenn from herdecision to go with herfriends?
a. Explainat least two possible outcomesforthe evening.
USAYour Classroom Partner
Reading Comprehension
Name: Class:
Teacher: Date:
Directions: Place each item in the correct order.
ITEMBANK:
| Analyze | Author's Purpose | Cause and Effect Compareand Contrast) Connect) Inference | Mainidea _| Point of View
This is the central and most important idea of a reading passage.
This is the perspective from whicha story is told.
This is the reason for creating written work.
This is the relationship between two or more events in which one eventbrings
about another.
This is reading between thelines. It is taking something that you read and
putting it together with something that you already know to makesense of what you read.
This is a methodofrelating two or more objects in a piece of work.
This is to separate a whole intoits parts.
To find as manyrelationships as possible within or between texts USA'ES.Your Classroom Partner
Point of View
Class:Name:
Teacher: Da
Directions: Place a checkmark in the appropriate box based on the point of view in which the text was written.
te:
Text First
Person
Third
Person
Objective
Third
Person
Limited
Third
Person
Omniscient
Drake walkedinto the kitchen and ate two
sandwiches. He told his mother that he was
feeling muchbetter.
Drake walked into the kitchen. He wasfeeling
lightheaded and dizzy. Then he ate twosandwichesand he felt muchbetter.
Happythat her team had won,Jan ran upto Scottand hugged him. Surprised but thrilled by the
show ofaffection, Scott felt like his search for a
date to the school dance wasover.
I could hear only part of the phone conversation,but Tara's voice was loud and soundedangry.Ibet she was talking to Shannon.
I hurried to the checkout line so I wouldn't be late
for the game.
It had been a long day. Drake walkedinto thekitchen. He was feeling dizzy so he ate twosandwiches and felt much better. His mother
thought she might faint. Then she ate and feltbetter, too. Rebecca knew her mother wasright. She shouldhave written down the combination. The lock
would not open. She heard the bell. "Great!" shethought.
US TESTPREP
Your ClassroomPartner© USATestprep,Inc., All Rights Reserved
Summarizing Informational Text
Name: Class:
Teacher: Date:
Directions: Think about the characteristics of informational texts. Next, determine if each text characteristicin the chart is or is not an informational text feature, and place a check mark in the appropriate box.
Text Feature Not a
Feature
avoids interpretation or judgment
connects key ideas
includes an introductory statement
includes supporting details
includes the main ideas oforiginal texts
provides interpretation or judgment
refers to at least one outside source for supporting details
uses exact wordsand phrasingasthe original text
uses objective voice
uses subjective voice
TyYour ClassroomPartner
© USATestprep,Inc., All Rights Reserved
Purpose and Types of Writing US TEST
Name: Class:
Teacher: Date:
Directions: Place each item in the correct order.
ITEMBANK:
| . |i : || || 1] : | ’ | : | ae |||Argumentation| Audience Draft | Essay Expository Text | Informational text || Persuasive Text | Prewriting | | Purpose|
| Technical writing | descriptive text |
Thisis the kind of writing that tries to persuade readers to accept an author'sopinions.
This attempts to convince a reader to adopta particular opinion or course ofaction.
This is a short, nonfiction work abouta particular subject.
This is whoeverwill be reading or listening to a piece of work/speech.
Thisthe first stage in the writing process, used to focus ideas and find goodtopics.
This is an author's intention, reason, or drive for writing the piece.
This is writing that communicates specific information abouta particularsubject, craft, or occupation.
This is a type of real-world writing that presents information that is necessaryor valuable to the reader.
This is a mode of writing whose purpose is to convey information ortoexplain and establish the validity of an idea in a logical, clear, and concretemanner.
This is a preliminary version of a piece of writing.
This type of text creates a clear picture through the use of vivid word choices.The purposeis to help a reader see, experience, or understand the selection bythe use of sensory details. This type of text is seldom a separate type ofwriting;it is most often part of narrative, expository, or persuasive text.
hPREPYour Classroom Partner
|
Organizational Strategies
Name: Clas
Teacher:
Ss:
Date:
Directions: Tohelp their readers understandthe text, authors use appropriate organizationalstrategies. Foreachtext, place a checkmark in the appropriate box based onthe organizational strategy MOST LIKELYused.
Text Compare
and
Contrast
Cause
and
Effect
Problem
and
Solution
Sequential
Order
a book about C. S. Lewis and J. R. R. Tolkien
a book about what people can doto stop variousspecies from becomingextinct
a handbook on writing and grammarsuggesting thesteps one should take to write and revise first draft
a chapter of a history textbook about the beginningofthe war in Vietnam
a magazinearticle describing creationism and thetheory of evolution
a manualdescribing how to set up your newcomputer
a pamphlet describing the various health problemsassociated with cigarette smoking
a recipe explaining how to prepare apple strudel
an article about the relationship between badweather and depression in humanbeings
an editorial calling for an end to bullying in schoolsand suggesting how this can be accomplished
an essay aboutcivil rights leaders Martin LutherKing, Jr., and Malcolm X
an essay about howto prevent teenagers fromjoining gangs
TESTUS }PREPYour Classroom Partner
© USATestprep,Inc., All Rights Reserved
Writing Vividly: Handout 3
Name: Class:
Teacher: Date:
EXERCISE1: Choose the sentence that is written more vividly than the other.
1. A. Ted asked the policeman notto give him ticket.
B. Ted begged the policemannotto give him ticket.
2. A. The teacher looked at the student in anger.B. The teacher stared coldly at the student.
3. A. She slammedher books onthe table and rushed upthestairs.B. She placed her booksonthe table and wentupthestairs.
4. A. The waves sent by Poseidon covered Odysseus.
B. The waves summonedby Poseidon drowned Odysseus.
5. A. Joey cooked the hamburgers in the backyard.
B. Joey grilled the hamburgers in the backyard.
6. A. The thief took her purse from her shoulder.B. The thief snatched her purse from her shoulder.
7. A. The dog destroyed her petunias.
B. The petunias were ravaged by the dog’s persistent digging.
8. A. “Put the gun down!”yelled the FBI agent.B. “Put the gun down!”said the FBI agent.
9. A. The test wasa piece of cake!
B. Thetest waseasier than any othertest they had taken.
10. A. Meg cleaned the dirty kitchen floor.
B. Megscrubbedthefilthy kitchen floor.
EXERCISE2: Rewrite each of the following sentences in a more vivid manner.
1. The low-riding Chevyplayedits radio loudly.
2. The carran into the brick wall.
3. The angry student removed the pages from his literature book.
4. The little baby madea lot ofnoise in the churchservice.
5. The kitchen knife cut the man’sfinger.
USK'ES:Your Classroom Partner
© USATestprep,Inc., All Rights Reserved
a Part 5: IndependentPractice SSTey
Readthescientific article. Then answer the questionsthat follow.
from “A Dire Shortage of Water”by Emily Sohn, Science Newsfor Kids
Causes
1 Scientists are just beginning to understand the conditions that lead to droughts. They'refinding thatsmall changesin the flow ofwind and water can have a hugeeffect on climate aroundthe globe.
2 Strangely enough, muchofthe story depends onthe temperature of water in the oceans.
3 Normally, winds blow west across the tropical Pacific Ocean, away from Central and South America.As wind-driven warm water movesover the ocean,it piles up in Indonesia and elsewherein the westernPacific. Warm airrises offshore, causingrain to fall. Meanwhile, cold water comes up from the bottom off thecoast of South America. This flow allows a richnessoflife to flourish near the coast, andit helps maintainpredictable weather patterns from season to season.
4 Every 5 to 10 yearsor so, though,the wind dies down.Asa result, the surface ofthe Pacific Oceangets warmer. Rainfall then tendsto fall further to the east. Such a change in weathercauses, amongotherthings,floods in Peru and droughts in Australia and Indonesia. This new weather pattern is knownasEl Nifo.
5 An opposite cascade of events happens during the weatherpattern called La Nifia, when Pacificsurface temperatures cool down. Both El Nifio and La Nifia, whenthey happen, usually last for 2 to 4 years.
6 The current droughtin the West could last much longerthanthat. In fact, historical records showthat droughts typically go on for 10 to 50 years.
7 Andit’s notjust El Nifio and La Nifia at work.In thelast few years,scientists from the U.S.Geological Survey (USGS) have beguntolink precipitation on the ColoradoPlateau to temperature shifts bothin the Pacific Ocean andin the Atlantic Ocean.
Atlantic Effects
8 A recentstatistical study by USGSresearchers foundthatless moisturefalls on the United Stateswhensurface temperatures in the North Atlantic are warmer than normal. These conditions prevailed duringa numberofdroughtsover the past century.
9 Thestudy also founda correlation between warm water in the central North Pacific and droughtinthe southwestern and northernplainsofthe United States. Whenwater is warm in both the North Atlanticand the North Pacific at the same time, conditions can get mighty dry in the American West.
10 This explainsatleast a part of what’s going on right now in the Colorado RiverBasin, geologistJohn Dohrenwendsays.
11 Records show that the basin’s annual flow volume has been dropping for more than a century.But the droughthas grown muchworsesince the year 2000. Compared to measurements taken in 1922,waterflow has dropped to one-third ofits originalrate.
WEOt:@ 111: Determining Point of View
©Curriculum Associates, LLC Copying is not permitted.
A Part 5: IndependentPractice To) a
People Problems
12 Oceanscan’t takeall of the blamefor the impactof today’s drought, Dohrenwendsays.
13 Although ocean temperatures maybe an importantfactorin starting a drought, people are makingthe problem of water shortages much worse. Dohrenwendnotesthatcities are growing faster in the southwestthan anywhereelse in the country. Andpeople keep pouringin.
14 “Manyofthese people are retired persons wholived in the northeast or northwest and want to getoutof the cold,” Dohrenwendsays.It’s hard for them to adjust to usingless water than they’re usedto, he adds,and they don’t wantto let go oftheir golf courses, green lawns, or long showers.
15 “Over time, more and morewaterhasto beallocated to people moving in andless goes to everythingelse,” Dohrenwendsays.
16 Ironically, as the drought continues, the cycle feedsonitself. Ranchers go out of business because theydon’t have enoughwaterto grow alfalfa for their cattle. Then developers arrive and build more homes. As morepeople movein, the demandfor water continues to grow—evenas the supply ofwater rapidly dwindles.
How Long?
7 It’s impossible to know how longthis droughtwill last, and somescientists are beginning to fearthe worst.
1 How doesthe content of the passage reflect the author's point of view?
A It showsthat the author approves of ongoingscientific research.
B it provides facts and statistics showing that the problem of watershortagesis growing.
C It showsthat the authorfeels hopeless aboutthe fate of our planet.
D It showsthat the authordislikes the fact that cities are growing faster in the southwestthan elsewhere.
11: Determining Point of View 109©Curriculum Associates, LLC Copyingis not permitted.
RICHMONDHILL K-88'" Grade Georgia Studies
15‘ Semester ReviewLearn at Home Lessons
Georgia StudiesIf you would like to access the online textbook please email [email protected]
Week 1: Learn at Home Activities
Day 1: Georgia’s Geography
1. Wherein the World is Georgia? — Choose the statements that CORRECTLY describe Georgia’s location.2. Georgia’s 5 Regions — Identify the statements that CORRECTLYidentify a fact about Georgia’s five regions.3. Georgia’s Physical Features — Match eachitem to its correspondingspace below.
Day 2: Paleo, Archaic, Woodland, or Mississippian?
1. Match eachitem to its corresponding category.
Day 3: Starting Georgia
1. Why Exploration? — Identify the statements that CORRECTLY describe a reason for European exploration and settlement ofNorth America in the 1500s and 1600s.
2. The Founding of Georgia — Each of the people or terms played a role in the settling of the colony of Georgiain the early1730s. See if you can match eachterm to thecorrect definition or description.
Day 4: Trustee Georgia
1. Trustee period — Choose the itemsthat correctly describe Georgia’s “Trustee Period.”2. Leaders of the Trustee Era — Identify the individual or group based on each one’s rolein the trustee period.
Day 5: Royal Georgia
1. Compare/Contrast Royal and Trustee Era — Use your knowledgeof the trustee and royal colony to compareand contrastkey aspects of colonial government. (Youcan usetheinternetif needed, but be sure youget correct information)
2. Vocabulary Matching - Complete the matching questions below to review important terms, events, and people.
Week2: Learn at HomeActivities
Day 1: Revolution
1. Toward a Revolution - Match the following vocabulary termswith their correct definitions.2. A Few Causesof the Revolutionary War — Choosethe itemsthat identify a cause of the American Revolution.
Day 2: The American Revolution
1. Match the correct term with the description given.
2. Each of the people or termsrelate to the American Revolution in Georgia. Seeif you can match each oneto the correctdefinition or description.
Day 3: Causes of the American Revolution
1. Listed in the Item Bank are a numberof key events from this field. Write the events in chronological order by placing eachnumberin its corresponding openrectangle.If there is overlapping, simply trace the dashedline downto the timeline forclarification.
Day 4: Founding the University of Georgia
1. Read the passage about the founding ofthe University of Georgia. Then, match the correct term to complete the passage.
Day 5: Vocabulary
1. Define the following terms
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Wherein the World is Georgia?
Name: Class:
Teacher: Date:
Directions:
Choose the statements that CORRECTLYdescribe Georgia's location.
Georgiais located in the Southern Hemisphere.
Georgia is located in North America.
Georgia is located in the Southwestern region of the U.S.
Georgia is bordered by Alabamatoits west.
Georgia is located in the Western Hemisphere.
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Georgia's Five Regions US TEST
h PREPYour ClassroomPartnerName: Class:
Teacher: Date:
Directions:
Identify the statements that CORRECTLYidentify a fact about Georgia's five regions.
The Blue Ridge region contains the highest pointin the state.
The Valley and Ridge regionis the smallestin the state.
The Coastal Plain region containsthelargestcities in the region.
TheFall Line separates the Blue Ridge and Coastal Plain regions.
Rockysoil limits large agriculture in the Appalachian Plateau region.
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Georgia’s Physical Features
Name: Class:Teacher: Date:
Directions: Match eachitem toits corresponding space below.
Fall Line Okefenokee Swamp Appalachian MountainsSavannah River Barrier Islands
Chattahoochee River
USA'ESYour Classroom Partner
1117 4/15/14, 11:45 AM
Paleo, Archaic, Woodland, or Mississippian? US TEST
} PREPName: Class:
Teacher: Date: :
Directions: Match each item to its corresponding category.
ITEMBANK:
| Are thoughtto have beenthefirst group to organize family clansinto tribes Are thoughtto havestarted the practice ofhorticulture(the skill of cultivating plants andtrees)
Earliest Native American culture, only a few oftheir sites have been found in Georgia Had advanced systemsofagriculture; were able to grow corn, beans, squash, and pumpkins
Nomadic hunter-gatherers who wanderedfromplaceto place following large herds of animals
| Often settled in campsnearrivers and islands; they dependedheavily on shellfish for their food source | | Their culture lasted from around 1000 BC until about 1000 AD
Paleo Archaic Woodland Mississippian
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WhyExploration?
Name: . Class:
Teacher: Date:
Directions:
Identify the statements that CORRECTLYdescribe a reason for European exploration and settlement of North America in the 1500s and 1600s.
Spain founded the first permanent European colony in North America.
Somecolonies were foundedin an attempt to find gold in North America.
A majorreason Britain founded colonies in North America wasto spread the powerof the Catholic Church.
Conquistadores helped to spread French powerin the "New World."
Europeancolonization of North America wasinspired by economic andpolitical competition.
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. , TESTThe Founding of Georgia US »PREPName: Class:
Your Classroom PartnerTeacher: Date:
Directions: Each of these people or terms playeda rolein the settling of the colony of Georgiain the early1730s. See if you can matcheachterm to the correct definition or description.
ITEMBANK:
‘Charity Charter of 1732, Defense Economics James Oglethorpe King George II Mary Musgrove Savannah
Tomochichi| Yamacraw Bluff
He wasan English general and founderof the colony of Georgia.
He waschief of the Yamacraw Indiansin the early-1700s and servedas theimportant mediator between the English settlers of Georgia and the NativeAmerican population there.
The daughter of a Creek Indian woman and an English trader, she became acultural mediator between Native American and Europeansettlers in theGeorgia colonies.
The site on the Savannah River wherethefirst settlers arrived on The Ann in1732.
This city located in Georgia was the first colonial andstate capital ofGeorgia.It has a large historic district.
This document wasissued by King George II of England, creating the colonyof Georgia.
According to the Charter of 1732, a primary purpose of the Georgia colonywould beto help debtors and "the worthy poor."
According to the Charter of 1732, a primary purpose of the Georgia colonywould be to provide income, natural resources, and new markets for theBritish government.
According to the Charter of 1732, a primary purpose of the Georgia colonywould beto serve as a "buffer" between the other twelve English coloniesand the Spanish colonyin Florida.
He wasthe British monarchthat granted the charter for Oglethorpe's colony.Oglethorpe named the new colonyin his honor.
Georgia's Trustee Period
Name: Class:
Teacher: Date:
Directions:
Choosethe itemsthat correctly describe Georgia's "Trustee Period."
The Trustee Period lasted for over 50 years.
"The Trustee Period"is called that because the King "trusted" Georgiansto rule themselves.
During the Trustee Period, at least 70 menservedastrustees.
During the Trustee Period, the Salzburgers came to Georgia from Austria.
During the Trustee Period, people from Scotland settled in Georgia.
The Trustee Period saw analliance betweenBritish and Spanishsettlers.
The Battle of Bloody Marsh waswonbythe British and General James Oglethorpe.
The Trustee Period ended once Parliamentgranted Georgia the ability to elect a colonial assembly.
US TESTh PREP
48 Chapter9 Georgiain the Trustee Period
10.
Leaders ofthe Trustee Era
Directions: Identify the individual or group based oneach one’s rolein the trustee period.
widely recognized as the man responsible for the establishmentofthe
Georgia colony
the group ofmen who worked togetherto establish the colony
the colonists who gradually becamedissatisfied with life in Georgia and
with someofthe trustees’ rules
the groupofsettlers recruited by Oglethorpe whosettled the town ofDarien
settlers whoestablished the towns of Ebenezer and New Ebenezer and
were opponents ofslavery
a groupofsettlers opposed by sometrustees, but welcomed by
Oglethorpe, who brought a much needed doctorto the colony
a Yamacrawchiefwho welcomedthe colonists and becamea lifelong
friend ofOglethorpe
served as an interpreter for Oglethorpe and the Native Americans
oneofthe groups that Oglethorpe and the trustees hopedtosettle in
the new colony
person whograntedthecharterto the trustees and for whom the
colony is named
. trustees
. Salzburgers
. Jews
. James Oglethorpe
. Mary Musgrove
. King GeorgeII
. debtors
. Malcontents
Tomochichi
Highland Scots
© Clairmont Press, Inc. DO NOT DUPLICATE
1-800-874-8638
Compareand Contrast Royal and Trustee Eras
government.
Trustee Period
Directions: Use your knowledgeofthe trustee androyal colonyeras to compare andcontrast key aspects ofcolonial
f Date
Royal Colony Period
WhoRantheColonyand under What
Authority
Land OwnershipPolicies
Slavery Policy
by CmMCTRECsCbg
© ClairmontPress, Inc. DO NOT DUPLICATE1-800-874-8638
58
_
10.
11.
eryUmMCCrRoni)trey)
Toward a Revolution
Directions: Match thefollowing vocabulary terms withtheir correct definitions.
‘Thefirst ofmany new taxes that angered colonists
Placed a tax onall printed items and documents
Taxed items importedinto the colonies suchasglass,paint,and tea
A movebyBritain that gave one company a monopoly on afavorite beverage
A refusal to buygoodsfrom aspecific business or company,
usually associated with a type ofprotest
The boundary established after the French and Indian War
A British action that forced colonists to host soldiers in their
homesandthat closed the port of Boston
A meeting thatresulted in the establishmentofa boycott of
British goods
A meetingthatresulted in the Declaration of Independence
A motto the colonists used to describe the new taxes
A term the British used to describe their right to tax thecolonists
reEUoe
Date
. boycott
. First Continental Congress
. virtual representation
. Tea Act
. Second Continental Congress
. Sugar Act
. Proclamation Line of 1763
. Stamp Act
Intolerable Acts
taxation withoutrepresentation
. Townshend Revenue Acts
© ClairmontPress, Inc. DO NOT DUPLICATE
1-800-874-8638
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A Few Causesof the Revolutionary War US TEST,he
Your ClassroomPartnerName: Class:
Teacher: Date:
Directions:
Choosethe itemsthat identify a cause of the American Revolution.
Even though colonists voted against having their taxes raised, Parliament raised them anyway.
Colonists were not allowed west of the Appalachian Mountains.
Parliamentincreased taxes on the colonists following the French and Indian War.
The Stamp Act was aimed mainly at southern states.
Colonial newspapers, licenses, and other documents were taxed by Parliament.
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1119
The American Revolution in GeorgiaName: Class:
Teacher: Date:Directions: Match the correct term with the description given.
3/15/13 11:47 AM
Each of these people or termsrelate to the American Revolution in Georgia. See if you can match each oneto the correct definition ordescription.
ITEMBANK:
American Revolution Austin Dabney Battle of Kettle Creek Button Gwinnett Elijah Clarke George Walton Loyalist
Lyman Hall Nancy Hart Patriots) Siege of Savannah _Tories
This is the general namefor the colonists in British North America who supported the movementforindependence in the 1760s and 1770s.
This is a group of American colonists, who leading up to and during the American Revolution, weresupporters of the British crown.
A term used to describe anyone that remained loyal to the British Crown after the Declaration ofIndependencein 1776.
This is one of the most important American Revolutionary battles in Georgia, fought February 14,1779 in Wilkes County near Washington, Georgia.
In this, a combined force of Patriots and French soldiers attempted to recapture thecity from Britishcontrol; over 1000 men on the American side were killed and the British lost only 40.
In becoming one of Georgia's biggest Revolutionary War heros, he led a successful siege onthe cityof Augusta in 1781 andfreed it from British control.
He wasan African American slave who fought against the British in the American Revolution and waslater emancipated and given land for his bravery during the war.
During the Revolutionary War this Georgia woman actively spied against the British, capturing 6 Torysoldier herself as they forced her to feed them.
He is one of three Georgians to sign the Declaration of Independence, wrote the original draft ofGeorgia's first constitution, and was elevated to the top position of President (Governor) of Georgia.
He is one three Georgiansto sign the Declaration of Independence, the 12th Governor of Georgia,and has a county in Georgia and two elementary schools named after him.
He is one three Georgians to sign the Declaration of Independence,hekilled Button Gwinnett in aduel, and later served as governorof the state from 1789-90.
This was the first successful colonial independence movement against a European power, 1775-1783.
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USA:Causesof the American Revolution: Timeline
Student Name: Date:
Teacher Name: Nishayla CoxScore:
Listed in the Item Bank are a numberof key events from this field. Write the eventsin chronological order by placing each numberin its corresponding openrectangle.Ifthere is overlapping,simply trace the dashed line downto the timelineforclarification.
Items:
1 Boston Massacre
2 Boston Tea Party
3 First Continental Congress convenes
4 Intolerable Acts passed
5 Quartering Act passed
6 Sonsof Liberty formed
7 TownshendActs passed
1774
1765 1774
1765 1767 1770 1773
LJ CL] [| [|| | | | | i | | i | | | || T I l I I | i | I l l1765 17661767, 1768 1769177017712 1772S 1773S 1774 1775S 1776 ~—177
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USA:Founding the University of Georgia
Student Name: Date:
Teacher Name:Nishayla Cox Score:
Items:
1 10,000
2 1776
3 1784
4 1785
5 1786
6 1801
7 35,000
8 Abraham Baldwin
9 Josiah Meigs
10 OconeeRiver
11 Yale
12 educated
13 rich
In [| , Not long after the end of the Revolutionary War, the Georgia General Assembly authorized the use of 40,000 acres to be used for a
schoolof higherlearning. Then, in January of[| , the General Assembly created the University of Georgia. In February of] , thefirst
| President of the University of Georgia was chosen: . He was Connecticut-born and -educated, and immediately upon taking the
job the wrote the charterthat created the university. He believed that an [| population wascrucialfor the state, and he wanted the
schoolto be one that would offer higher education to ALL Georgians,not just the wealthyelite.
Even thoughthe University of Georgia was authorized in 1786,it really did not physically exist until [_]- That was the year that 633 acres
close to the[|was donatedto the state to be used for the actual site of the school. In Septemberof that year, [_]. also a graduate of
Yale, was appointed President and taughtthefirst university class. In 1804 the University graduateditsfirst class, and the following year the
first permanent building was erected on campus. Today,there are nearly 400 buildings on the UGA campus.It employs almost [| people
and has roughly [|students.
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USA!re:History Vocabulary Worksheet
Student Name: Date:
Teacher Name: Nishayla CoxScore:
Define these terms:
Headright System
Henry Ellis
Indigo
James Wright
John Reynolds
Plantation Economy
Royal Colony
Slavery
Tobacco
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USA!re:History Vocabulary Worksheet
Student Name: Date:
Teacher Name: Nishayla Cox Score:
Define these terms:
Agrarian
Archaic
Etowah Indian Mounds
Hunter Gatherers
Mississippian
Nomadic
Paleo Indian
Paleolithic
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USA:History Vocabulary Worksheet
Student Name: Date:
Teacher Name:Nishayla Cox Score:
Define these terms:
American Revolution
Appalachian Mountains
French And Indian War
GeorgeIII
Proclamation Of 1763
Seven Years War
Sons Of Liberty
Stamp Act
Taxation Without Representation
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