Grade 7 Team Home Learning Package 1



Grade 7 Inquiry Based HomeworkHello Students!We hope that you are safe and happy at home during the suspension of classes. We know that you have many exciting things to do while you’re at home and thought we would add to the list with this inquiry learning booklet. These learning opportunities will help sharpen your skills and keep learning while you are away from school. Please don’t feel stressed with the work that you see in this booklet. This work is not for marks as we said. This is to support your learning and prepare you for when we come back to school after the suspension of classes. In addition to this learning we hope that you will also be able to rest, relax, connect with family members, and try new hobbies.If you or your parent/guardian need to contact a teacher, we have provided the following email list to help. If you have any questions, need help, have any concerns, or just want to connect please contact us anytime via email from 8:50 am – 11:45 am and 12:45 – 3:20 pm.L. Klassen (Social Studies – 7C, 7D) – lklassen@retsd.mb.ca N. Stekler (ELA, Social Studies – 7A, 7B) – nsteckler2@retsd.mb.ca C. Degraeve (Math, Science – 7A, 7B, 7C)) – cdegraeve@retsd.mb.ca S Oakes (ELA – 7A, 7B) – soakes2@retsd.mb.ca G. Jackson (Math, Science – 7A, 7B) – gjackson@retsd.mb.ca D. Janis (French, Applied Arts – Grade 7) – djanis@retsd.mb.ca S. Mathews (Art, Applied Arts) – smathews@retsd.mb.ca ELAHere are some more writing prompts to get your pencil/typing fingers moving!Take a moment to remember a story that you enjoy/have enjoyed. This can be a book, movie, television show, video game or anything else with a story that ‘stuck with you’ (even something we read in class). Create a comic strip that retells this story. The comic must have at least six panels.Interview an adult that you know. Get them to tell you about their childhood and how it was different or similar to yours. See if you can find out at least ten things that you didn’t previously know about them.Turn this premise into a story: Many years in the future, people only live above the clouds in mountain villages, and travel by air from one community to another. The Earth below the clouds has become dangerous for humans, but no one remembers why. All you know is that anyone who has ventured below has never returned. When you learn that your family's airship has crashed beneath the clouds, you decide to rescue them despite the fact that you are only 13 years old. With your trusted friend(s) by your side, you begin the descent down the mountain.Turn this premise into a story: In the near future, all activity is monitored closely by the government through smart phones. You've been raised to question this invasion of privacy, so you're the only one at your high school who isn't staring at their phone all day long. But then a new student shows up, without a phone, and acts suspiciously. You decide to become their friend, only to learn that the government has a much more nefarious plan than you had previously thought…And remember to try and read for at least 20-30 minutes a day! Not all reading has to come from books. Remember all of the different places in our lives where we can experience language.20 minutes of reading per day exposes you to over a million words per year!Human Rights InquiryInstructions: This is a very difficult time for our world and country as we continue to watch and monitor the global pandemic. With our study on human rights and the good life, we need to be mindful of the parts of our populations that are the most vulnerable. How are they being treated and who cares for them? Please read the following 2 articles, to get a sense of what is happening in Canada and around the world to these vulnerable populations. At the end are some writing prompts so you can dig deeper into this concept and really understand the issues going on.VocabularyWithin the articles listed below, you may find it helpful to look up the definitions of the words provided. By doing so, we hope it provides you with a better understanding of the main idea.Article #1travesty, disproportionately, integratedArticle #2impede, holistically, underlying, mitigate, stigma, empoweringArticle #1Remote First Nations ‘ill-equipped’ for novel coronavirus pandemic: FSINBY ANNA MCMILLAN GLOBAL NEWSA Saskatchewan chief who represents 74 First Nations says federal support is urgently needed to avoid the “travesty” of the novel coronavirus making its way to remote communities.“They’re not listening or not taking the direction from the First Nations,” said Federation of Sovereign Indigenous Nations (FSIN) Chief Bobby Cameron.“I’ve heard from many, many chiefs and councils across Canada, ‘Bobby, we need a lot of help. We need the services.’”FSIN officials pointed out the potential for COVID-19 to disproportionately harm Indigenous communities, particularly northern nations suffering from poverty, poor housing and limited access to transportation and health-care services.“It would be disastrous. We’re looking at communities that are so close-knit and … they gather together continuously,” Vice Chief Heather Bear said.Bear said she has seen up to 19 people living in a single-family home — not exactly prime conditions for self-isolation.The FSIN is calling on the federal government to heavily invest in isolated communities, allowing testing clinics and health-care workers to set up shop on reserve temporarily. FSIN Vice Chief Heather Bear and Chief Bobby Cameron are urging the federal government to support First Nations amid the COVID-19 pandemic. Saskatchewan’s chief medical officer said he has been in talks with Indigenous Services Canada, exploring how to address the issue.“There has to be an integrated approach between primary care networks within the Saskatchewan Health Authority and First Nations,” Dr. Saqib Shahab said.Friday afternoon, the Saskatchewan Health Authority opened two testing centres for COVID-19 in Saskatoon and Regina. One in Prince Albert is scheduled to open March 16.“We have to ensure that anyone in Saskatchewan — urban, rural, remote, on reserve — has timely access to guidance through HealthLine … [and] has timely access to testing,” Shahab said.Bear said testing is not currently possible for many isolated communities, which don’t have the medical supports required to handle a COVID-19 case.Cameron said the goal is to get ahead of the spread of the virus. As such, the FSIN has cancelled many upcoming events and is advising against out-of-province travel.The FSIN is sharing key coronavirus messaging with its member nations: wash your hands, avoid large gatherings, and stock up on food — something Bear noted may be difficult in communities where food is flown in and expensive.If a novel coronavirus case is confirmed on a member nation, the FSIN said it will work with the SHA and Canada’s First Nations and Inuit Health Branch to provide as much support as possible.“To get the services or to get medicines, it’s going to be extremely challenging,” Cameron said.“We can only pray and do our best to avoid this travesty from happening.”Comprehension Questions (answer on loose-leaf):Why is the risk of coronavirus worse in northern First Nations communities?List three reasons that northern First Nations communities are worried about the coronavirus.What are the First Nations communities asking the federal government to do to support them?Describe a connection between human rights and the issues that northern First Nations communities are facing.Article #2Coronavirus: Human rights need to be front and centre in response, says Bachelet GENEVA (6 March 2020) – UN High Commissioner for Human Rights Michelle Bachelet on Friday said it is essential that governments introducing measures to impede the spread of the coronavirus, COVID-19, undertake a range of additional actions to reduce the potentially negative impact such measures may have on people's lives. "As a medical doctor, I understand the need for a range of steps to combat COVID-19, and as a former head of government, I understand the often-difficult balancing act when hard decisions need to be taken," Bachelet said. "However our efforts to combat this virus won't work unless we approach it holistically, which means taking great care to protect the most vulnerable and neglected people in society, both medically and economically.""Such people include those on low incomes, isolated rural populations, people with underlying health conditions, people with disabilities and older people living alone or in institutions," she added.Lockdowns, quarantines and other such measures to contain and combat the spread of COVID-19 should always be carried out in strict accordance with human rights standards and in a way that is necessary and proportionate to the evaluated risk -- but even when they are, they may have serious repercussions on people's lives, the High Commissioner said.While authorities may judge it necessary to close schools, this may result in parents having to stay home and unable to work, a measure that is likely to disproportionately affect women.Staying off work in order to "self-isolate" may result in lost pay or a lost job, with far-ranging consequences for people's livelihoods and lives. Health care for people with chronic or serious conditions may be impeded by the response to the outbreak. Disruption to trade and travel is likely to have a big impact, especially on small- and medium-sized businesses and the people they employ and serve."People who are already barely surviving economically may all too easily be pushed over the edge by measures being adopted to contain the virus. Governments need to be ready to respond in a range of ways to unintended consequences of their actions aimed at the coronavirus. Businesses will also need to play a role, including responding with flexibility to the impact on their employees," Bachelet said.The High Commissioner welcomed the fact that some governments, as well as international organizations, are starting to put in place measures to mitigate the impact on people's economic and social rights."Given we are all operating in uncharted territory, I encourage States to establish ways of sharing information on good practices they are currently taking to alleviate the negative socio-economic effects of COVID-19 and the efforts to halt its spread. International solidarity and co-operation are more needed than ever. It is also clear that resources need to be directed to social protection so that people are able to survive economically during what may become a protracted crisis," she said."COVID-19 is a test for our societies, and we are all learning and adapting as we respond to the virus. Human dignity and rights need to be front and centre in that effort, not an afterthought," Bachelet said.To effectively combat the outbreak means ensuring everyone has access to treatment and is not denied health care because they cannot pay for it or because of ernments need to ensure all relevant information reaches everyone without exception, including in readily understandable formats and languages, and adapted for people with specific needs, such as children, the visually- and hearing-impaired, and those with limited or no ability to read."Being open and transparent is key to empowering and encouraging people to participate in measures designed to protect their own health and that of the wider population, especially when trust in the authorities has been eroded. It also helps to counter false or misleading information that can do so much harm by fueling fear and prejudice," the High Commissioner said."I also urge authorities in countries affected by COVID-19 to take all necessary steps to address incidents of xenophobia or stigmatization," she prehension Questions (answer on loose-leaf):Why do governments need to be careful with the measures they take to stop the increase in COVID-19 cases? What might happen if they don’t?Which groups of people are the most vulnerable when it comes to COVID-19?How does xenophobia (racism) about the coronavirus, play a role in harming people’s human rights?Human Rights Connections (complete on loose-leaf):Create a graphic organizer of all the ways that the coronavirus could hinder peoples’ access to human rights and basic needs. Looking at both articles, what is the greatest fear from the coronavirus? How can we make sure that people are being treated fairly and with human rights? Write a letter to the government telling them how you think they should support marginalized and vulnerable populations.Read the two provided articles. How do you think the difficulties faced by isolated communities during a pandemic compare with the difficulties faced by our school community? Do you think that the remoteness of these communities can be seen as an advantage or disadvantage? Explain your answer.ScienceHere are some projects you can complete to extend your learning on the science design process. These are engaging and hands on activities that will focus on developing skills and understanding in the areas of design. On the last page of the booklet are links to more investigations that should require very little materials but will also develop those areas of wonder and why.Balloon ExperimentBlow up the balloon and tie it off. On a separate piece of paper write your predictions. A prediction is an educated guess about what you think is going to happen.Make a prediction about what will happen when you bring the balloon outside in the winter. Make a prediction about what will happen when you heat up the balloon with a hair dryer. Once you have made your predictions, take your balloon outside and observe what happens for 3 minutes. Write down your observations. Hint: Think of the 5 senses! Take the balloon back inside and observe what happens. Write down your observations. Turn on a blow dryer and point it at your balloon. Blow warm/hot air at the balloon and observe what happens. Write down your observations.When you are done, think about your results. Try to explain what you observed. Bedroom Door AlarmUsing only paper, cardboard, tape and string. Design, draw, build and test an alarm that will let you know when someone has opened your bedroom door! If you can, take a picture of your final device!On a piece of paper create a written plan to solve the above problem. Include in your plan the following: 1.Problem you are solving 2. materials required 3. drawing of your design. 4. steps you used to build your design 5. criteria to know if you have solved the problem. 6. strengths/weaknesses of your design.Free-Standing TowerUsing only paper and tape, build the tallest free-standing tower you can. If you can, take a picture of your final design!A free-standing building is a building which stands on its own and doesn’t touch any surface other than the floor. On a piece of paper create a written plan to solve the above problem. Include in your plan the following: 1.Problem you are solving 2. materials required 3. drawing of your design. 4. steps you used to build your design 5. criteria to know if you have solved the problem. 6. strengths/weaknesses of your design.Math Students will measure various items within their home using non-standard and standard measurement tools to determine perimeter, area and volume of various items. Formulas and examples of how to calculate these items are located below tasks along with additional links for further explanation. TasksMeasure the perimeter of the following items in your home: bed, TV, couch and 3 additional items of your choice using different non-standard measurement tools. Record your data. Measure the area of each room in your home with a standard measurement tool if available if not use a nonstandard measurement tool. Record your data for all tasks. Once you have the area of each room, find the total area of your home.Show your total area of your home in feet and meters.Find the volume of the following items in your home: fridge, closet and 2 additional items of your choice. Record your data.Formulas/Examples1560830000Area: Length x width ?SquarePerimeter = 4 × aa = length of side?RectanglePerimeter = 2 × (w + h)Perimeter156200912446000Volume:Length =12 cmWidth =4 cmHeight =3 cmVolume = length x width x height (12x4x3=144cm3)Non-standard measurements: anything that you can find that helps you measure objects. These items do not have numbers on them. Example: Shoe, Hand, Paper, electronic device (phone, iPad etc.) Additional Resources: to help you figure out area, perimeter and volume calculations: Cooking: Using a cookbook or on-line recipe: prepare muffins. As discussed in class, the techniques used in preparing muffins are similar. Prepare a muffin recipe including all your favourite ingredients. In writing record your experience and your family’s evaluation. Take a photo and share your experience with the class on your return.-6835710427200-685805651500FrenchHere are some suggestions to expand your French skills: Record 10 English words that you could translate into French. Go on-line and use French translation...listen to the pronunciation. Record your French translation on paper. Go on-line and listen to the French version of The Three Bears, Boucle D’Or et Les Trois Ours. See if you can recognize the vocabulary. Write 10 sentences..5 sentences using J’aime manger and 5 sentences with j’aime faire (make or do) Listen to the news on TV, record 10 words that you could understand. Design: draw a hot dog, a hamburger, a fruit salad, a Slurpee, a sub or food of your choice...colour your artwork and name in French the items in your creation...lettuce, tomato, mustard.... etc. The possibilities for practicing your language skills are endless maybe you have another idea that you could share.ArtContinue to practice drawing and developing skills on things we have covered in Art.1. Cartoon faces Try to create several different looking characters. (with personality/expression)Fun idea: Try making a short comic strip using a few different characters.How to Draw Faces- Front View: CARTOONING 101 #1 (watch the other videos for advanced details on views, eyes, nose, hair…) 2.Continue doing your “Graffiti Style” word. - include: Unique font, colours, boarders, special features, reflections, gradients…3.Sketchbook: Work on drawings of your choice for your sketchbook. Look around your room/house for objects to draw. If you have access to the internet, look for art tutorials to help you draw, for new ideas or just to learn. Everyone knows Bob Ross and his “Happy Trees” check out one if his videos. GraphicsWe started learning how to draw objects as Orthographic Drawings: You can do things at home to help you understand how to draw objects using this method.Remember, an Orthographic drawing is one where you draw the object from 3 views: Front, Top and the Right side. VIDEO: Activities: Lego: if you have “building blocks”, build an object and try to draw all the details from 3 sides.Or follow the instructions to build something. Drawing/building both work together.Objects in your room: Find an object and try to draw how it looks from all 3 views. (toy, clock, lamp…)TABATA Time!True Tabata workouts combine 20 seconds of vigorous activity with 10 seconds of rest in between each set.Dr. Tabata’s research showed that even 4-minute workouts using his timing formula can have positive results on a person’s overall fitness.One and Done - This format is called “one & done” because each exercise is only done 1 time during the routine. (You may also try Double or Nothing - 4 exercises each done twice in a row.)Set #Exercise NameInterval Start1Jumping Jacks (20 seconds)0:00Rest 10 seconds2Lunges (20 seconds)0:30Rest 10 seconds3Hold Plank Position (20 seconds)1:00Rest 10 seconds4Invisible Jump Rope (20 seconds)1:30Rest 10 seconds5Squats (20 seconds)2:00Rest 10 seconds6Plank Leg Raises (20 seconds)2:30Rest 10 seconds7Jog in Place with High Knees (20 seconds)3:00Rest 10 seconds8Plank Arm Raises (20 seconds)3:30Rest 10 secondsCreate Your Own - Create your own routine in the chart below.Set #Exercise NameInterval Start1Exercise Name: ________________________ (20 seconds)0:00Rest 10 seconds2Exercise Name: ________________________ (20 seconds)0:30Rest 10 seconds3Exercise Name: ________________________ (20 seconds)1:00Rest 10 seconds4Exercise Name: ________________________ (20 seconds)1:30Rest 10 seconds5Exercise Name: ________________________ (20 seconds)2:00Rest 10 seconds6Exercise Name: ________________________ (20 seconds)2:30Rest 10 seconds7Exercise Name: ________________________ (20 seconds)3:00Rest 10 seconds8Exercise Name: ________________________ (20 seconds)3:30Rest 10 secondsTry to be active for 30-60 mins each day. Remember, activity minutes add up. It’s okay to break your total activity into smaller chunks of movement. Some ideas include: Dance, sprint down your sidewalk (rest and repeat), run around the block, man makers, play keep it up with a balloon, find 3 items to juggle, try yoga, stretch, roll a dice and perform that many fitness exercises (squats, jumping jacks, mountain climbers, etc.) make an obstacle course (with crawling, jumping over, balancing, etc.), play rock, paper, scissors- the winner chooses a fitness exercise for the other person.Be creative, keep fit and HAVE FUN!WebsitesThese links are here to either support the learning that is expected throughout this booklet or to extend ideas that have been built within each discipline. ScienceThese are links to at home experiments that should require minimal material but will be engaging and build some wonder in your child. We would suggest following the P (predict), O (observe) and E (explain) format when doing these. site is a design process site with a bunch of simple design projects that you can use to help build that creative and “out of the box” thinking, in your child> Academy is an excellent site to use for math explanations and practice. cubed has many different problem solving tasks that can help to challenge and push your child’s thinking. is an adventure math game that will help with your child’s mental math skills. The game is intuitive, meaning it will adjust the questions based on your child’s understanding. A class code has been given to you on the front page of this booklet. 7A and 7B students continue to use your login from school. 7C and 7D students go to login, then choose sign-up. Choose the option for student then click the play now button. You will be brought to a login screen. Click the new player option. It will then ask you where you are playing from, choose school and then choose class code and follow the rest of the directions to set-up your account. At Home Learning – this website includes daily projects and ideas to enhance learning for students Geographic Kids Games – this website has social studies related games for students to play online. Curio – this website includes many educational documentaries, podcasts, and shows that can support and enhance learning for students Sports Hall of Fame Virtual Museum – a look at some of the artifacts in the Canadian Sports Hall of Fame with many different exhibits and genres to choose from. Museum of History Virtual Tour – take a look at the Canadian Museum of History through this virtual tour. ................
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