Summer Academic Work
Summer Reading Assignments
Summer Reading Assignments
2020-21 School Year, Grades 6 to 9
The way to get better at anything is to practice. This is true for reading. For anyone to get better at reading, they must continue to read—all the time, during the school year and also when school is not in session. Reading has many benefits (see below). Therefore, we are asking all our students to read over the summer.
Why should you read?
(see the graphic, right)
1. Reading is rewarding.
2. Reading Builds a Mature Vocabulary (fights word poverty).
3. Reading makes you a better writer.
4. Reading is hard and “hard” is necessary.
5. Reading makes you smarter.
6. Reading prepares you for the world of work.
7. Reading is financially rewarding.
8. Reading opens the door to college and beyond.
9. Reading arms you against oppression.
Before school ends, you will:
Help to create an online summer reading book list of possible titles to read. Here it is!
Set your own summer reading goals.
Set up a list where you will record what you read over the summer.
Over the summer, you will:
Read like crazy!
Keep track of the books you read in your Google doc. If you are a new student to Dock, you can keep track in your own google document or on a piece of paper. You will bring the paper or share the electronic file with your teacher in the fall. Here is a sample.
Think about the books you’re reading and the ways you are growing as a reader.
In the first couple days of school, you will:
Review your reading goals.
Reflect back on your reading achievements, disappointments, and your lives as readers over the summer.
Talk to your classmates and teacher about your reading.
Teachers will also set goals and report back.
Questions to consider (and for you to discuss with your classmates) as you read:
What’s something that surprised you about your reading this summer?
What was your reading goal for this summer and how did it work out?
What one book that you read this summer would you recommend that everyone read?
How would you describe your life as a reader this summer?
(P.S. Your reading teacher will be doing all of these things too, including setting goals and reading!)
Summer Reading Assignments
2020-21 School Year, Grades 10 to 12
In years past, Dock adopted a new approach to summer reading, one that we hope inspires students to read a book they love, and come to school in the fall prepared to discuss it with their peers and faculty.
Faculty and staff members from across the school were given the option to select a book they are interested in reading. During the first week of school in the fall, faculty and staff will lead group discussions about the books.
Your list of summer reading choices is here.
Interested students may sign up at any time. Students electing to participate need to read the book of their choice and be ready to discuss the book and their experience reading it on All School Orientation day after the start of school. Reading groups may consist of 2-15 students and one teacher or staff person.
Description: This project will give you an introduction to the physics concepts we’ll be studying in this class and we’ll be adding to it all year until it will be presented as part of your final project in April. You will create an interactive presentation using any of the applications that you are most familiar and comfortable with. These include, but are not limited to: PPT, Keynote, iMovie, etc. By using a combination of visuals, video clips, hand drawings, typed and verbally explained methods, you will ‘Anchor’ (talk through) a demonstration of Physics in Sports.
Tools/resources: Please WATCH/TAKE NOTES on the clips from the two links to get familiarized with the topics presented. These are resources you are allowed to use as research for your presentation, please CITE anything you use so I know the source material.
1) Khan Academy for AP physics 1: https://www.khanacademy.org/science/ap-physics-1
2) Crash Course Videos: https://www.youtube.com/playlist?list=PL8dPuuaLjXtN0ge7yDk_UA0ldZJdhwkoV
3) Any legitimate/vetted online sources: CITE
4) YouTube videos
5) Google images
6) Your personal videos and pictures
***Please cite at the end with correct MLA format any sources used in making the presentation
1) Length: 10-15min of you TALKING – absolutely no reading- through the presentation from beginning to end
2) Presentation is mostly visual with most of the actual information to be spoken by you, but must include:
a. An overview of your sport
b. Pictures showing different aspects of your sport
c. Basic rules and requirements
d. At least THREE video clips where you can explain physics applied
i. Good clear visuals for the sport in action
ii. One of the videos must be DEMONSTRATED BY YOU actually doing the sport, or FILMED BY YOU of someone you know doing a move in the sport
iii. The other two videos can be from YouTube or any other source
iv. Videos must not be longer than 3 min TOTAL
v. A verbal explanation from YOU (not the video itself) of what is being shown and how it demonstrates select physics laws – naming and explaining the laws/principles will be required. So NO SOUND IN THE VIDEOS to be played at any time.
e. VISUALS: At least 4 - (pictures/diagrams/animations/GIFs etc) that you would be using to explain physics applied
f. A slide for each of the physics principles/laws required (see #4) with brief description and explanation of each –showing your basic understanding, not just copied definitions.
g. Work cited slide
3) You do NOT need to do any MATHEMATICAL calculations
4) Principles/laws covered and MUST be included are – they are named so you can find them on both Khan Academy and Crash Course videos:
a. Motion in 1D in a straight line
b. Motion in 2D – Projectiles
c. Newtons three laws of motions
i. Talked about SEPARATELY
d. Friction, Centripetal Forces and Uniform Circular Motion
e. Momentum and Impulse: Collisions
f. Rotational Motion
g. Torque and Angular Momentum
h. Work and Energy
Basically we want to see how physics is applied and used in your sport. You may research physics in your sport specifically as well, but DO NOT just copy and paste information that you don’t understand.
PROJECTS WILL BE SUBMITTED TO SCHOOLOGY by 7am and presented first week of school.
· If this project is not done by the due date – WE’LL HAVE TO MEET to decide whether this is a good placement for you as AP requires motivation, self-discipline and effort
· IF you do decide to drop and you are a Junior – you’ll have to WAIT till next year to take the General Level physics as there is NO MORE space since we worked the schedule around the classes you chose
· Seniors – we’ll have to have a meeting with your parents and guidance to figure out if a change is even possible with your schedule and my classes being full.
· Work that is not original and is not produced by you will receive a 0 (zero)
Contact Mrs. Mast for your assignments. These should also be posted on Schoology.
Summer Work Big Idea #4
DUE 1st day of school
1. All attachments and resources are in a SCHOOLOGY group called AP BIOLOGY
2. Answer all questions in detail and to the point. DO NOT spend time being descriptive. It's more important WHAT you say than HOW you say it.
3. DO NOT WRITE IN ANY OF THE BOOKS. Please type or write the answers out in a notebook
4. Your work must be original and completely your own. Any copied answers or written explanations that were just taken from other sources instead of being well thought out and written by you will result in your excuse from this class next year.
5. You will be tested on this material 1st week back from school.
DO NOT WAIT till last minute, this will get overwhelming!
PART I: Overview (40 pts)
1. Please start with looking at the following Prezi to get an overview of the BIG IDEA 4 unite for AP BIOLOGY, which is the unit the summer work is based on and what we will be starting with:
- The 2nd link is for some vocab terms you need to know to understand this unit. You may want to run through those several times to get familiar.
2. Read chapters 51, 52, 53 and 55 in your TEXTBOOK.
a. Complete the READING GUIDES for each chapter (located in Schoology)
b. Please print them out and hand write the answers
c. Be ready to hand all 4 reading guides 1st day of school
PART II: Essential Questions for this unit (10 pts)
1. On a separate sheet of paper, answer each part of the question below. Each part is 5 points, so you must have at least 5 different details for part a and part b. Make sure each part of the question gets answered!!
￼￼￼PART III: Virus Study (60 pts)
1. Read Chapter 19
2. Complete chapter 19 Reading Guide
3. Create a PPT covering the life cycle of a Flavivirus
a. PPT must include
i. Visuals on every slide!
ii. Overview of the Flavivirus
iii. What type of virus is it?
iv. What is its structure?
v. What type of genetic material does it contain? Describe the genetic material in detail
vi. How does it enter the host?
vii. What does it do as soon as it enters the host cells?
￼￼viii. How does it take over the body’s machinery and start replicating?
ix. What are the symptoms of the virus?
x. What are the long-term effects of the virus?
xi. Include any work cited in correct MLA format on the last slide.
4. Case Study: ZIKA VIRUS
a. READ the following article (also on Schoology):
b. Answer the following questions on a SEPARATE sheet of paper
c. Use your OWN WORDS and supplement with statements and/or quotes from the article
i. What is the central question the article addresses?
ii. What are teratogens?
iii. What are the critical questions that need to be answered for prevention and response to be mounted?
iv. What are the patterns and timing of the Zika virus’ spread (use the following link to answer:
v. Why is a review of the evidence linking Zika virus infection and adverse pregnancy and birth outcomes needed?
vi. What two approaches are used to identify potential teratogens?
vii. Which number criteria is necessary for causation relationship to be established. Explain why those three specifically are essential?
viii. Explain which criteria the Zika virus transmission fulfills and which ones still require more research
ix. What are the symptoms of both the fetal (pre-born) and baby born and carried to term when Zika infection is present?
x. What tests were performed for a pregnant woman used to assess the Zika virus progression and causation?
xi. Why the last three criteria are not considered essential?
xii. What are specific effects of the Zika virus that causes microcephaly?
xiii. Are there alternative hypotheses for the symptoms of the brain abnormalities?
xiv. What are the 3 critical issues we can focus on now that the causation has been established?
Contact Miss Metzler for your assignments. These should also be posted on Schoology.
Miss Metzler's AP Environmental Science students should read Chapter 2 of the online textbook and create a narrated PowerPoint. Look to the Testing Comprehension questions on page 45 as a guide for the content to include. This will be used as a review of the content for yourself when the class begins before taking the Ch. 2 assessment. Second, you will research 3 species that live in our/your region and make a 5-10 minute video with YOUR footage of these species, giving visual or audio information about where they are originally from, how they interact with other living things in the environment, and if there are any threats to its habitat- have fun with this & get creative! If you have any questions about how to do this summer work, contact me at firstname.lastname@example.org.