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KS.2 History Programme of Study
Rationale:
* I've spread the eight units out evenly over the four years of KS.2, deliberately leaving the middle term of each year free. My thinking is this gives teachers a choice, either to continue the previous term's study, start the next term's early or plan it as a non-history teaching term.
* The British study units have been planned in chronological order: Pre-History, Romans, Anglo-Saxons (before Alfred the Great), Anglo-Saxons (struggles), and a study of British history after 1066.
* The local history study has been left off the map; schools can either plan a separate unit or incorporate it with one of the British history units.
* I've put the 'open British history study' at the end of Year 6 because it makes sense chronologically and because it gives Year 6 teachers the flexibility to plan in and around the SATs.
* The three 'non-British' units have been mapped with the Ancient Egyptians first, chronologically this makes sense (although of course it depends on school's choosing Ancient Egypt as the subject of study), it also makes sense for other reasons (although these are subjective):
1. The cultural 'story' of Ancient Egypt revolves around the myth of the weighing of the heart and the legend of Seth and Osiris. These are both accessible to children of Year 4.
2. The iconography of wall paintings and hieroglyphics seems to hold a fascination with young children and along with the pantheon of Egyptian Gods seems more accessible than their Ancient Greek counter-parts.
3. The history study of Ancient Greece is focused on the achievements and influences of it's great thinkers, architects, and story-tellers. These (it could be argued) are a much more demanding subjects and probably better understood by older children
4. I've put the 'non-European society' study at the end of year 5 as it seems the best compromise, but of course it could fit in elsewhere.
| Yr.3 | Yr.4 | Yr.5 |
|---|---|---|
| Changes in Britain from the Stone Age to the Iron Age This could include: - late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae - Bronze Age religion, technology and travel, e.g. Stonehenge - Iron Age hill forts: tribal kingdoms, farming, art and culture | Britain’s settlement by Anglo- Saxons and Scots This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne | Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include: - Viking raids and invasion - resistance by Alfred the Great and Athelstan, first king of England - further Viking invasions and Danegeld - Anglo-Saxon laws and justice - Edward the Confessor and his death in 1066 |
| Roman Empire and its impact on Britain This could include: - Julius Caesar’s attempted invasion in 55-54 BC - the Roman Empire by AD 42 and the power of its army - successful invasion by Claudius and conquest, including Hadrian’s Wall - British resistance, e.g. Boudica - “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity | The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China | A non-European society - one study chosen from: - Early Islamic civilization, c. AD 900; - Mayan civilization c. AD 900; - Benin c. AD 900-1300. | | <urn:uuid:55153438-9cf0-4388-b5d7-83660e80371f> | CC-MAIN-2021-25 | http://www.imaginative-inquiry.co.uk/wp-content/uploads/2013/07/KS2-programmes-of-study.pdf | 2021-06-18T02:31:02+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00135.warc.gz | 70,132,732 | 841 | eng_Latn | eng_Latn | 0.997985 | eng_Latn | 0.997985 | [
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Cover image: detail from The Round Dance in the First Nations Gallery at the Royal Saskatchewan Museum.
The Round Dance takes place in a clean, open place. It begins late in the evening and ends early in the morning. People dance in a circle to indicate that all are equal. The drum-beat represents the heartbeat of Mother Earth. The songs represent thankfulness, unity, and togetherness.
Some believe that the Northern Lights are the Old Ones who have come to dance with us. They appear in the evening, bringing beauty and healing.
– Denny Morrison, artist
Policy for the management and repatriation of sacred and culturally sensitive objects of Aboriginal origin in the Ethnology Reserve Collection
Subject:
The access to and the care, use and repatriation of sacred and culturally sensitive objects of Aboriginal origin.
Authority:
Minister of Tourism, Parks, Culture and Sport
Acknowledgements:
Saskatchewan Indian Cultural Centre Federation of Saskatchewan Indian Nations
Tribal Councils of Saskatchewan Independent Bands
Policy statement:
The Royal Saskatchewan Museum (RSM) will work cooperatively with Aboriginal peoples to address concerns about the access to and the care, use and repatriation of sacred and culturally sensitive objects of Aboriginal origin held in the Ethnology Reserve Collection of the RSM.
Responsibility and contact:
Aboriginal History Unit Royal Saskatchewan Museum 2340 Albert Street Regina, Saskatchewan, S4P 2V7
Phone: (306) 787-1644 or (306) 787-2815 Toll free: 1 (866) 984-4964
Fax: (306) 787-2645
Email: firstname.lastname@example.org Website: www.royalsaskmuseum.ca
Effective date:
This fourteenth day of July, 2010
iii
Table of contents
Table of contents
Procedures
11
v
Preamble
Definitions
The RSM and Aboriginal peoples recognize that there are traditional and sacred connections between Aboriginal peoples and sacred objects of Aboriginal origin and that the sacred objects are extremely important to the cultures, values and traditions of Aboriginal peoples today.
Pursuant to The Royal Saskatchewan Museum Act, this policy is to address the concerns of Aboriginal peoples about the access to and the care, use and repatriation of sacred and culturally sensitive objects originating with their cultures and contained in the Ethnology Reserve Collection of the RSM.
Principles
This policy is built on the interests, needs and cultural perspectives of Aboriginal peoples. Three principles, introduced in 2007 in The Royal Saskatchewan Museum Act 1 , form the basis for this policy:
* Aboriginal peoples have a connection to Aboriginal sacred and culturally sensitive objects, regardless of where those objects are held;
* Aboriginal sacred and culturally sensitive objects in the collection are vital to the maintenance of traditional ways;
* the deeper meanings associated with Aboriginal sacred and culturally sensitive objects are known only to Aboriginal members of their cultures of origin.
1 Government of Saskatchewan. 2007. The Royal Saskatchewan Museum Act. Queen's Printer, Regina. Available at http://www. qp.gov.sk.ca/documents/english/FirstRead/2006-07/Bill-63.pdf
A number of terms that are relevant to this policy are defined here to clarify their general meaning.
Aboriginal peoples
Aboriginal peoples may be defined as First Nation, Inuit and Métis peoples of Canada 2 .
Repatriation
Repatriation may be defined as:
"recognizing people's stake in their heritage, which in practice can mean such things as negotiated return of objects and related cultural materials, and/or sharing authority and responsibility for care and interpretation of collections in the museum" 3 .
Ethnology and Archaeology Collections
An ethnology collection may be defined as an assemblage of objects, originally possessed either individually or communally, and obtained by donation, purchase or other means from living members of cultures around the world. Examples of ethnological objects are beaded jackets, dresses, moccasins, and the sacred objects in the list below.
Not included in such collections, and therefore not included in this policy, are objects of archaeological origin.
An archaeological artifact is an object recovered from sites where people lived in the past; an archaeo-
2. Canada. 1982. Canada Act, Schedule B: Constitution Act, Part 2, 35(2). Ottawa.
3. Museum of Anthropology. 2000. Guidelines on Repatriation of Canadian First People's Cultural Material. University of British Columbia, Vancouver.
logical collection may be defined as an assemblage of such artifacts. Archaeological artifacts are obtained through either the excavation or surface collection of these sites, and examples are stone tools such as endscrapers and projectile points, animal bones and pottery sherds. Under The Heritage Property Act, the Minister may transfer ownership of archaeological objects on a case by case basis.
Aboriginal sacred and culturally sensitive object
"Aboriginal sacred and culturally sensitive object" means any object that:
* has been used in an Aboriginal ceremony;
* reflects the spiritual power of an Aboriginal person;
* was left as an offering in an Aboriginal ceremony or practice; or
* has ongoing historical cultural importance to an Aboriginal community.
Examples of these objects include, but are not limited to:
* pipes;
* pipe stems;
* pipe bags;
* fans or other items made of eagle or hawk feathers;
* drums;
* medicine bundles;
* umbilical cord packages;
* bone whistles;
* rattles;
* painted tipis; and
* objects with earth paints (e.g. red ochre).
The sacredness of each object depends on the beliefs and practices of the individual, family or community that originally possessed the object, and on the context of its intended purpose and use.
The Ethnology Reserve Collection:
The Ethnology Reserve Collection is that portion of the RSM's Ethnology Collection that:
* consists of items deemed by Aboriginal peoples to have special sacred value and are referred to as "sacred objects";
* will be used, accessed, preserved and stored following the protocols, procedures and ceremonies of Aboriginal traditions and customs;
* is subject to restrictions which limit the use of any of such items in research and exhibits;
* is not subject to scientific study; and
* is maintained by the RSM as a separate collection with all known information available on each sacred object (see the RSM contact information on the front of this policy to obtain a copy of the List of sacred objects).
The policy
1.0 Scope of the policy
This policy applies to the access to and the care, use and repatriation of sacred objects that have been identified by Aboriginal peoples as having special sacred value and that have been assigned to the Ethnology Reserve Collection of the RSM or that will be transferred to the RSM in the future. Sacred objects that have been identified to belong to specific Treaty areas or culture-language regions will be available for access (including ceremonial use) or will be returned only to individuals, communities or organizations with clear ties to those specific areas or regions.
1.1 Exclusion of human remains
There are no human remains in any of the RSM collections. For issues related to human remains see the Archaeological Burial Management Policy for Saskatchewan 4 .
1.2 Existing Aboriginal and treaty rights
Pursuant to section 14.1 of The Interpretation Act, 1995, nothing in this policy is to be construed as abrogating or derogating from the existing Aboriginal and treaty rights of Aboriginal peoples of Canada mentioned in section 35 of the Constitution Act, 1982.
1.3 Special considerations for the replication of sacred objects
The handling of sacred objects in the Ethnology Reserve Collection of the RSM is extremely sensitive. Depending on the culture-language area of origin of the sacred objects, it may be inappropriate to consider viewing some objects in the collection for replication, for educational purposes, or artistic research. At the same time, it has been indicated that some Elders may be more comfortable having and/ or working with a replication instead of the original sacred object(s), especially if the intended use is for education purposes.
In all cases, special permission must be obtained to view and work with any sacred objects in the Ethnology Reserve Collection for replication, for
4 Saskatchewan Tourism, Parks, Culture and Sport. 2003. Archaeological Burial Management Policy for Saskatchewan. Heritage Resources Branch, Regina. Available at http://www.tpcs.gov.sk.ca/ burialpolicy
educational purposes, or artistic research. The process for obtaining special permission to replicate sacred objects will be determined by the Treaty area and/or the location of origin of the sacred object(s), and the protocols, procedures and ceremonies required to use the sacred object(s) in such a manner. Requests to replicate any of the sacred objects in the Ethnology Reserve Collection that are of unknown origin will be dealt with on a case-by-case basis (see section 2.7 of this policy).
2.0 RSM policy regarding the management and repatriation of sacred objects
2.1 Options for the management of the sacred objects in the Ethnology Reserve Collection
The RSM recognizes that there are cultural differences among the Aboriginal peoples of Saskatchewan. Several options are presented here for the access to and the care, use and repatriation of the sacred objects in the Ethnology Reserve Collection of the RSM, to accommodate all cultural differences. The RSM also recognizes that, in some cases, there may be a need to view the sacred object(s) to verify the identification(s) before one of these management options is chosen (see section 2.3 of this policy).
Option to maintain status quo and not submit any Request for action
If the RSM does not receive a Request for action from any Aboriginal individual, community or organization, the sacred object(s) will continue to be held and maintained by the RSM.
Policy
Option for shared stewardship (co-management) to store and manage the sacred objects
The RSM and Aboriginal communities will collaborate to store and manage identified sacred objects. This option will include arrangements for ceremonial use of identified sacred objects by individuals and/or communities.
Option to request the repatriation/return of sacred objects:
Sacred objects that are repatriated/returned will be removed permanently from the Ethnology Reserve Collection of the RSM.
Option for replication of sacred objects for educational or artistic research purposes
Special permission from the appropriate community will be required to complete this option (see section 1.2 of this policy).
2.2 Option for temporary storage of sacred objects repatriated/ returned from individuals/ institutions other than the RSM
Sacred objects of Aboriginal origin are held in different kinds of collections outside Saskatchewan. In the future, some sacred objects may be repatriated/returned to Aboriginal governments, communities, tribal societies, clans, families or individuals. There may be instances where there are no available storage facilities for the sacred objects that are repatriated/returned. Aboriginal individuals or groups may submit a request for temporary storage of these sacred objects at the RSM until facilities that are appropriate for their needs become available. Protocols or ceremonies for the objects will not be carried out by RSM staff. Storage agreements for each of these special cases will be signed by the Aboriginal individual or group involved and the RSM.
2.3 Request forms for this policy
Completed forms will be required for submission to the RSM to request a viewing of any sacred object(s) or to initiate one of the management options. These forms may be found at the end of this policy, at Tribal Council offices in Saskatchewan, or from the RSM website.
Request to view sacred objects:
In all cases where there is a need to view any sacred object(s) to confirm identification(s) for one of the management options in Section 2.1, a completed Request to view sacred objects form will be required for submission to the RSM.
Request for action:
Management Options in Section 2.1 and Section 2.2 will require the completion and submission of a Request for action form.
The option to maintain status quo (see Section 2.1) will not require any submissions by Aboriginal peoples.
2.4 Eligible request forms
The RSM will accept request forms from:
* Aboriginal governments;
* Aboriginal communities, tribal societies, clans or families;
* Aboriginal individuals; or
* Any combination of the above groups in collaboration.
Aboriginal peoples may submit requests only for sacred objects that are from their Treaty area or general culture-language area of origin. It is recognized here that Treaty boundaries do not correspond to provincial boundaries, therefore requests may be submitted from areas outside Saskatchewan. All Aboriginal peoples involved in any submission of a Request to view sacred objects form or a Request for action form, will need to provide confirmation of background/identification.
People of non-Aboriginal origin are not eligible to participate in the actions of this policy in any manner.
2.5 Process for reviewing submitted request forms for sacred objects
The Request to view sacred objects and Request for action forms that are submitted to the RSM for specific sacred objects will first be accepted and reviewed by the Aboriginal History Unit at the RSM. The RSM and appropriate Aboriginal organization(s) will confirm the eligibility of all people involved in each Request to view sacred objects and each Request for action. The RSM will also submit copies of the Request for action forms to the appropriate Aboriginal organization(s) for further review and to confirm that there are no competing claims for the sacred object(s) in question (see Procedures at the end of this policy).
2.6 Competing claims through multiple Requests for action
In cases where multiple Request for action forms are submitted and will compete for the same sacred object(s), the RSM will not initiate repatriation or other procedures until outside and/or independent resolution has been reached between the parties involved. The RSM shall remain neutral to such proceedings.
2.7 Requests for action for sacred objects of unknown origin
There are a number of sacred objects in the Ethnology Reserve Collection which are of unknown origin. Background information may not have been collected when the sacred objects were acquired, or the information may have been lost when the objects changed possession. Each Request for action for any management option for sacred objects of unknown origin will be dealt with on a case-by-case basis and will focus on the following needs:
* Oral and historical research on each sacred object will be required to clarify/establish cultural linkages when and where possible;
* Review of the Request for action by the appropriate Aboriginal organization(s) and/ or the Aboriginal peoples involved and the RSM; and
* Final decisions on the care, use and/or repatriation/return of these objects shall be reached by consensus between the appropriate Aboriginal organization(s) and/or the Aboriginal peoples involved and the RSM.
2.8 Formal agreements
When the process of review has been completed and an option for management or for temporary storage of sacred object(s) has been agreed upon, a formal agreement will be signed by all parties involved (Aboriginal peoples and the RSM).
Policy
3.0 Roles and responsibilities
3.1 Roles and responsibilities of the RSM
* Maintain the sacred and culturally sensitive objects in the Ethnology Reserve Collection under the management options outlined previously in this document until the time that they are returned to Aboriginal peoples;
* Review requests by Aboriginal peoples for the available management options with respect to the access to and the care, use and repatriation of the sacred objects in the RSM Ethnology Reserve Collection;
* Facilitate all of the management options outlined previously in this document for the sacred objects in the RSM Ethnology Reserve Collection;
* Seek advice from Aboriginal peoples on appropriate protocols, procedures and ceremonies for the proper care of the sacred objects in the Ethnology Reserve Collection of the RSM;
* Sign formal management agreements made with Aboriginal peoples for sacred objects in the Ethnology Reserve Collection of the RSM;
* Sign formal agreements made with Aboriginal peoples for temporary storage of sacred objects repatriated/returned from collections outside of Saskatchewan; and
* Prepare and circulate an annual report on the policy program to the appropriate agencies.
3.2 Roles and responsibilities of Aboriginal peoples
* Submit Request for action or Request to View Sacred Object forms, providing all the
necessary background information to the RSM for review;
* Review requests and resolve competing claims associated with any Request for action;
* Determine proper protocol, procedures and ceremonies for the access to and the care, use and repatriation of the sacred and culturally sensitive objects and advise the RSM staff as required;
* Sign formal management agreements made with the RSM for sacred objects in the Ethnology Reserve Collection of the RSM; and
* Sign formal agreements made with the RSM for temporary storage of sacred objects repatriated/returned from collections outside of Saskatchewan.
4.0 Review
The RSM will conduct internal reviews on the effectiveness and success of this policy at five year intervals after the date of approval.
___________________________________
The Honourable Bill Hutchinson Minister of Tourism, Parks, Culture and Sport Summer 2010
Appendices
Appendix A – Additional readings of interest
Hill, R., and Trudy Nicks. Turning the Page: Forging New Partnerships between Museums and First Peoples. Assembly of Aboriginal and Canadian Museums Association, Ottawa. 1992.
Museum of Anthropology. Guidelines on Repatriation of Canadian First People's Cultural Materials House in MOA. University of British Columbia, Vancouver. 2000.
Museums Association of Saskatchewan. Standards for the Care of Aboriginal and Métis Collections. Regina. 2001. http://www.saskmuseums.org/ programs_services/standards.php accessed 2005/08/03
Native American Graves Protection and Repatriation Act, 1990. Glossary. http://www.cr.nps.gov/ nagpra/TRAINING/GLOSSARY.HTM accessed 2005/08/03.
Royal Commission on Aboriginal Peoples. Report of the Royal Commission on Aboriginal Peoples, Vol 3: Gathering Strength. Ottawa. 1996.
United Nations Commission on Human Rights. United Nations Commission on Human Rights, Report on Indigenous Peoples. 1993-1994.
Web addresses
http://www.law.ualberta.ca/research/aboriginalculturalheritage/
This web address has several links under "Internet Resources".
Appendices
Appendix B – Meetings held for the repatriation project
Participants in preliminary discussions, 2004–05
Elder Marianne Dreaver, Big River First Nation
Elder Dexter Asapace, Kawacatoose First Nation
Chief Barry Ahenakew, Ahtahkakoop First Nation
Mike Pinay, Elders' Consultant
Rick Favel, Elders' Consultant
Meetings with tribal councils and independent bands: January – June 2006 and January – March 31, 2007
One meeting was held in 2006 and a follow-up meeting in 2007, with each of the Tribal Councils in Saskatchewan, including:
Battleford Tribal Council
Meadow Lake Tribal Council
File Hills Qu'Appelle Tribal Council
Saskatoon Tribal Council
Touchwood Agency Tribal Council
Agency Chiefs Tribal Council
Yorkton Tribal Council
Whitebear First Nation – coordinated members of the Southeast Treaty #4 Tribal Council
Saskatchewan Indian Cultural Centre
Each of the Tribal Councils invited Elders from their member bands to discuss the questions posed in the discussion paper and also provide their views, concerns, observations and suggestions for the repatriation process. Unfortunately, a meeting could not be coordinated with the Prince Albert Grand Council for the first part of the project.
Discussions with individuals:
Margurite Sanderson, Shared Vision Healing Centre
Doris Greyeyes, Federation of Saskatchewan Indian Nations (FSIN), Justice Department
Elder Russell Standingready, White Bear First Nation
Saskatchewan Indian Cultural Centre (SICC) Elders meeting, December 10, 2004
Elder Ralph Paul, Dene Representative, Meadow Lake Tribal Council
Albert Scott, Nakawe Representative, Kinistin First Nation
Elder Velma Goodfeather, Fort Qu'Appelle, Saskatchewan
Darlene Spiedel, SICC
Repatriation consultation meeting with Elders, March 14, 2005, RSM
Elder Isadore Pelletier, Metis Representative, Regina, Saskatchewan
Elder Ken Goodwill, Standing Buffalo First Nation, Fort Qu'Appelle, Saskatchewan
Elder Tony Cote, Cote First Nations
Bill Asikinack, First Nations University of Canada
Elder Campbell Papequash, First Nations Key Reserve
Elder Paul Dreaver, Big River First Nation
Appendices
There are seven independent bands in Saskatchewan that are not affiliated with any of the Tribal Councils. Separate meetings were arranged for two of the independent bands: Cowessess First Nation and Thunderchild First Nation.
Beardy's and Okemasis First Nation were invited to join the Saskatoon Tribal Council meetings and Pheasant Rump First Nation was brought into the meetings arranged through the Whitebear First Nation, as there was no Tribal Council for the southeast area of Saskatchewan.
Three of the seven independent bands were contacted and sent an information package, which included the discussion paper and all appendices; however, meetings with their Elders could not be arranged.
Review during finalization of the repatriation policy
First Nations and Métis Relations
The draft policy was sent to the Ministry of First Nations and Métis Relations (FNMR) for review, and comments were received in April 2008. FNMR commended TPCS on the development of the policy and their comments were incorporated in subsequent revisions. Further consultation with FNMR occurred in 2009-10.
Community dialogue in Saskatoon
The repatriation policy was discussed at the Community Dialogue on Arts, Culture and Heritage session with Aboriginal leaders held in Saskatoon on February 27, 2009. The policy generated considerable interest and was welcomed.
Announcing the policy
The announcement of the policy was discussed with SICC, including meetings with the Elders Advisory Council on March 23 and May 5, 2010.
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Childcare centre 'De Platanen' is located in a beautiful building on Elandsstraat, right in the middle of the 'Jordaan' neighbourhood.
Educational vision
Our educational vision is inspired by the theories of Loris Malaguzzi, an Italian educationalist who lay the foundation for the famous educational philosophy and childcare centres of Reggio Emilia, a town in Italy. We learn and share new ideas and insights, and we use these to give children more scope to discover what they enjoy. The central idea in our approach is that we see young children as strong, creative and social beings: producers rather than consumers, who create their own things and have their own ways of thinking.
Children can be seen as each other's 'first child psychologist', and yet, an adult's relationship with a child is equally essential (as 'second child psychologists'). It is our task as professional childcare workers to support and enrich this process. Everything we do starts by observing the children and listening to them, and it is essential that we are also prepared to learn from the children. The quality of the children's environment (the 'third child psychologist') is also of great importance; space, light, materials: everything has an effect on how children work together and play together.
Show the world who you are!
We follow the children in their ideas and interests, and we intentionally offer them new experiences. In this way projects are formed, which we record in pictures, writing, and sometimes also in sound, so that we can look back together with the children and their parents at what has been created and how the children's development can proceed from there.
Together with the parents
We believe it is vital that there is good communication between staff and parents, and that we keep each other well informed. This is essential to build trust, and as a result parents are happy to leave their children with us at our childcare centre. Of course there is the daily contact with the parents when the children are dropped off and picked up, but we also regularly organise parents nights and coffee mornings during which parents can get to know each other better. Moreover, we have an active parent group. We think that it is very important that parents participate in this group, as it gives them the opportunity to influence what is happening at the childcare centre. Dutch law states that parent groups have the right to give advice on several topics, for example the centre's educational policy, food, and health and safety.
Making a voyage of discovery during lunch
Four days a week our cook prepares a hot lunch. On the two remaining day we prepare a healthy meal, which may consist of soup, salad or a boiled egg, just what the children fancy that day. We make sure that the children eat a well-balanced diet, using mostly organic ingredients. At 'De Platanen', while eating lunch, children make all kinds of new discoveries!
Our team
The team of childcare centre 'De Platanen' consists of twelve professional childcare workers, one manager, one cook and one visual artist. During holidays or in case of illness, we make use of a regular pool of substitute childcare workers. Our team is versatile and highly trained, and our professional childcare workers are there to assist you in raising and guiding your child.
Practical information
'De Platanen' has two baby groups, each with 9 children aged 0-2 years, and two toddler groups, one with 15 children and one with 16 children, both aged 2-4 years. There are two professional childcare workers in each group.
Opening hours: 'De Platanen' is open on work days from 7.30 AM to 6.30 PM. The same building also houses after-school day-care centre 'De Platanen'.
You are very welcome to come and visit our childcare centre. Please contact our manager Karin van den Hoek to arrange a visit, and we will make sure that we have plenty of time for you.
T 06 43 54 13 93
E firstname.lastname@example.org
Enrolment
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Dear Friend,
Spring is probably the most-anticipated of seasons. It's a time of regeneration and rebirth. In Northern states it is a time when others eagerly search for the first buds on the maple trees or that first brave daffodil, thrilled that new growth ventures out despite the still-frigid temperatures. A time when the sighting of a robin is a notable occasion inspiring hope for warmer weather.
In South Florida, the first signs of Spring might not be as obvious, but there are still plenty of indications that the seasons are changing. Frangipani buds are just starting to bloom. Many trees and plants are taking on a visibly greener hue. Spring is also the season of migration. This year, you may see uncommon avian visitors in your yard, as the effects of hurricanes sometimes change migratory patterns for many birds.
And, of course, you will see ample evidence of newborn animals popping up everywhere! Spring is a universal time of rebirth, and our community, with its lush foliage, tender grasses and waterfront access, is more hospitable than many. Your yard is likely home to dozens of animal families ranging from songbirds to squirrels to opossums - may- be even turtles, foxes or ospreys!
Top: Migrating birds, like this hooded warbler, are often injured from window collisions Left: Baby squirrel sleeps in peace, knowing he's now safe; This young grey fox came to us with a broken leg; The nursery hand-raised this least tern– a threatened species in Florida
Baby opossums peek out of a knot- hole in one of our enrichment tools
A young brown thrasher opens wide for one of her daily hand-feedings
These tiny squirrels were blown out of a tree during a storm and abandoned
Most wildlife mothers are clever about camouflaging their nests, so it is essential that you take care when working in your garden, trimming trees, or mowing your lawn so that growing families aren't disturbed. If an accident does occur, more often than not, simple steps can keep wildlife families together and safe.
Each Spring, our Resource Center staff field hundreds of calls a day from concerned citizens like you who encounter newborn and juvenile wildlife while enjoying their yards and hiking trails or local waterways. As long as the babies are uninjured, our message to these would-be rescuers is almost always "If You Care, Leave Them There." Typically, these youngsters are not abandoned or orphaned. Their parents are most likely foraging, or may be warily watching you (as a predator) from afar before returning to their young. For more information on our "If You Care Leave Them There" campaign, go to our website: www.southfloridawildlifecenter.org
There are some occasions, however, when expert assistance is essential. For instance, if the family cat should bring home a baby animal, veterinary care is required for that infant. A litter of young opossums whose mother is dead or was forced to abandon her young will need raising. A nestling who tumbles from a tree and has a visible wound will need treatment, as will wild infants hit by cars or clipped by lawn mowers.
This orphaned black-bellied whistling duck was adopted by a family of Muscovy ducks
It’s almost dinner-time for this two-week-old raccoon
A migrating yellow-billed cuckoo rests for a few days in one of our aviaries
Great blue herons nest in trees close to wetlands, where they can find food
Orphaned bobcat kittens like this one may be found in suburban areas
Common moorhen, also called a gallinule, in our nursery’s care
By April, our nursery will be bursting at the seams with wild youngsters who have truly been orphaned or abandoned. The youngest and most fragile will be kept together in temperature- and humidity-controlled walk-in incubators. Many will be fed by staff and volunteers every 15 minutes for 10 hours a day to give them the nourishment they require to grow and thrive. The injured will receive bandage changes, medication and physical therapy. What a cacophony of noise greets those who enter the nursery at this time of year!
As full as we expect to be, we will also be there for you! Please know that, as you enjoy all that nature has to offer this time of year, you can contact us whenever you encounter wildlife in peril. Our staff stands at the ready to raise infants, heal the injured and sick, and provide all our wild patients with a safe retreat to recuperate and thrive.
You can also contact us seven days a week, 365-days a year, with your wildlife questions. Need to know how to humanely co-exist with a fox family? We can help! Seeking tips for keeping raccoons from nesting underneath your porch? Call us! Wondering if that bizarrely-hopping bird is injured or doing a mating dance? We'll let you know!
Of course, none of what we do would be possible without generous supporters like you. Without your help, thousands of baby animals would suffer, and most likely not survive. Without expert species-
Young Virginia opossums hone survival skills until ready for release into the wild
Sedge wrens make their winter home here, but may be seen flying north this spring.
Florida softshell turtles can be seen near water, basking in the sun
This immature peregrine falcon will gain strength in our flight cages before release
A young raccoon feels more safe and secure nestled in this hand-knit nest
Anhingas fly over freshwater areas or perch in the sun with wings outstretched
appropriate care, these animals would not thrive or develop properly, and would never be released back into their natural environments. YOU make the difference that allows South Florida to remain a haven for wildlife of all species.
Just as you carefully keep watch on the animals with whom you share your backyard, your support for South Florida Wildlife Center provides safety and security for hundreds of species of other animals who co-exist with us. YOU are the reason wildlife in peril is protected, treated and then returned to an environment where they can reside, reproduce, provide valuable support to the ecosystem and delight those who, like you, are proud of our community and all of its natural gifts.
In this season of new birth and new growth, please consider renewing your commitment of support to South Florida Wildlife Center. And please accept my deepest appreciation for all you do, individually and as a supporter of South Florida Wildlife Center, to protect and preserve our community's unique ecosystems and the lives of the wild animals who, along with us, call this extraordinary region home.
Happy Spring,
Debra Parsons-Drake Executive Director
A female summer tanager is carefully monitored during rehabilitation
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Saint Joseph
NEW AMERICAN CATECHISM
No. 1
Prepared in accord with the "Principal Elements of the Christian Message for Catechesis" Chapter V, of the National Catechetical Directory approved by the Bishops of the United States
Primary Grade Edition
Arranged and Explained by REV. LAWRENCE G. LOVASIK, S.V.D.
Divine Word Missionary
CATHOLIC BOOK PUBLISHING CORP. NEW JERSEY
FOREWORD
To the Teacher:
The primary aim of this catechism is to state the official doctrine of the Church, using for the most part the words of the American Bishops in the "National Catechetical Directory" for Catholics of the United States (November 14-17, 1977).
In order to make children familiar with important terminology, and to impress the doctrine of the Church more deeply upon their minds, two methods are used:
(1) Fill in the blanks—to choose the correct words found in the answer of the question.
(2) Can you answer these?—to ask questions a different way, which will encourage the child to think, using ideas already stated in the official answer. These questions are points for discussion.
Both methods, which can be used for homework, will deepen the knowledge of the child.
The numbers in parentheses refer to the number of the question to enable the child to find the answers with ease.
Stories from the life of Christ, accompanied by pictures, will associate Catholic doctrine with the Word of God.
The material in the Appendices ought to be gradually memorized, since these are fundamental laws and prayers needed in Christian life.
Use visual aids and stories to impress these truths on the minds of your pupils.
Father Lawrence G. Lovasik, S.V.D.
Contents
THE HOLY TRINITY
THE Catholic Church teaches that the mystery we call God, has revealed himself to us as a Trinity of Persons—the Father, the Son, and the Holy Spirit, each equal to each other. There are three Persons in one God.
The mystery of the Trinity is the central doctrine of Catholic faith. Upon it are based all the other teachings of the Church.
Chapter
The Holy Trinity 1
1. What does the history of salvation tell us?
The history of salvation tells us how God saved us.
2. How do we know about God?
We know about God because he made himself known to us.
3. How did God make himself known to us?
In the Old Testament of the Bible we read about God showing himself to us as the one true God.
4. What is the Bible?
The Bible is the written story of God's actions in the world.
5. What is the Old Testament?
The Old Testament is that part of the Bible which was written before the coming of Christ.
Jesus became man and was born of the Virgin Mary so that he might suffer for us and teach us how to save our soul.
Mary and Joseph had to go to the town of Bethlehem. There was no room for them anywhere, so her Child was born in a stable.
Angels told some shepherds, and they went to see the Child. The Little Boy they saw was Jesus, the Son of God made man.
Three kings came from the East and brought him gifts. They adored him as the King of heaven and earth.
The Sacraments Chapter 7
78. How is the work of Jesus continued in the Church?
The work of Jesus is continued in the Church through the gift of the Holy Spirit.
79. How does the Holy Spirit act in the Church?
The Holy Spirit acts in the Church especially in the sacraments which Christ began.
80. What is a sacrament?
A sacrament is a sign that we can see, which lets us know that Jesus is giving his grace to the soul of the person who receives the sacrament.
81. Why are the sacraments called actions of Christ?
The sacraments are called actions of Christ because through them he gives his Spirit to us and makes us a holy people.
82. Why did Jesus give us the sacraments?
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Published on Teachers of India (http://www.teachersofindia.org)
Home > Schools as Safe Spaces - Where Do We Stand
Schools as Safe Spaces - Where Do We Stand
By Learning Curve | Mar 6, 2019
Introduction
Public discourse and policy on universalisation of education has primarily focussed on improving access to schools, and ensuring retention and participation of children in schools. The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) and flagship programmes of Sarva Shiksha Abhiyan (SSA) mainly focus on providing right to education by guaranteeing admission in government/neighbourhood schools and right to schools with prescribed infrastructure and teachers. However, the RTE Act and SSA give scant attention to rights within education. However, provisions related to protecting children's rights within schools and ensuring that schools become safe spaces can be found in various other legislation, government notifications, programmes, and schemes formulated by central and state governments. In this article, we discuss these provisions and present what we know is happening in practice.
Provisions and Implementation
Legislations pertaining to children address corporal punishment, sexual offences against children and cruelty in schools. In the policy realm, the triggers for formulation of circulars, guidelines, and advisories have been cases of violations or abuse that were reported by the media. For instance, in 2010, a 13-year-old boy in a premier school in Kolkata [1]. committed suicide after being caned by his teacher This led to an inquiry by the National Commission for Protection of Child Rights (NCPCR) and the formulation of Guidelines on Corporal Punishment [2], which were adopted by the Ministry of Human Resource and Development (MHRD).[3]
Corporal Punishment
Section 17(1), Right of Children to Free and Compulsory Education Act, 2009, prohibits subjecting a child to physical punishment or harassment, although neither of these terms is defined in the Act. The Delhi High Court held that provisions of the Delhi Education Rules, which permitted corporal punishment, violated Articles 14 and 21 of the Constitution and struck them down. [4] It also directed the 'State to ensure that children are not subjected to corporal punishment in schools and they receive education in an environment of freedom and dignity, free from fear.'
An Advisory for Eliminating Corporal Punishment in Schools under Section 35(1) of the RTE Act, 2009 (based on the NCPCR guidelines) by the Ministry of Human Resource Development (MHRD) offers guidance on the prevention of corporal punishment and redressal mechanisms. [5] It unpacks corporal punishment into (a) physical punishment, (b) mental harassment and (c) discrimination, and requires schools to have a clear protocol to guide teachers on tackling troublesome behaviour (eg., disturbing other children in class, lying, stealing, etc.) and offensive behaviour, causing hurt or injury to others (eg., bullying, aggression towards peers, stealing, violating others' rights, vandalising, etc.). [6] The Advisory requires the school management to conduct regular training programmes for teachers so as to facilitate a shift to a rights-based approach to education, abolition of corporal punishment, and positive engagement with children.
However, there is no mechanism instituted by the MHRD or the state governments to monitor the implementation of this Advisory and schools are not mandatorily required to provide this data to the government.
Sexual assault
Under the Protection of Children from Sexual Offences Act, 2012 (POCSO Act) the commission of penetrative sexual assault or sexual assault by a person on the management or staff of an educational institution constitutes an aggravated offence which attracts a higher punishment. [7] The POCSO Act also casts an obligation to report to the police if anyone has the apprehension of the likely commission or knowledge about the commission of a sexual offence. [8] Failure to report the commission of a sexual offence is an offence punishable with imprisonment which may extend to six months, or a fine, or both. [9] If a person-in-charge of an institution fails to report the commission of an offence by a subordinate under his control, the person can be punished with imprisonment for a term which may extend to one year and a fine. [10] In some cases of sexual violence within schools, this provision has been invoked against Principals and trustees of schools for their failure to report to the police. There has been legal controversy about when a case can be registered against a person for failure to report. In one case against a school principal, the Chhattisgarh High Court held that the primary offence should be proved beyond reasonable doubt before a prosecution is launched against a person for failure to report. [11] However, this reasoning was rejected by the Bombay High Court in a case in which the Director of the Trust running the school asked the victim and her relatives to settle the matter with the person who had allegedly raped the victim. [12] The Bombay High Court held that the interpretation adopted by the Chhattisgarh High Court would defeat the objectives of the POCSO Act to protection children from sexual offences.
State Governments are still struggling with the effective implementation of the POCSO Act. Although the Act prescribes exclusive Public Prosecutors, no such appointments have been made. Regular prosecutors and Sessions Courts are dealing with these cases alongside other criminal matters. [13] These courts are not child-friendly in their design or accessible to persons with disabilities. A panel of support persons to assist the child through investigation and trial is not available in all districts. [14] In the absence of a Victim and Witness Protection System, children and their families face pressures and intimidation from the accused which results in they retracting their
1
statements in court. For instance, a study on the working of Special Courts under the POCSO Act, 2012 in Delhi reveals that of the eight cases in which the accused was a teacher, and in six cases, the child turned hostile. [15] A similar study in Assam cites a case in which two students of Class II had alleged that a teacher had touched their private parts. In court, however, the students said that the teacher showed affection to all children and had not sexually abused them. [16] Teachers constituted 3% of accused persons in a study of 1330 judgments of POCSO Special Courts in Maharashtra and in 53% of these cases the child victim turned hostile. [17] Cases such as these in which the accused is in a position of authority over the child demonstrate the need for strong support systems within the school as well outside to enable the child and the families to participate in the trial without fear and coercion.
Cruelty
Section 75, Juvenile Justice (Care and Protection of Children) Act, 2015 (JJ Act) criminalises the assault, abandonment, abuse, exposure or wilful neglect of a child in a manner likely to cause the child unnecessary mental or physical suffering by those having the actual charge of, or control over, a child. A higher punishment is attracted if the offence is committed by a person employed by or managing an organisation vested with the care and protection of the child, such as a school. While corporal punishment under the RTE Act, 2009, does not attract any punishment, this provision under the JJ Act can be applied along with other relevant provisions under the Indian Penal Code in cases of corporal punishment in schools. However, in practice, some of the challenges faced in implementing provisions regarding corporal punishment as well as any offence against children is the long-drawn- out nature of the proceedings, and the absence of support for the child and the child's family to navigate through the criminal justice system.
The most comprehensive guidelines on safety and security of children in schools, including the prevention mechanisms and redress procedures, is the MHRD D.O of 2014 [18] which states that 'a safe and secure environment, free of corporal punishment and abuse, with preventive mechanisms to ensure physical and socio-psychological safety of children, should be stipulated as one of the conditions for giving recognition/no-objection certificate (NOC) to a school by the State Government and also as one of the conditions for giving affiliation to a school by the State Board.' The D.O. is fairly specific on aspects such as the boundary wall, banning of the sale of objectionable materials, approach road, colour of buses, building safety audits, reducing structural vulnerabilities of existing buildings, and putting in place a Disaster Preparedness and Response Plan in every school, verification of antecedents of teachers and staff, their continuous education on child rights under the purview of physical safety. Under health and hygiene, the guidelines stipulate the source of drinking water, its storage and purification, separate and functional toilets for boys and girls, regular monitoring of general hygiene in the school premises and of the children, training cooks and helpers on safe and nutritious cooking of mid-day meals, preventive efforts and vigilance by teachers to detect diseases, deficiencies and substance and drug abuse. With respect to sexual abuse, the guidelines mandate that children are taught the difference between 'good' touch and 'bad' touch, are encouraged to speak up and that the School Management Committee makes the school environment conducive for children to report abuse.
Some state governments have adopted specific legislation to protect children's safety in schools. For instance, in May 2014 the Delhi Commission for Protection of Child Rights issued guidelines for prevention of child abuse in schools. [19] It specifies principles, guidelines for recruitment, training and capacity building, child protection safeguards within schools which include a Child Protection Policy and complaints mechanism. The Guidelines also provide for therapeutic interventions such as counselling services and recommend the designation of counselling centres within the institution. However, these guidelines are not binding. In the backdrop of cases of sexual harassment of children in schools, in 2016, the Karnataka Police (Amendment) Act, 2016 [20] was passed to empower the police to effectively monitor and regulate the activities of the school. Section 31(1), which empowers the Commissioner of Police and District Magistrate to pass orders for preservation of order in public places, was amended to include clause (za) which empowered them to pass orders for 'regulating, controlling and monitoring of safety and security of children'. While school safety is not specifically mentioned in any Central legislation, the Karnataka Education Act, 1983, was amended in 2017 to include provisions for safety and security of students, penal sanctions and the District Education Regulatory Authority was empowered to recommend to the competent a withdrawal of recognition or affiliation of institutions found to be contravening the above mentioned provisions. The constitutionality of the above amendments have, however, been challenged by the Associated Managements of Government Recognised English Medium Schools in Karnataka before the Karnataka High Court on the grounds that it overrides Central Laws such as the POCSO Act and the Commissions for Protection of Child Rights Act, 2005 [21] and brings within its fold unaided private schools in violation of the Supreme Court's verdict. [22] The applicability of these provisions is, therefore, in question as the matter is pending before the High Court. Concerns have also been raised about the authority given to the police to regulate school safety as the multiplicity of authorities and their guidelines can be confusing for schools.
Based on the foregoing discussion on provisions on school safety and implementation, we see that the legislative framework is only punitive, while the overall policy framework focuses on prevention as well as a system to redress violations. There is, however, an absence of a monitoring system to systematically assess and ensure compliance with the policy framework as well as a lack of clarity on the consequences of non-compliance with the mandatory requirements under the various circulars and policies.
Issues
a) Firstly, despite a plethora of newly adopted legislation, policies and guidelines, there is still lack of clarity about : the nature of shared responsibility among teachers, staff, management and who is liable for what, who is liable for the safety of children when they are in transit to/from schools, and most importantly the core requirements that schools need to put in place in terms of preventive and protective measures, background checks of employees, channels of oversight and reporting and the consequences of the failure to do so. Given that these are issued as advisories and guidelines, schools tend to not see these as mandatory and nor do they see any imminent threat if these are not complied with. Since most of the provisions would require not only a change in mindset, approaches and how schools are organised, a number of them also have cost implications. Furthermore, would these specifications change if it was a government school or a private one, a special training centre or a special school, an ashramshala or an international school? In other words, not only are these fundamental issues unaddressed, but the fact remains unacknowledged that these need to be specifically tailored to different institutional settings where children study
Secondly, even though schools receive government notifications and guidelines, there is a lack of awareness among parents in general and Parent- Teacher Associations, School Management Committees in particular about the existence of these policy provisions. As a result, these key stakeholders are unable to hold the school accountable and monitor the compliance to these guidelines.
2
Thirdly, it is important to recognise that schools as institutions that place high premium on respect to hierarchy, obedience and silence require a much more nuanced approach to implementation of the above mentioned provisions. An offence such as sexual assault of a child happening within school is different from when it happens outside. When those in positions of trust and authority vis-a-vis the child are themselves the perpetrators or when abuse or violence takes place when the children are in school, under their charge as in loco parentis rule, there is aggravated liability. However, it is this very hierarchical relationship and the culture of silence in schools that makes it difficult to implement the provisions effectively. The Ministry of Women and Child Development, Government of India produced a report on child abuse by interviewing 12,447 children in 13 States (Karnataka was not included) belonging to five categories - children in the family environment, children in schools, children in institutions, children at work and street children. According to this report, 52.94% boys and 47.06% boys admitted to having faced some form of sexual abuse and half of the children going to schools were sexually abused and most of them had not filed any complaint (MWCD, Government of India, 2007, p.75).
However, even this report does not tell us much about the prevalence of abuse and violence while children are in schools. The question that then arises is : why do we not know enough about abuse and violence within schools? This leads us to question the transparency, accountability and channels of visibility in abuse and violence in schools. Given the culture of hierarchy, obedience and silence in schools, how do we know if there is any offence committed against a child during school? When we review cases reported by the media in recent times, we find that the cases have only come to light when the child has reported the matter to the parents or other trusted adults or the parents noticed injuries and/or behavioural changes.
In conclusion, we find that while the legal and policy frameworks on the subject of protection of children within schools is slowly emerging, there needs to be greater clarity about the implications of non-compliance for schools and greater awareness among parents and SMCs. Even though governmental regulation of schools in ensuring compliance of stipulated norms is required, there is need to mobilise grassroot level monitoring by activating SMCs and parents to play a proactive role in ensuring protection of children in schools.
Reference:
1. NCPCR wants states to follow guidelines on corporal punishment", The Economic Times, 17 July 2010,
https://economictimes.indiatimes.com/news/politics-and-nation/ncpcr-want...
2. NCPCR, Guidelines for Eliminating Corporal Punishment in Schools, http://www.ncpcr.gov.in/view_file.php?fid=108
3. MHRD, Advisory for Eliminating Corporal Punishment in Schools under Section 35 (1) of the RTE Act, 2009. available at http://www.education.goa.gov.
in/MHRD%20Advisory%20for%20Eliminating%20Corporal%20Punishment%20in%20Schools.pdf
4. Parents Forum for Meaningful Education v. Union of India, AIR 2001 Delhi 212
5. Available at http://www.education.goa.gov.in/MHRD%20Advisory%20for%20Eliminating%20Co...
6. Advisory for Eliminating Corporal Punishment in Schools under Section 35(1) of the RTE Act, 2009, Paras 7.1.13-14
7. POCSO Act, Sections 5(f), 7, 9(f), and 10.
8. POCSO Act, Section 19(1).
9. POCSO Act, Section 21(1).
10. POCSO Act, Section 21(2).
11. Kamal Prasad Patade v. State of Chhattisgarh, Writ Petition (Cr.) No. 8 of 2016.
12. Balasaheb @ Suryakant Yashwantrao Mane v. State of Maharashtra, Criminal Revision Application No. 69 of 2017 decided on 22 March 2017.
13. Sonia Pereira & Swagata Raha, Structural Compliance of Special Courts with the POCSO Act, 2012, Chapter 1, pp.1-10 in CCL-NLSIU, Implementation of the POCSO Act, 2012 by Special Courts: Challenges and Issues (2018) available at https://www.nls.ac.in/ccl/jjdocuments/posco2012spcourts.pdf
14. Sonia Pereira & Swagata Raha, Procedural Compliance of Special Courts with the POCSO Act, 2012, Chapter 2, pp.1129 at 26-27 in CCL-NLSIU, Implementation of the POCSO Act, 2012 by Special Courts: Challenges and Issues (2018) available at https://www.nls.ac.in/ccl/jjdocuments/posco2012spcourts.pdf
15. CCL-NLSIU, Report of Study on the Working of Special Courts under the POCSO Act, 2012 in Delhi, 29 January 2016, p.68 available at https://www.nls.ac.in/ccl/jjdocuments/specialcourtPOSCOAct2012.pdf
16. CCL-NLSIU, Study on the Working of Special Courts under the POCSO Act, 2012 in Assam, 13 February 2017, p.51 available at https://www.nls.ac.in/ccl/jjdocuments/studyspecialcourtassamPOSCOAct2012...
17. CCL-NLSIU, Study on the Working of Special Courts under the POCSO Act, 2012 in Maharashtra, 7 September 2017, pp.67, 69 available at https://www.nls.ac.in/ccl/jjdocuments/POSCOMaharashtrasummary.pdf18. 18. D.O. No. 10-11/2014-EE.4 dated 9 October 2014.
19. Available at http://delhi.gov.in/wps/wcm/connect/983d42804f4cf70fb7e3bf1e0288d2b8/DCP... pdf?
MOD=AJPERES&lmod=301782569
20. Available at http://dpal.kar.nic.in/ao2016/22%20of%202016%20(E).pdf
21. WP 33161/2017; Schools challenge amendment to Karnataka Education Act, Deccan Herald, 26 July 2017,
https://www.deccanherald.com/content/624719/schools-challenge-amendment-...
22. HC notice to State on amended Karnataka Education Act, The Hindu, 25 July 2017, http://www.thehindu.com/news/national/karnataka/hc-notice-to-state-on-am...
Archana is an independent researcher working in the area of child rights and right to education. She has earlier worked with Tata Institute of Social Sciences and National Law School of India University. She may be contacted at firstname.lastname@example.org
Swagata is an independent legal researcher working in the area of child protection. She completed her B.A. LLB (Hons.) from West Bengal National University of Juridical Sciences and her Masters in International Human Rights Law from Oxford University. She may be contacted at email@example.com
3
Subject: Views and Reflections
Board: All boards
License: CC BY-NC-SA
Source URL: http://www.teachersofindia.org/en/article/schools-safe-spaces-where-do-we-stand
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Tool Kit for Social Distancing
What is social distancing? during a pandemic-type emergency, schools, churches, and other social gatherings are cancelled to help stop the spread of illness. This is a time when you and/or your family will most likely remain at home for an extended period of time (days, weeks, or possibly months).
Review your tool kit each year as your children grow; updating resources and ideas as needed.
How to Prepare for Social Distancing
Identify what you have already done to prepare:
Make a list of these things as a start to your social distancing tool kit.
* What activities do you do on rainy days?
* What type of projects do you have lying around that you have wanted to get into and finish? (Craft projects, home improvement projects, deep cleaning, etc)
* Do you have a Sunday box of activities?
* What skills have you always wanted to teach your kids but can never find the time?
Daily Schedule/Routine
A daily schedule communicates the family's shared goals and allows children to contribute to the success of those goals while adding a sense of security and comfort
1. Start each day with a family counsel and/or devotional. This will allow time to go over goals, expectations, work, and fun for the day as well as set a spiritual tone (if you choose to do a devotional).
3. Plan group and individual time periods throughout the day for activities (learning/quiet or active activities). Some of the time should be free choice for the kids to choose their own activity.
2. If you have older children let them help plan most of the day - talk about it together and form a plan together. This will help them take ownership of the schedule and *hopefully* maintain a cooperative attitude.
4. Have a back up plan for those time when everyone is tired of being together and they need some unwind/alone time. Backup plan may simply be: everyone find a different room or corner of the house and spend 20 minutes alone doing whatever will help them unwind.
Ideas for Different Times of the Day
* Schedule the work activities early in the day when everyone has energy and good attitudes
WORK TIME:
* Assign family members age appropriate jobs
* Work time can be as simple as making beds, cleaning up rooms, emptying kitchen trash can OR it can involve projects such as deep cleaning areas of the house that haven't had attention in a while (like baseboards, blinds, etc) or sorting through clothes in closets and drawers and making keep and donate piles.
* Evaluate the efforts frequently and change jobs or partner kids up with a sibling in order for the work to get done in a timely manner
PHYSICAL EXERCISE TIME:
* This could include:
* Consider adding family or individual exercise or physical activity time to the schedule.
- setting up stations that everyone rotates through (jump rope, push ups, sit ups, moderate weight lifting exercises like bicep curls…the options are varied and endless for different stations)
- family or sibling basketball game or game of HORSE or PIG or lightning (dependent on whether or not there is a basketball hoop available)
- running "laps" around the house if the area/home permits or doing a running lap followed by a walking lap followed by skipping lap, etc.
- making a simple obstacle course in the yard or in a room in the house
- yard work
EDUCATION TIME:
* Check online/google classroom if your school district has that in place and set aside time each day for school work
* If a school closure is announced and your kids use physical textbooks (vs online textbooks), have them clear out their lockers and bring those home
* Have kids continue practicing musical instruments if they play any or normally have lessons (could even have them give mini family recitals to give them something to work toward)
* If the lock down in your area is for a longer period of time, you could set a theme each week and have the kids do a variety of projects related to the theme and present them to the whole family (if supplies are an issue, using google docs or google slides is easy and fun)
* Use the downtime to begin or continue journaling. If you currently don't have journals, get spiral notebooks or just stapled paper and have journaling time each day - could also give the kids (and adults) a writing "assignment" each day, like poetry, fun fictional story, writing down a family story, etc.
* Use the time to learn a new educational skill:
- typing (typing.com or other online resources)
- photo editing program (Photoshop or there are several free ones available online)
- putting together presentations on Keynote or Power Point or Google Slides on fun topics they like
- memorizing (print out poems, religious scriptures or documents, or historical essays like the Gettysburg Address for them to choose and memorize)
- sewing or crocheting or other crafting skill (lots of YouTube how-to videos online)
ENTERTAINMENT/FUN/ACTIVITY TIME:
*You can keep this area of time as unstructured or structured as you like (same goes for all the other areas, too, actually!)
* Read - as individuals, read out loud as a family or as an older child to younger siblings, etc.
* Puzzles
* Board games and card games - consider taking an inventory of games you have and possibly adding to them (via online orders or trips to the store if that is appropriate in your area during this time); watch videos or read a book on how to play chess or other strategy games
* Drawing - have a tub of washable crayons or markers for younger kids with coloring books (or printing off coloring pages online), for older kids, pencils and paper (online drawing tutorials like ArtHub are super fun)
* Teach your kids hobbies you enjoy like gardening, sewing, crocheting or knitting, cooking, scrapbooking, jewelry making, wood working, etc.
* Crafts - play dough, perler beads, stringing beads, lacing cards (for younger kids), latch hook kits, etc.
* Screen time as appropriate for kids' ages and interests
* Learn origami or learn magic tricks with a deck of cards
* Older kids can plan and act out fictional "movies" - record them on a phone or tablet, edit them on built-in editing apps on most electronic devices, and show them to the family
* Choreograph a dance to a favorite song (with other siblings or alone)
* Compile a boredom busters list (see attached) unique to your family and what you have available
Essential Supplies to Keep on Hand
*below are just suggestions; if you make your own household cleaners or use essential oils for sickness or cleaning, adjust the list below to include those ingredients and items that you would need.
- Tylenol (children and/or adult as needed)
- Decongestants
- Ibuprofen (children and/or adult as needed)
- Antihistamines (like Claritin, etc)
- Thermometer
- Prescription meds individuals in the family use
- Tissues
- Masks (for holding an infected child or going to the doctor)
- Disinfecting wipes
- Dishwasher detergent
- Laundry detergent
- Hand soap
- Household cleaners and sponges
- Dishwashing soap
- Diapers/wipes (if needed)
- Toothpaste
- Tampons and female sanitary needs (if needed)
- Toilet paper and paper towels
- Garbage bags
- Flashlights + batteries
- Food (pantry, fridge and freezer staples)
- Pet supplies
- Clean water for drinking
Basic Sanitation Procedures for Preventing the Spread of Illness at Home
* Hand washing: wash hands regularly and often in warm, soapy water for at least 20 seconds.
* Avoid touching eyes, nose and mouth: according to the CDC, germs can live for 2-8 hours on hard surfaces so it's easy to pick up those germs without knowing it (by touching a door knob or light switch and then rubbing eyes or nose). Remind kids of this often.
* Cover coughs and sneezes: virus germs are believed to spread through droplets from the mouth and nose. Use a tissue to cover your mouth and nose when you cough or sneeze. Or teach kids (and adults) to cough or sneeze into the crook of their elbow or arm (as opposed to doing so in their hands). Throw tissues away immediately and wash hands right after.
* Regularly clean your home: clean and disinfect hot spots for germs regularly but no need to be obsessive
- home desks and keyboards
- kitchen sponges or dish rags
- kitchen countertops
- sinks
- toilet and faucet handles
- kids' toys
- cupboard handles
- door knobs
- stair rails
- remote controls
- phones
* Wash and dry clothes on a hot setting (there usually isn't a need to wash sick people's clothing separately). Always wash hands after handling dirty laundry. | <urn:uuid:92e7dd65-9f2c-4125-9e3b-6444a9dd11a0> | CC-MAIN-2020-24 | https://www.melskitchencafe.com/wp-content/uploads/2020/03/Tool-Kit-for-Social-DistancingPDF.pdf | 2020-05-27T10:33:48+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00237.warc.gz | 817,223,620 | 1,883 | eng_Latn | eng_Latn | 0.996714 | eng_Latn | 0.997014 | [
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Germander Park School Policy for Anti-Bullying
This policy should be read in conjunction with the Child Protection Policy.
Introduction
At Germander Park School we are committed to providing a caring, friendly and safe environment for all our pupils so that they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable in our school. If bullying does occur, all pupils should feel safe to tell and know that incidents will be dealt with promptly and effectively. We do not discriminate against ethnic groups, religious beliefs or disability.
This policy has been written in consultation with pupils, staff, parents and governors.
Aims
To agree that:
- A set of procedures are in place to ensure a consistent approach to dealing with bullying if and when it occurs
- All governors, teaching staff and non- teaching staff will know what the school's policy is on bullying, and what they should do if bullying occurs
- All pupils and parents will know what the school policy is on bullying and what they should do if bullying occurs
- Bullying is wrong and damages individual children. As a school we take bullying seriously. Pupils and parents should be assured that they will be supported if bullying is reported
- All members of the school community will support children through encouraging them to develop positive social skills and attitudes by learning about our 11 core values, restorative Practice and by learning how to relate to and respect each other
Definition of bullying
There are many definitions of bullying behaviour but most consider it to be:
- Deliberately hurtful
- Difficult to defend against
- Repeated over time
- Physical
- Indirect e.g. exclusion
- Verbal – name calling, insulting, offensive
- Negative discrimination by race, gender, difference or disability
Bullying behaviour is unjustifiable and unprovoked. It causes physical, psychological or emotional pain to the child being bullied. It robs a child of their rights, peace of mind and self-esteem. Children must be respected and taken seriously when they report bullying behaviour.
Adopted: March 2017
Review:March 2018
Others support bullying by:
- Joining in
- Laughing
- Watching
- Remaining resolutely uninvolved
Strategies to help Prevention the occurrence of Bullying Behaviour
At Germander Park School we strive to demonstrate and promote tolerance, understanding, respect and acceptance of difference.
We therefore promote positive relationships and a safe environment developed through:
- The principles of Restorative Practices
- P.S.H.E curriculum
- Our 11 core values
- Children are always encouraged to say 'stop', speak to peers and then to an adult
- Anti-bullying week/ friendship weeks
- Stories, drama, role play and discussions in all curriculum areas where children are offered further opportunities to reinforce and promote positive behaviours and empathy skills
- Circle Times
- Weekly Learning Intentions linked to values and restorative principles
- Nurture Group
- Assemblies (linked to values)
- Community Circles, with an adult, for specific problems (Restorative Principles)
- Playground Buddies
Procedures
When bullying is evident or reported:
- Staff will intervene when bullying is reported
- The incident will be recorded with dates, times, people involved and what was said/done this will logged onto the incident sheet and copied for the Head teacher.
- Staff will investigate- listen to all parties and witnesses
- Bullying Behaviour is always reported to the Headteacher, Deputy Headteacher or Key stage Managers using the serious incident reporting system.
- Any incidents of racial bullying will be recorded on the Racist incidents Performa and the data collection sheet. This information is collected by the LA on a termly basis.
- The child being bullied will be made aware that the incident will be dealt with
- A suitable sanction will be implemented for the child doing the bullying in order to modify or change the behaviour
- Parents of the child/ children doing the bullying will be asked to attend a meeting to discuss their child's behaviour
Adopted: March 2017
Review:March 2018
- The parents of the child being bullied will be informed and invited to meet with the appropriate member of staff
- Staff will monitor the behaviour of both 'victim' and 'bully'
Sanctions
The head teacher, Deputy Headteacher or Key stage Managers will then decide upon the sanction. This could be:
- Loss of playtime
- Informal Restorative practices intervention meeting led by a senior member of the teaching team
- Immediate parental involvement
- Formal Restorative practices intervention meeting where all parties and their parents are involved.
- Risk assessments would be completed for consideration of withdrawal from Educational Visits or extra curricular activities
Repeated incidents of bullying behaviour always result in the Headteacher or the Class Teacher informing parents and discussing a way forward where safety and well being has to be paramount.
Support
At Germander Park School we ensure that we support both the victim of bullying behaviour and the child using bullying behaviour. Measures are put in place to assist us in solving the problem. These might include:
- Plan of action in agreement with parents
- Possible Awareness Form
- Period of monitoring.
- Home-School book
- Review of strategies in order to measure progress
In extreme and usually rare cases of bullying behaviour, measures to be taken could be:
- Completion of a MARF in order to involve other agencies and plan appropriate action.
- Nurture Group
- Fixed exclusion
- Internal exclusion
- Permanent exclusion
The Headteacher may, legally, exclude the child from school temporarily or permanently. The Headteacher will write to the parents within 24 hours explaining the reasons for the exclusion. Parents would have a right of appeal to the Governing Body and the Headteacher would have to comply with the outcome of the appeal.
Adopted: March 2017 | <urn:uuid:80940d5c-79be-4202-a216-d1b4a3640703> | CC-MAIN-2020-24 | https://www.germanderpark.com/attachments/download.asp?file=278&type=pdf | 2020-05-27T08:14:55+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00257.warc.gz | 752,730,310 | 1,202 | eng_Latn | eng_Latn | 0.997192 | eng_Latn | 0.997357 | [
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Athens-Clarke County Stormwater Utility Fee
120 W. Dougherty Street Athens, GA 30601 706-613-3440 www.accgov.com/stormwater
What is stormwater?
Stormwater is exactly what it sounds like; it is the water that falls during a storm. In terms of pollution and management, stormwater is both the water that falls from the sky as well as the water that runs off any hard surface, commonly called stormwater runoff. Stormwater runoff picks up various chemicals and pollutants that can contaminate our local waterways, which are the source of our drinking water. These pollutants include everything from grass clippings and pet waste to sediment, pesticides, fertilizers, oil, and toxic chemicals. Uncontrolled stormwater can have detrimental effects on the environmental and financial health of a community. For one, stormwater pollution can make our local waters unsafe for fishing, swimming, and boating. Also, improperly managed stormwater can lead to the erosion of our riverbanks and flooding of our streets. The federal Clean Water Act requires communities to manage stormwater. This act ensures that residents can be confident their local communities are working diligently to protect the waters in their area.
What is a Stormwater Utility?
The Athens-Clarke County (ACC) Stormwater Utility is just like other utilities that serve the community, in that users pay a fee for services rendered. The implementation of a user-fee for stormwater related services ensures customers pay their fair share, and no one subsidizes non-ratepayers. This method also presents our community with an alternative to an across the board tax hike, which would exempt some of the largest service users in the community (UGA, government buildings, churches, etc.). The purpose of the stormwater utility fee is to raise revenues needed to fund the mandated stormwater management program, as well as maintenance and improvements made to our stormwater infrastructure.
How is the fee structured?
The Stormwater Utility Fee is based on three components: a base fee and a subsequent stormwater quantity fee and stormwater quality fee.
The base fee covers costs of managing the program as well as the minimum cost to repair and maintain the stormwater system.
The stormwater quality charge covers costs of cleaning stormwater infrastructure, detecting illegal discharges, and implementing local stormwater pollution prevention plans. These services are tied directly to protecting water quality.
The stormwater quantity charge covers costs of operating and maintaining the county-wide system of pipes, culverts, ditches, and ponds. These services are tied to the reduction of flooding throughout ACC.
How is the fee calculated?
Much like a kilowatt or a therm serves as the basis for other utilities, the Equivalent Runoff Unit, or ERU, is the base unit for a stormwater utility. An ERU is a measure of the amount of impervious surface on a property. Impervious surfaces, like a concrete parking area or a rooftop, do not allow stormwater to soak into the ground. Instead, this water runs off of the surface and must be managed by the stormwater system. A single ERU represents 2,628 square feet of impervious surface. This amount is the average size of the impervious area found at a single family property here in ACC. That base amount is then applied to larger properties across the county. For example, City Hall on College Avenue has over 14 times the amount of impervious surface as an average single family home and will be charged 14.6 ERUs. The impervious area on a parcel of land is measured using ACC's 2013 aerial photography. The quality portion of the fee takes into account the land use of the property in determining the stormwater utility fee. An Intensity of Development (ID) factor is assigned to several categories of land use.
Low Density Development: 0.5
Multi-family/Institutional Development: 1.3
Medium Density Development: 1.0
Commercial/Industrial Development: 1.9
Undeveloped: 0.0
The amount of your stormwater utility fee is the sum of the ERU multiplied by the base rate, the ERU multiplied by the quantity rate, and the ERU multiplied by the ID factor and the quality rate.
(ERU x Base Rate) + (ERU x Quantity Rate) + (ERU x ID Factor x Quality Rate) = Stormwater Fee
The average single family homeowner in Athens is charged for one ERU. For properties charged one ERU, the fee is around $3.50 per month, or $42 a year.
How can I reduce my Stormwater Utility Fee?
While property owners in Athens-Clarke County may not be able to "turn off the rain," some may be able to take certain steps to lessen the amount of stormwater runoff that comes from their property. The less polluted runoff that a property generates, the less that property will be charged for stormwater management. A reduction in impervious surface on a property will reduce the number of ERU's that are charged and result in a reduced utility fee. Stormwater credits are also given to properties who install and maintain systems to meet the requirements of the stormwater management ordinance. Stormwater ponds, wetlands, infiltration trenches, and other management systems reduce the velocity or rate of the runoff or clean up the pollutants found in stormwater. When properly maintained and installed, these systems can qualify for a reduction in fee for the property that they serve.
How can I help?
Most stormwater pollution is preventable, which is why ACC Stormwater focuses on public education and outreach. If you would like a member of the Stormwater Team to come speak with your neighborhood, business, or civic group about stormwater issues or the Utility Fee, please contact us at 706-613-3440 or firstname.lastname@example.org. You can also find more information on the Stormwater Management Program, the Stormwater Utility, and tips on how to prevent stormwater pollution at www.accgov.com/stormwater. | <urn:uuid:82465189-c56e-4046-bafb-d0f4d353e530> | CC-MAIN-2020-24 | https://athensclarkecounty.com/DocumentCenter/View/57076/ACC-Stormwater-Utility-Fact-Sheet | 2020-05-27T08:47:33+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00260.warc.gz | 261,480,887 | 1,265 | eng_Latn | eng_Latn | 0.99629 | eng_Latn | 0.99638 | [
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FREQUENTLY ASKED QUESTIONS:
What is coronavirus disease 2019 (COVID-19)?
The coronavirus disease 2019 (COVID-19) is an infectious respiratory disease caused by a newly identified strain of coronavirus, SARS-CoV-2, that was first detected in Wuhan, China.
What are the symptoms of COVID-19?
COVID-19 can cause a range of symptoms. Some are mild (fever, cough, shortness of breath), but the virus can lead to more severe respiratory illness, such as pneumonia, especially in people with co-existing medical conditions. Based on information that is currently available, symptoms may appear 2 - 14 days after exposure. People can infect others up to 14 days after exposure.
How does COVID-19 spread?
The virus is thought to spread mainly:
* Between people who are in close contact with one another (within about 6 feet).
* Through respiratory droplets produced when an infected person coughs or sneezes. These droplets can land in the mouths or noses of people who are nearby or be inhaled into the lungs.
It may also be possible that a person can get COVID-19 after touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes; however this is not thought to be the main way the virus spreads.
Should I wear a face mask?
If you are well, the CDC does not recommend wearing a face mask to protect yourself from respiratory diseases, including COVID-19.
Properly fitting face masks should be used by people who show symptoms of COVID-19 to help prevent the spread of the disease to others. The use of face masks is also crucial for health workers and people who are taking care of someone in close settings, such as at home or in a health care facility.
Is a vaccine available? Will the flu vaccine protect me from COVID-19?
There is currently no vaccine that prevents COVID-19. The flu vaccine, which offers protection from the flu, will not protect you from COVID-19. Researchers are currently working on the development of a COVID-19 vaccine, but it may take 12 - 18 months before it is commercially available.
Is there a test for COVID-19?
Yes, the CDC has developed a test. Your health care provider will work with your state's public health department and the CDC to determine if you need to be tested for COVID-19.
Should Health Plans cover the cost related to COVID-19 testing?
At this time, the CDC is not billing for COVID19 testing, so there is no charge for the test itself; however, member cost sharing may apply for services related to the test (such as office visits). Should tests be made commercially available, Health Plans may decide to provide coverage for them. Member cost sharing (copayments, deductibles and coinsurance) may apply. Each Health Plan should continue to review coverage and cost-sharing policies to ensure that members can receive the appropriate COVID-19 testing.
Is there a treatment for COVID-19?
There is currently no specific antiviral treatment recommended for COVID-19. People with COVID-19 should talk to their health care provider or pharmacist about what they can do for symptom relief. If your health care provider thinks you can be treated at home, they may give you special instructions, such as to isolate yourself as much as possible from family while you're sick and to stay home for a period of time. If you're very ill, you may need to be treated in the hospital.
If you think you or a loved one may have been exposed to COVID-19, contact your health care provider immediately.
How can I get a 90-day supply of my current medications/maintenance medicine?
To ensure that you have enough medicine on hand, you can fill a 90-day supply of maintenance medicines when you are eligible for a refill. Maintenance medicines are those you take regularly, such as birth control, blood pressure or cholesterol medicines.
You can ask your health care provider for a 90-day prescription for the medicines you take regularly and have them filled at a retail pharmacy.
You may also want to check your supplies of over-the-counter pain relief, fever and cough medicines.
Is telehealth an option?
MedWatch clients with our telehealth service, Call A Doc, or other telehealth services in place, can call at any time. Telehealth visits may help limit the spread of the disease. It may also be an option for individuals in self-imposed quarantine to check in with a health care provider. If you have concerns related to COVID19, you can check in with a health care provider from home (via smartphone, tablet or computer) to determine whether you need to take further action and to avoid long emergency room waits.
Where can I get the latest information about COVID-19?
Centers for Disease Control and Prevention (CDC) - https://www.cdc.gov/
World Health Organization - https://www.who.int/ | <urn:uuid:ab811d40-89a8-4700-8f49-c3989ae61b62> | CC-MAIN-2020-24 | https://secureservercdn.net/198.71.233.109/hhg.3bb.myftpupload.com/wp-content/uploads/2020/03/Coronavirus-FAQs.pdf | 2020-05-27T09:03:29+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00276.warc.gz | 535,685,676 | 1,017 | eng_Latn | eng_Latn | 0.998196 | eng_Latn | 0.998311 | [
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Overview of Our Social Studies Curriculum
Guiding students to be civically, socially, and ethically responsible members of the global community.
Overview
The social studies curriculum at PS/IS 276 provides rigorous instruction to students in kindergarten through 8th grade. Aligned with the mission of our school, the social studies program focuses on inquiry-based learning activities that connect the students to their community and to the world, which also engages them with the responsibilities of active civic engagement. The social studies program immerses students in experiences using diverse social sciences (e.g., history, archaeology, politics, economics, anthropology) in order to develop the curiosity, questioning, researching, and expression of professionals in the field. Ultimately, the social studies curriculum prepares students to be critically thinking and socially aware citizens who actively strive to make their world a better place.
Our program utilizes the Social Studies Scope and Sequence of the New York City Department of Education as a guide for instructional themes. This scope and sequence spirals up through the grades to build increasingly sophisticated thinking skills, vocabulary, and conceptual understandings and to provide a thorough introduction to important content in the social studies. At 276, we make sure to learn about the stories, cultures, histories and contributions of diverse groups in our community, nation, and world. We interrogate dominant narratives and contrast these stories to those of less known groups.
A variety of content and skills goals are addressed throughout the school year, which align the Social Studies Scope and Sequence with the ELA Common Core Reading and Writing Standards. Students use multiple resources, including primary and secondary sources, to analyze historical events and to construct reasoned arguments about the significance of these events.
Thinking and process skills in the social studies include: analysis, critical thinking, interpretation, constructing an argument, research and writing, and interpersonal skills, These skills are embedded in each of the social studies practices including
- Gathering, Interpreting and Using Evidence
- Chronological Reasoning
- Comparison and Contextualization
- Geographic Reasoning
- Economic and Economic Systems
- Civic Participation
Social studies is often taught thematically which allows teachers to build connections between disciplines. We also want to make sure that our curriculum is developmentally appropriate. The themes in social studies include Individual development and cultural identity; time, continuity and change; Development, Movement, and Interaction of Cultures; Geography, Humans and the Environment; Development and Transformation of Social Structures such as class, gender, ethnicity, religion and race; power, authority and governance, civic ideals and practice; economic systems; science, technology and innovation; and global connections and exchange.
Key Goals
* Develop critical thinking skills, the ability to respectfully communicate an idea that is supported with valid evidence
* Understand how the social studies -- history, geography, economics, anthropology, archaeology -- impact our world and my life
* Explore diverse identities inform
* Teach students to construct historical arguments with primary and secondary sources
* Help develop globally minded students who are well-informed on diverse histories of our community, nation and world
FAQs
How can I get regular updates about what my child is learning in social studies? In lower grades, teachers send out emails explaining the curriculum. In middle school, teachers use Google Classroom as a learning platform. Parents can sign up for announcements through Google Classroom.
Do the students use a textbook for social studies? We opt to use carefully curated sets of resources that provide all children access to ideas that challenge their growing intellect and provide the opportunity to learn how to have conversations across texts. These sets of resources include primary and secondary sources, video, images, field trips, maps and allow us to teach complex topics about equity, social issues, and justice. When instructionally appropriate, portions of a textbook may be used to highlight a particular area of study.
Is geography included in the social studies curriculum? Each grade has a specific geographic focus that is developmentally appropriate and provides a context for the history they will learn. This aspect of the curriculum is based on the National Geography Standards and includes cartography, the movement of people and material on earth, characteristics of ecosystems, physical processes that shape the earth, cooperation and conflict on earth, and how culture and experience influence perception of the earth and its inhabitants.
Are the other subjects (such as English, Spanish etc) connected to what my child is studying in social studies? As often as possible, we seek to create links between content areas. Links are created between nonfiction reading and writing skills, the use of fiction to build empathy and understanding about unit content, using math to graph economic and social data.
I hear in the news that American students don't learn civics anymore. Why don't we teach our students civics? At 276 we DO teach civics. This is a key goal of our social studies curriculum. We prepare students to be informed, empathic, and active members of our society through building a strong, respectful community; teaching about various forms of government as well as US history, laws, and rights; discussions of current events and engaging in social action. We also work to provide students with opportunities to develop and express their voice in school. Students engage in community circles to address problems that arise in our community. In the older grades, students have the opportunity to participate in civics programs such as Student Council and the GSA. Another important component of our social studies program is the opportunity to participate in community service programs. In addition to programs such as St. Jude's Mathathon through which our students raise money for cancer research, inn Middle School, we have a chapter of the National Junior Honor Society. Students in this organization organize community service programs at the local and national levels. And each spring we have 276 Cares Squares for Peace during which all students create sidewalk chalk art that explores themes of equity, care, and justice.
What extra activities (ex: field trips, book clubs etc) do teachers organize to supplement the social studies curriculum? Field trips are an important component of our school curriculum. Students in all grades have field experiences that are linked to the curriculum. In 7th and 8th grade our students take overnights to Philadelphia and Washington DC to enhance social studies learning. We also are fortunate to offer a number of enrichment programs that enhance the curriculum. Key enrichment programs that enhance social studies are theater residencies with arts organizations in New York City. | <urn:uuid:0706030a-2cb9-4107-a339-cda80129ef23> | CC-MAIN-2020-24 | https://echalk-slate-prod.s3.amazonaws.com/private/schools/1074/resources/55aa6c10-2c32-48a7-9eab-7e1dc98ced29?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1881933732&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%22Social%2520Studies%2520Curriculum%2520Overview.pdf%22&response-content-type=application%2Fpdf&Signature=Q%2BRqrYD5Vb9zH%2BnhiXlnQgCoFEQ%3D | 2020-05-27T09:13:05+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00270.warc.gz | 329,427,323 | 1,310 | eng_Latn | eng_Latn | 0.996705 | eng_Latn | 0.997241 | [
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Keeping Emotionally Well During Difficult Times
This booklet has been designed to support adults working with young people during the COVID-19 outbreak. The booklet is separated into the following sections:
* Key points for adults to keep in mind
* How to discuss COVID-19 with young people
* Strategies to promote wellbeing
o Learning to Breathe
o Wellbeing ideas
o What can I try to manage any difficult thoughts that I might have?
* Reference List
Key points for adults to keep in mind
1. Do not be afraid to discuss COVID-19. Most young people will have already heard about the virus or seen people wearing face masks, so parents shouldn't avoid talking about it. Not talking about something can make children/young people worry more.
2. Be developmentally appropriate. Try not to volunteer too much information, as this maybe overwhelming. Instead, try to answer the young person's questions. Do your best to answer honestly and clearly. It is okay if you can't answer everything; being available is what matters.
3. Take your cues from the young people. Invite your young people to tell you anything they may have heard about the COVID-19, and how they feel. Give them ample opportunity to ask questions. You want to be prepared to answer (but not prompt) questions. Your goal is to avoid encouraging frightening fantasies.
4. Manage your own anxiety. If you notice that you are feeling anxious, take some time to calm down before trying to have a conversation or answer your young people's questions. Managing the amount of time you spend checking the news and engaging in relaxing/distracting activities can help you to manage your own feelings of anxiety too.
5. Be reassuring. Hearing about the COVID-19 on the news may make some young people worry that they'll catch it. It's helpful to reassure your young people's about how rare the COVID-19 actually is (the flu is much more common) and that young people actually seem to have milder symptoms.
Focus on what you're doing to stay safe. We know that the COVID-19 is transmitted mostly by coughing and touching surfaces. The NHS recommends thoroughly washing your hands as the primary means of staying healthy. So remind young people that they are taking care of themselves by washing their hands with soap and water for 20 seconds (or the length of two "Happy Birthday" songs) when they come in from outside, before they eat, and are blowing their nose, coughing, sneezing or using the bathroom.
6. Stick to routine. Keeping to routines and predictability can be helpful for reducing worry. Structured days with regular mealtimes and a daily timetable are an essential part of keeping young people happy and healthy. Equally, making sure we are talking to parents about keeping a consistent routine at home alongside a bedtime routine which allows our young people to have adequate amount of sleep each night.
7. Keep talking. Tell young people that you will continue to keep them updated as you learn more. Open communication is important for young people to feel both contained and safe. "You can say, 'Even though we don't have the answers to everything right now, know that once we know more, an adult will let you know, too.'" Remember to be truthful and age appropriate – allow children and young people to ask questions.
8. Handling questions. It is helpful to remember that young people sometimes ask the same questions over and over. As adults, this can raise our own anxieties at times of stress – but try to remember that they're simply checking and processing the information just like we are, when we choose to check the news, speak to loved ones or read social media.
How to discuss COVID-19 with young people
The following prose can be adapted as appropriate for the developmental age of the young people you are working with. "The world might feel like an uncertain or scary place at the moment. You may have been seeing some changes recently, like needing to wash your hands a bit more, having to stay away from your loved ones e.g. grandparents, and not being able to see some of your friends in school. You might be feeling a range of different emotions; some people might be feeling worried, frustrated, angry or sad - or a combination of all of these! All of these emotions are okay."
We all have different ways to manage how we are feeling. With all of these things impacting on how you live your life at the moment, you might feel like you need an extra bit of support to help you and others manage.
Helpful Strategies to Promote Wellbeing
Learning to Breathe
This simple technique involves focusing on and slowing down our breathing patterns. Many people find this simple exercise very relaxing. It can be particularly helpful for those who feel dizzy or light-headed when they feel worried or stressed. This sometimes happens because people's breathing changes and gets quicker when they feel distressed. When we are feeling panicked breathing is really important to help us feel okay again. Here's how to do it:
1. Get into a comfortable position
2. Work out a stable breathing rhythm. Perhaps try to breathe in for three seconds, hold this breathe for two seconds, and then breathe out for three seconds. It can be helpful to count as you do this (e.g. IN: 1-2-3, HOLD: 1-2, OUT: 1-2-3, HOLD: 1-2). Imagine blowing up a balloon as you breathe in and imagine deflating it as you breathe out. Or pretend that you have a candle in one hand and a flower in the other. Take a long deep smell of the flower and then slowly blow out the candle.
3. Repeat this action for a few minutes. You should soon begin to feel more relaxed. If you were feeling dizzy then this should also get better after a few minutes. Make sure you breathe in and out slowly.
Wellbeing
It is important to look after your wellbeing as well as focusing on your studies. Your body and mind will only perform well for you if you are taking care of yourself. There are a number of things that you can do to help improve your wellbeing and keep you in good shape:
* Make sure you are getting plenty of sleep! This might seem like an obvious one, but the average teenager is only getting 7 hours sleep a night. According to guidelines, published by
the NHS, 5 year olds should be getting about 11 hours of sleep a night whilst teenagers should be getting at least 9 hours a night. Make sure you are limiting your screen use before bedtime. Try and make sure you are not looking at a screen at least 30 mins before bedtime. If your screen has a night mode, make sure it is on. Blue light from a screen stimulates your brain and can keep you awake at night or disturb your sleep patterns.
* Try and get some exercise. This will not only help you sleep better, but it will also improve your overall wellbeing. Exercise produces chemicals in our brains that contribute to our mood and help to lessen anxiety. Children and teenagers should be aiming for at least 60 minutes' exercise every day, including aerobic activities such as fast walking and running. If intense exercise is not your thing you can still get exercise by going for a walk or taking the stairs instead of a lift. Exercise can also help tone your body and keep you at a healthy weight. One of the biggest reasons people don't stick to exercise regimes is because they get bored of it. Pick something that you enjoy! Do you like to work out alone, or with others? There are a ton of different activities and sports that you could do. Think about what you might enjoy the most and what is practical for you to be able to do.
* Relax and have fun! Spend time with the people you care about, do the things you love, and focus on what's good. That helps you feel good about yourself, just as you are. Make sure you are building opportunities for rest and relaxation along with your studies – both are important to our wellbeing.
* Remember what we put in our bodies also affects our mood and wellbeing. By eating a varied and balanced diet you should be able to get all the energy and nutrients you need from the food and drink you consume, allowing your body to
grow and develop properly. Have a look at this Eatwell guide: https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/
* Eating healthily doesn't have to mean giving up your favourite foods. It simply means eating a variety of foods and cutting down on food and drinks high in fat and sugar, such as sugary fizzy drinks, crisps, cakes and chocolate. These foods should be eaten less often and in smaller amounts.
* Make sure you're drinking plenty of water, keeping well hydrated allows our bodies and minds to function properly. Remember, you're made up of 70% water – a hydrated body is a happy body!
What can I try to manage any difficult thoughts that I might have?
It's important to remember that feeling uncertain, confused or having difficult thoughts is completely understandable, particularly at present – COVID-19 has created a lot of uncertainty for all of us. Sharing these thoughts with others will be important, but you may also find it helpful to 'take your mind off your worries' from time to time.
Here are some ideas that you could try:
* Connect with others – make time to check-in with others, to have a chat. This doesn't have to focus on understanding COVID-19, although it could be helpful to put time to one side with someone you trust, to ask any questions you may have about this (you might also want to set a time limit for this!)
* Connect with others in other ways – FaceTime, WhatsApp, X-box Live etc – speaking to one another may feel more important than ever, especially if either you or someone you know is having to stay at home or spend less time with others.
* Try to manage feelings of uncertainty – try to separate what is in your control and what is out of you control. Keep a focus on trying to do the things that you can control.
* Take a break from / switch off from social media and the news. Try to avoid checking excessively – it's good to know what's happening, but too much information can feel overwhelming. Maybe find a 'distraction' activity to do instead, if you have a habit of just checking your phone.
* Try moving social media apps away from your home screen for a while or turn off their notifications.
* Remember that the worry can often spread faster than the illness itself – whilst lots of people will be talking about COVID-19, far fewer will actually feel unwell.
* Try some distraction techniques – the less time we spend focusing on difficult thoughts, the less chance our worries have to grow. For example:
1. You may want to occupy your thoughts by setting yourself a thinking puzzle, this could be anything: Counting backwards from 123 in nines, naming all the players in your favourite sports team, spelling the names of your family backwards. The puzzle has to be hard, to challenge you – giving yourself a quick distraction can allow any difficult thoughts to pass. This way, the puzzle should take over and drown out the negative thoughts!
2. Describe what you see - this involves describing to yourself in detail what you see. When you feel worried, describe everything but the thing that is making you worry in as much detail as possible. Try to do this as quickly as you can; what do you see, what colours, shapes, sizes, what can you smell, what can you feel or hear?
3. Another idea to help with this is '5, 4, 3, 2, 1 thinking' – list 5 things you can see, 4 things you can touch, 3 things you can hear, 2 things you can smell and 1 thing you can taste.
Remember, not all of the ideas in this booklet will work for everyone, don't be afraid to try some, but to ignore others – it's important to focus on the strategies that seem to work for you.
Reference list
Key Stage 1 (ages 4 to 7)
Activities
Cosmic Kids https://www.youtube.com/watch?v=wf5K3pP2IUQ
Smiling Mind: moving meditation https://www.youtube.com/watch?v=buPuB4Sa0zU
Meditation and sleep stories from Calm: https://www.calm.com/blog/take-a-deepbreath?utm_medium=email&utm_campaign=715072-free-mindfulness-resourcesfrom-calm
Books
"Have You Filled A Bucket Today? A Guide to Daily Happiness for Kids" by Carol McCloud. Encourages positive behaviour and expressing kindness and appreciation.
"Puppy Mind" by Andrew Jordan Nance. A reading of the book can be found: https://www.youtube.com/watch?v=Xd7Cr265zgc
"Huge Bag of Worries" by Virginia Ironside Explores how we can manage worries and encourages discussions.
Key Stage 2 (ages 7 to 11)
Apps
Stop, breath and think; Headspace and Calm. There are free resources from Calm accessible here: https://www.calm.com/blog/take-a-deepbreath?utm_medium=email&utm_campaign=715072-free-mindfulness-resourcesfrom-calm
Smiling Mind: moving meditation https://www.youtube.com/watch?v=buPuB4Sa0zU
Books
"What To Do When You're Scared & Worried: A Guide for Kids" by James Crist. A help guide to processing fears and worries (ages 9-13).
"Something Bad Happened: A Kid's Guide to Coping with events in the News" by Dawn Huebner. How to process different world events (ages 6-12).
"The unworry book" by Alice James.
"Starving the anxiety gremlin" by Kate Collins-Donnelly
"Looking After Your Mental Health" by Alice James and Louie Stowell.
Warwickshire Educational Psychology Service
Programmes
Stallard, P. (2002). 'Think Good Feel Good'
Woloshyn & Chamberlain (2009). 'Mighty Moe – The Anxiety Workbook for Young people'.
Key Stage 3 and 4 (11 to 16)
Apps and resources
Stop, breath and think; Headspace and Calm. There are free resources from Calm accessible here: https://www.calm.com/blog/take-a-deep-
breath?utm_medium=email&utm_campaign=7150 7 2 -f r e e-m i n d f u l n e ss - r e so u r ce s- from-calm
Moodjuice (2015): http://www.moodjuice.scot.nhs.uk
Programmes
Stallard, P. (2002). 'Think Good Feel Good'
Woloshyn & Chamberlain (2009). 'Mighty Moe – The Anxiety Workbook for Young people'.
Sleep Guidelines
NHS (2020). 'Guidelines for wellbeing in young people and young people': https://www.nhs.uk/live-well/sleep-and-tiredness/sleep-tips-for-teenagers/
Some Useful Organisations
The following organisations or services may be able to offer support, information and advice.
Child Line
Childline is yours – a free, private and confidential service where you can talk about anything. Whatever your worry, whenever you need help, we're here for you online, on the phone, anytime. Phone:
0800 1111 or use the online chat app
Samaritans
Samaritans provides confidential emotional support, 24 hours a day for people who are experiencing feelings of distress or despair, including those which may lead to suicide. You don't have to be suicidal to call us. We are here for you if you're worried about something, feel upset or confused, or you just want to talk to someone.
Phone:
08457 90 90 90
Web Site:
http://www.samaritans.org
Anxiety UK
National charity established in 1970 to provide support and services to those suffering from all anxiety disorders, obsessive compulsive disorder, generalised anxiety disorder, panic attacks, social phobia, simple phobia, phobia and tranquiliser issues.
Phone:
08444 775 774
Web Site:
http://www.anxietyuk.org.uk/
Breathing Space
Breathing Space is a free, confidential phone line you can call when you're feeling down. You might be worried about something - money, work, relationships, exams or maybe you're just feeling fed up and can't put your finger on why. Phone:
0800 83 85 87
Web Site:
http://www.breathingspacescotland.co.uk
Living Life to the Full
Living Life to the Full is an online life skills course made up of several different modules designed to help develop key skills and tackle some of the problems we all face from time to time.
Web Site:
http://www.llttf.com/
This document was produced on behalf of Warwickshire Educational Psychology Service, Warwickshire County Council, with acknowledgement and thanks to:
* The British Psychological Society (BPS)
* Division for Educational and Child Psychology (DECP)
* Lincolnshire Educational Psychology Service
Warwickshire Educational Psychology Service
* Child Mind (childmind.org)
* Mighty Moe Anxiety Workbook for Children (graphics)
* National Health Service (NHS)
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A green day care centre
At childcare centre 'De Regenboog' we provide children with a familiar, safe and secure environment from which they can discover the world. We believe that the children's autonomy is fundamentally important; therefore, the children's own intrinsic motivation is the pedagogical basis for us to assist them on their way to independence. This is symbolised by our beautiful and sustainable garden, which is a natural place where children can develop their own interests at their own speed. Our garden is where they learn to make choices and to trust their own inner compass.
Childcare centre 'De Regenboog' is located in a spacious building on Houtmankade surrounded by playing fields, and close to the Westerpark and Houthavens .
Autonomy is central
At 'De Regenboog', autonomy is one of our core values. We think it is important that children are given the scope to discover new things themselves. Of course, this process involves trial and error, but ultimately it gives the children a great deal of confidence.
Our activities fit in with the children's development; during these activities we use themes such as imagination, movement, fairy tales, and water. We are assisted in our activities by visual artists, dancers, musicians and other experts. Usually we work on a theme for about two months, and then we round off the theme together with the children in a special and creative way.
As a parent, you can see what activities are planned for the children on each day. Moreover, there is a TV screen in the hall with photos and clips of the activities that the children have done. You can also find photos of the activities on the information boards in the rooms for the different groups.
Often outside
'De Regenboog' has a spacious, natural garden, which we continuously develop further together with the parents. Being in the garden stimulates the children to play together and has positive effects on their imagination, as well as on their feelings of harmony and well-being. We take the children outside every day, both in pleasant and in rough weather. The children don't usually need any encouragement to start looking for insects and other small animals, plants, flowers and branches in the garden. Together with the children we plant seeds and care for these until they have grown into plants.
Our own cook
At 'De Regenboog' we think that it is important what you eat, and this is why we eat healthy and organic food. Our own cook prepares the meals for our children with natural and fresh produce, which is mostly organic. It is also possible for us to serve vegetarian or halal meals.
Parent group
We are always striving to improve our childcare centre and make it more beautiful. In these efforts we are supported by our active parent group. We think that it is very important that parents participate in this group, as it gives parents the opportunity to influence what is happening at our childcare centre. Dutch law states that parent groups have the right to give advice on several topics, for example the centre's educational policy, food, and health and safety. In addition to this more formal participation, the parent group plays an essential role in the organisation of parties and trips.
Our team
Our team consists of 21 childcare workers, one manager and one cook. We are fortunate enough to have a mixture of very experienced and young employees. Some of our colleagues regularly follow workshops on natural gardens and they bring inspiration to the rest of the team, as well as the children and their parents. In the garden, all kinds of activities are organised in which both the children and their parents participate.
Practical information
'De Regenboog' has three baby groups, each with 9 children aged 0 to 18 months, and four toddler groups, each with 13 children aged 18 months to 4 years. There are two professional childcare workers in each group.
Opening hours: 'De Regenboog' is open on work days from 7.30 AM to 6.30 PM.
You are very welcome to come and visit our childcare centre. Please contact our manager Pien Huijgens to arrange a visit.
M 06 12 86 15 04
E email@example.com
Enrolment
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CHILTERN PRIMARY SCHOOL
Supporting E-Safety and Safeguarding 2015
It is really important that parents and carers work with us to ensure children stay safe in their use of technology. When we talk about e-safety, we are not just talking about the internet. We are talking about the use of computers, games consoles (such as X-Box), mobile phones, televisions, tablets (such as the iPad) and many other things.
There are several elements to e-safety that we teach at Chiltern:
How to use the internet safely, and what to do if something goes wrong or we see something we shouldn't.
How to keep ourselves safe – keeping our details private and keeping our data secure.
How to behave when using technology – being courteous and responsible, and what to do if others treat us in a way which is not kind. This strand also links with our behaviour and anti-bullying policies.
Encouraging a healthy use of technology – not over-using mobiles, consoles or computers.
SAFEGUARDING UPDATE
Safeguarding is always high on schools' and the Local Authority's agenda. From now on, as well as the usual triggers for referrals to Social Services or Educational Entitlement (eg obvious neglect, abuse and punishment) schools are now able to refer families if:
* Clothes are consistently dirty
* Personal hygiene is consistently poor
* Pupils have poor dental hygiene
* Children disclose they are watching or playing age-inappropriate games/videos
* There is use of regular, highly sexualised behaviours or vocabulary
* Children have continuous infestations of nits
* Attendance falls below 90%
* Pupils are regularly late
* There are regular patterns of absence
* Holidays of 5 days or more are taken
Age requirements for use of social media.
Twitter doesn't ask your age when you sign up, but Facebook does, and on Facebook the minimum age requirement is a hard and fast 13. It's the same number on Instagram, Pinterest, Tumblr, Reddit, Snapchat and Secret, too.
The minimum age on LinkedIn is 14. On WhatsApp, it's 16, and on Vine, it's 17. Some platforms, such as YouTube, WeChat and Kik, have a minimum age required of 18, although children aged 13-17 can sign up with parent's permission.
You will have been asked to fill out our 'acceptable use policy' when your child started in September. This details some of the ways in which we encourage children to behave, and outlines our rules for safe use of technology. We also ask your permission for the use of photos and video on the website and in other places.
E-safety – helping your child stay safe
The best way to help your child to be a safe when using the internet and new technologies is to talk to them and make sure they understand these simple rules:
- You should never give out personal details to online 'friends'. Use a nickname when logging on and don't share full name, email address, mobile number, school name and any photos, including photos of family or friends – any picture or video online can be changed or shared without permission.
- Talk to your child about what they are doing online and who they are talking to. Get them to show you how to use things you are not familiar with. Keeping the computer in a family room means that you can share your child's online experience, they are less likely to act inappropriately (i.e. via webcam) and their online 'friends' will see they are in a family room..
- If your child receives a message that upsets them, remind them not to reply, they should save the message and show you or another trusted adult.
- Spam and junk emails and texts are not true, don't reply or send them to anyone else, just delete them.
- Don't open files sent from people you don't know. They could contain a virus, or worse – an inappropriate image or film.
- An online 'friend' is anyone you have not met in real life; no matter how long you have been friends with them.
- Help your child to understand that some people lie online and that it's better to keep online 'mates' online. They should never meet up with any online 'friends' without an adult they trust.
- Make sure they know how to block someone online and report them if they feel uncomfortable.
Make sure your child feels able to talk to you, let them know that it's never too late to tell someone if something makes them feel uncomfortable. Don't blame your child let them know you trust them.
We have listed below links to guides that you will hopefully find useful:
Vodafone produce a Digital Parenting Magazine – the latest edition can be found at http://vodafonedigitalparenting.co.uk/
Guidance from the Department of Education:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444865/Advice_for_parents_ on_cyberbullying.pdf
London Borough of Redbridge – Internet safety and your family:
http://www.redbridgelscb.org.uk/wp-content/uploads/2015/09/eSafety-leaflet-for-parents.pdf
NSPPC Share aware guide:
https://www.nspcc.org.uk/globalassets/documents/advice-and-info/share-aware.pdf
The UK Safer Internet Centre offer guides to parents on a range of commonly used technologies, how to set up parental controls and possible dangers http://www.saferinternet.org.uk/advice-and-resources/parents-and-carers
(includes guides for ipads, iphones, Nintendo, Xbox, PS4,
The Better Internet for Kids (BIK) guide to online services aims to provide key information about some of the most popular apps, social networking sites and other platforms which are commonly being used by children and young people (and adults) today.
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The impact of the reading framework at Porirua School.
About us
We are a small decile 2 school in Porirua. Our vision includes: 'active learners achieving success within an inclusive, supported, learning community.' We are a learning community of students, staff and whanau. We have been using the reading framework for over two years. Here is our story about why we began using the reading framework, how we got started and the impact it has had on our teaching and learning.
easily order the illustrations just by using the text levels. However, we quickly found out that we had to carefully read and unpack the annotations and we realised that these, along with the descriptors, were key to understanding progress from one signpost to the next. This was important learning for us all.
Why we began using the reading framework
We knew our students weren't achieving well in reading but we had nothing concrete to tell us exactly where students were. We suspected that many students weren't achieving because they weren't being provided with the opportunities to develop their reading knowledge and skills. Our leadership team went to some initial professional development workshops to learn more about PaCT and we realised that not only would the PaCT help us to make consistent judgments about where students were, but also that the reading framework itself was an incredibly useful tool for building teachers' professional knowledge about reading in the curriculum.
How we introduced the framework to our teachers
We began slowly, taking several staff meetings to explore the place of reading and writing within the different learning areas of the curriculum, using relevant sections of Effective Literacy Practice 1–4 and 5–8 to guide our discussions. Then in term three 2016 we teamed up with another local school and held several combined staff meetings to explore the reading framework, one aspect at a time. Teachers unpacked the descriptors and described the key points in their own words. Then they tried to order illustrations along the progression. To start with, we thought we could
The framework generated much excitement for teachers because at last they had something that helped them understand what reading progress actually looks like. They were really motivated to learn more. By the end of the year, most teachers had explored all three frameworks – reading, writing and mathematics – and many were using the progressions to help with end-of-year overall teacher judgments. By the beginning of 2017 everyone was using the reading framework to inform their planning, monitor progress and reflect on their teaching.
The framework generated much excitement for teachers because at last they had something that helped them understand what reading progress actually looks like.
Keeping the focus on teaching practice
At the beginning of 2018, we knew that we needed to deepen our knowledge and learn more about using the framework. We chose two aspects each term to explore in depth at weekly staff meetings. To manage teachers' workload, we cut out all other after-school meetings.
We explored big ideas about reading, such as; 'What is learning to read, and reading to learn?'
We reviewed our hard-to-shift students' running records. We reviewed the evidence of what we now knew about developing a processing system, and encoding, then decided on actions. Each week, teachers were expected to try something
new over the following week and then pre-populate their actions in the staff meeting minutes on a shared Google doc before the next meeting. Some of the things they reported include:
"I am really thinking about and trying different prompts for my lower students seeing what works for them when they get to a difficulty."
"I am noticing students have greater understanding and generate more discussion during shared reading."
This is what we do now. The reading framework helps us to link everything up. It's not an extra on top.
How the reading framework has helped us to understand progress in reading
By understanding what's involved at each signpost along a progression, we know where our students are going. It took some of us a while to understand that the gaps between the signposts can vary. We pulled out the Literacy Learning Progressions and plotted the students' next learning steps. From this we realised that some of the jumps between signposts stretched over two years. The framework underpins our sense of urgency and our focus is on accelerating the progress of students who need to make more than one year's progress in a year. We monitor our students' progress regularly and think about the kinds of conversations we are having with them. We notice, and we gather evidence from observations such as running records. Together we continually build a deep understanding of our students' progress.
How the framework has impacted on our planning and teaching
The biggest change is that now students' reading (and writing) is purposeful. All learning tasks link to students' goals and all our reading and writing is integrated with our students' inquiries. For example, a recent focus across the school was: 'We are scientists'. This meant we were selecting texts that required students to build and use knowledge of the particular language, features and structures of science texts and to understand how all these features influence their navigation and use of the texts. We also deconstructed the texts to learn how scientists write and this fed into our writing programme.
Another big change is that we no longer group students according to text level. Teachers have a clearer idea about reading progression and what is represented at each signpost. Grouping for literacy instruction is flexible and more workshop based. Students know what they are learning and where they are headed and are able to self-select workshops they know they need. Teachers provide the necessary scaffolds so that all students can access the texts. They have noticed that struggling readers are highly motivated because they can access texts that they would never have read before. Teachers also notice that students support each other in these groups and modelling by peers is just as, if not more, powerful than modelling by the teacher.
In our junior school (years 1–3), teaching is now really focused on building students' independence, making sure that their students know what they're doing, as they problem-solve their way through a text. The teachers have become expert at 'over the shoulder' teaching; they know what to notice and how to support and respond to each student, wherever they are on a progression. In our senior school (years 4–6), inquiry is no longer something that just happens in the afternoon. The reading framework helps us to 'teach wide' and we continually go back to the framework and learn more from the rich tasks and the student responses. We continually reflect on our programmes to ensure that we are planning rich tasks and providing multiple opportunities for students to talk about their learning, with each other and with their teacher.
This is what we do now. The reading framework helps us to link everything up. It's not an extra on top. | <urn:uuid:c4943fb1-cecd-44fc-adcb-7f144ee6033c> | CC-MAIN-2021-04 | https://assets.curriculumprogresstools.education.govt.nz/public/Uploads/reading_framework_Porirua.pdf | 2021-01-28T12:14:34+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00332.warc.gz | 225,665,969 | 1,420 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.999115 | [
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Specialty Crop Profile: Pawpaw
Tony Bratsch, Extension Specialist, Small Fruit and Vegetables
The following article is the second and final part of this specialty crop profile on pawpaw:
PART 2: GROWING PRACTICES
Site, Soils and Preparation
Though pawpaws are capable of fruiting in the shade, a full sun location will result in best production. Rows should be oriented north/south. When possible utilize higher ground and avoid bottomland sites that flood and are frost prone. Pawpaws flower early in the season and like other orchard crops may be susceptible to late spring frost and subsequent flower damage. Elevation will provide some measure of frost protection, and allow for faster surface drainage of water. Windbreaks may alleviate leaf damage in very windy, exposed sites.
Best soil types should be well drained and deep, without a clay pan. Avoid soils that are heavy, tend to water log, or have a high water table in the winter. Depending on soil test, adjust phosphorus (P) and potassium (K) levels to 75 and 300lbs/acre respectively, and lime to bring soil pH to 6.0-6.8. The planting site should be moldboard plowed or chiseled to incorporate amendments, and worked level and smooth. A common practice in peach production is formation of a raised planting area 4-6' across and 3-6" high, and for pawpaws, this too may be advantageous in heavier soils to promote internal soil drainage.
Propagation and Cultivar Selection
Pawpaw trees can be acquired by collection of young trees from the wild, propagation by seed or by nurseries as a bare-root or container grown trees. Any seedling tree taken from the wild is an "unknown" in its fruit bearing qualities, and all seedlings, regardless of parent tree will express variability. Nursery or grower grafted trees, using wood from a named parent, is the only means to ensure a true clone, and provide known performance.
Collection of trees from the wild is usually unsuccessful for several reasons. Pawpaws tend to send up root suckers from a "mother tree". These root suckers are true clones, but they tend to be poorly rooted, and rarely survive transplanting. Transplanting a seedling will be more successful than a root suckered tree. Distinguishing a seedling from a root-suckered tree can be difficult; look for trees growing alone where seeds may have dropped, and dig only smaller specimens. Trees should be dug in the spring, when buds are beginning to swell. As pawpaws in general are weak, brittle tap-rooters, it is critical to take a good soil ball and avoid root damage. Bare rooted wild seedlings will have a poor chance of establishment. Trim tops to compensate for root loss.
Seeds propagation is another method that is slow, but not difficult, provided certain conditions are met. Collect seeds from soft ripe fruit. Macerate the fruit and float the pulp off in water. Seeds can be dipped in a 10-20% bleach solution to reduce bacteria and fungi problems in storage; be sure to rinse seeds well after dipping. Pawpaw seeds should never be allowed to dry out, or germination ability will be lost. Once cleaned, store seeds in a ziplock bag and slightly moist sphagnum peat moss. Seeds have a dormant, immature embryo, and require stratification (time and cold) under refrigerated conditions (32-40F) for 80-120 days before they will germinate. Refrigerated, moist seeds can be stored for up to a year or more. Following stratification, seeds should be sown in a well-aerated soil mix, with a temperature optimum of 75-85F. Use tree pot containers (14-18" deep) that will allow room for taproot formation. Seeds will germinate in 2-3 weeks, form a taproot, and then send up a shoot in two months. Freshly extracted seeds can be sown directly outdoors in seedbeds in the fall; expect germination to occur the following year in July or August.
Field grown seedlings should be dug, or transferred to a pot or permanent site in the spring as plants come out of dormancy.
It is possible to use seedling trees as rootstock, and graft a named cultivar to it. This is the most economical method of propagation of a known cultivar. Pawpaws are easily grafted or budded using whip and tongue grafts, and chip budding. Avoid t-budding, which has been unsuccessful. Softwood and hardwood cuttings have also been proven to be unsatisfactory methods of propagation.
Named and grafted cultivars, as well as seedling trees are available from nurseries. These container-grown trees have given the best field results. Grafted trees will be identical to the parent assuring fruit quality. Numerous named cultivars can now be commonly found in the nursery trade: "Sunflower", "Taylor", "Taytwo", "Mary Foos Johnson", "Overleese", "Mitchell", "Davis" and "Rebeccas Gold" are some examples. Each cultivar has its particular characteristics. Keep in mind that two or more cultivars are needed for cross-pollination in the orchard. Grafted trees are usually two years old, and will be more expensive than seedling trees. Always buy trees in containers (preferably deep ones), and avoid bare root trees.
Planting and Establishment
Ideal planting time for dormant stock is in early spring. Trees should be set in rows at a minimum 8' spacing, with rows 18-25' apart (depending on equipment access needs). Plant trees at the depth they were grown at the nursery. Take care not to damage the root ball as it is removed from the pot. Trees will often be sparsely rooted and the roots brittle. An addition of a handful of soil from a native pawpaw site to the planting hole may be helpful for the introduction of mycorrhizal fungi. The symbiotic relationship between tree and fungus aids in growth promotion.
However, keep in mind, this relationship, its occurrence and benefits, are currently being debated among scientists and current growers as to its importance, and only research will confirm the usefulness of site inoculation.
New trees should be watered in well and fertilized with a liquid soluble fertilizer mix such as 20-2020. Follow with additional applications at 4-week intervals through June. Repeat in the second year. Trees should not be allowed to dry out during the first two years of establishment. Mulching with various organic materials may be helpful to maintain soil moisture status. Care should be taken in the winter months to address vole and mouse control under the mulch. Plastic tree tube shelters, used in reforestation, work well for protecting the new seedlings from sunlight the first year. These tubes should be removed by mid-August, to allow for tissue hardening for winter. Tubes left on trees too long will result in significant winter damage. If using grafted trees, monitor bud breaks, and remove any shoots originating below the graft union. Otherwise little corrective pruning is recommended as long as a distinct central leader is forming.
Information of the care of established trees is limited and based on educated assumptions. Fruit are borne on previous year's wood; and, like peaches, proper pruning and adequate fertility is needed to keep trees vigorous and producing many annual shoots. Currently a central leader tree is recommended, with topping at about 15 feet to control height. To maintain good air movement and light penetration, the canopy may require thinning. Annual nitrogen application rate requirements are at best an estimate. However sparse root structure and high foliage densities would indicate moderate rates may be needed, with a timing split of the total rate between early spring and again after fruit set. Should no crop set, the second application may not be needed. Site fertility, crop age and vigor will affect applied nitrogen rates, and much research work needs to be done to characterize crop nutrition.
Pollination and Fruit Set
It has been reported that grafted trees may develop flowers as soon as the third season. Depending on vigor of the trees, a few fruit may be left on in years 3 and 4. As noted earlier, pollination can be difficult due to self-incompatibility and lack of pollinators. Though dead animal placement may attract pollinating flies and beetles, hand pollination using a flexible artist brush can work well in small orchard situations. Use the brush to transfer pollen grains from the anthers of one cultivar to the receptive stigma of another cultivar. Pollen is ripe when the anthers are brown, loose and crumbly, and the pollen comes off on the brush as a yellow dust. Stigmas are ripe when the tips of the pistils are green and glossy, and the anther ball in the same flower is still hard and green. Using this method, fruit set can be heavy, and care should be taken to not overload and stress the tree.
Pest Concerns
Pawpaws have few pest concerns. The peduncle borer (Talponia plummeriana) is a caterpillar pest that can bore into the pawpaw flower and cause it to drop. Though this damage is minor, in certain years the borer can destroy many flowers. Its presence should be monitored. Earwigs, slugs, San Jose scale and tent caterpillars have also been reported as occasional pests. Deer are not known to readily eat twigs or foliage, but bucks will use young trees to rub velvet from antlers in the fall.
The only disease reported on pawpaws is fly speck or greasy blotch (Zygophiala jamaicensis). This occurs during periods of high humidity. Dense foliage and lack of air movement contribute to the problem, so proper spacing and pruning should reduce the incidence.
Currently, with limited or no registered chemical options for pest control in pawpaw, "organic" methods are the only option.
Harvest and Post-Harvest Management
Depending on the cultivar, fruit can begin to mature in early August, and through first frost. Concentration of ripening fruit will also depend on cultivar, with harvest possibly spread out over the course of a month or within a few days. Ripe pawpaws develop a strong aroma that is both fruity and floral. When ripe, the fruit exhibits subtle visual clues, turning a lighter shade of green, and maybe showing some yellowing. The fruit will also begin to soften, similar to peach or avocado. In later stages, the fruit will yellow and develop brown blotches and streaks, eventually turning black like an over-ripe banana.
If allowed to stay on the tree, the fruit will reach a peak of ripeness, and then decline rapidly in quality. Fruit should be harvested as skin color begins the initial change for best storage and postharvest longevity, even though flavor and sugar development may not be at a peak. Fully ripe pawpaws can be stored about a week in normal refrigeration, while less than fully ripe fruit may store for several weeks. Like a pear or peach, these fruit can be brought out to room temperature and allowed to ripen fully.
For fresh eating, the best method of pulp extraction is to cut the fruit in half and use a spoon to scoop out the flesh. The large seeds can be easily separated out. For cooking, the best recipes are those that require little or no heat. The flavor compounds are very volatile and heating will destroy the characteristic flavor.
Kentucky State University is the primary source for current information regarding pawpaw research, culture and marketing
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Seasonal Activity Trail Series – Summer
Summer is here and the warm weather gets everyone out and about!
For some animals it's warm all year long, depending on where they live- follow this trail to find out more about which live in the sea and which live in the sun!
During Summer the Earth's axis tilts toward the sun, so the number of daylight hours increase and the weather gets warmer. This encourages plants to start growing and animals to become active.
START
AT THE sEAL case at the top MIDDLE of THE IRISH ROOM
Male gray seals are much larger than females- some males weigh three times as much as some females. Gray seals eat a wide variety of fish, squid, octopus, and crustaceans such as shrimpsometimes they eat a seabird or two!!
In the summer seals have their pups. Have a look at the seals in the display case- why are the young seals white? (Circle your answer)
He's not feeling well
He's camouflaged
1
He got a fright
Move to the left until you find the Sunfish.
The largest grey seals are to be found living in Canadian waters!
FACT
The Sunfish is the heaviest known bony fish in the world. It has an average adult weight of 1000kg. They are a relative of the pufferfish, and are usually hunted by sea lions, orcas (killer whales) and sharks.
FACT
The Scientific name for the Sunfish is Mola mola , which means millstone- the fish got this name because it is round, heavy and has rough surface, just like a millstone. In some parts of the world it's called a Mola fish.
How do you think the sunfish moves? (Circle your answer)
By blowing bubbles
By spitting out water
2
By using it's small side fins
There are 10 different species of shark in Irish waters, the biggest being the basking shark- so called as it likes to swim near the surface to catch some sunshine. Have a look at ours hanging from the ceiling, and then look to the opposite wall to find a case full of sharks!
Cross the room and move further down until you find the sharks
The rays are a relative of the shark family. There are many rays in Irish waters, including the Thornback Ray, Blonde Ray, Sting Ray, Cuckoo Ray, Undulate Ray, Homelyn Ray, Painted Ray, Electric Ray, Common Skate and White Skate.
FACT
There are 14 species of shark on display- can you finish the names of the six largest below?
Ba_ _ _ _g Shark
_hre_ _er Shark
P_ _b_ _g_e Shark
S_ _ G_ _ _ed Shark
T_ _e
Le_ _s_ _le Shark
3
Now go to your right and find the Sea Shells
Find the different sea shell below and finish the drawing!
Keyhole Limpet
Scallop
FACT
4
Sea shells are homes to shell fish molluscs- members of the same family as slugs and snails. Have you ever found shells like these on the beach?
Common Mussel
Dog Whelk
Now move along to the back of the room and find the crabs
Now make your way upstairs to continue the trail- first stop is the River Hog (beside the zebra!)
The river hog is a wild member of the pig family living in Africa. It prefers to live in a rainforests near rivers or swamps, but sometimes they can be found in the savanna. When they are born, they are brown and stripy for camouflage. When they get older their hair turns orange-red.
FACT
The River hog has a strange shaped ear with a long thin end- why do you think that is? (Circle your answer)
For good hearing
6
To swat flies
To cool themselves down
Now go around the case and find the Hippopotamus.
The Hippopotamus gets its name from the ancient Greek for "river horse". They are herbivores, but are territorial and aggressive- they have been known to kill humans who swim into their territory.
FACT
Despite their appearance, the closest living relatives of the hippo are cetaceanswhales, dolphins and porpoises!
7
The Hippopotamus is a part of the ungulate group (same group as cow, sheep and deer), and known as an "even toed" ungulate- why do you think that is? (Circle your answer)
They have 4 toes
They have 3 toes
All their toes are the same size
River hogs, as their name suggest, love the water and are excellent swimmers. However they're not able to hold their breath for long so can only swim short distances at a time
Now go to the right and make your way along the wall until you find the young Bactrian Camel
FACT
Camels are domesticated wherever they are found- they provide milk and meat, and are used to carry heavy loads. They are also raced and in the past were ridden into battle, like horses.
Nearly there! Cross the room and find the Porcupine
Porcupines are split into two groupsNew World Porcupines (found in America) and Old World Porcupines (found in Africa and Asia). The porcupine you see here is the Common or Crested Porcupine from Africa. They are members of the rodent family.
A camel is also an even-toed ungulate and there are two species- the Dromedary or Arabian Camel (with one hump), and the Bactrian Camel (two humps). The camel stores fat in the humps on its back for when food is scarce in the desert. They do not store water in their humps as some people believe.
The Bactrian Camel and the Alpaca belong to the same family, the Camelidae (pronounced camel-id-day). When animals are in the same family, they have some of the same featureswhat features do both of these animals have (Circle your answers)
Long neck
Long nose
Front claws
8
Six legs
Long eyelashes
Long wings
Six gills
Covered in hair
Big eyes
Long trunk
White tusks
Dark colour
Short hooves
Pointy teeth
Feathers
FACT
The Porcupine is famous for its quills — the spines covering its body. What do you think they use them for? (Circle your answer)
The Common porcupine is found across the continent of Africa, but is also found in Italy and Sicily!
Now go to your right and find the Hyena (HINT: it's in the big cats' case)
Catching prey
Frightening Predators
Picking up litter
FACT
Hyenas are found south of the Sahara Desert in Africa. Female spotted hyenas are bigger than the male spotted hyenas, and are also in charge of the pack.
The Hyena is a member of the Feliformia ("cat-like" carnivores) group, which also includes cats, aardwolves and civets. Name three things that make hyenas look like cats (HINT: if you're not sure, have a look at the other cats in the case)
10
Have you ever heard of a "laughing hyena"? When a hyena "laughs" it's a call of fear or excitement, and usually happens if the animal is being chased.
For more information on exhibitions and education programmes, contact the Education & Outreach Department of the National Museum of Ireland:
Tel: 01 677 7444. Fax: 01 661 9199 E-mail: firstname.lastname@example.org
© 2012 Education & Outreach Dept, National Museum of Ireland – Natural History, Dublin.
This worksheet is printed on paper from sustainable sources.
Answers: 1) He's camouflaged; 2) By using it's small side fins; 3) Basking Shark, Thresher Shark, Porbeagle Shark, Six Gilled Shark, Tope, Leafscale Shark; 5) He lost it and it's growing back; 6) To swat flies; 7) They have 4 toes; 8) Long neck, Long eyelashes, Covered in hair, Long nose, Big eyes, Dark colour, Short hooves; 9) Frightening Predators; 10) Any of the following: Round ears, Four legs, Sharp teeth, Same shaped head, Large paws.
WELL DONE
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Your Child at Three to Six Months
PARENTING & CHILD DEVELOPMENT
THIS IS AN EXCITING PERIOD OF DEVELOPMENT because your baby will begin to show his or her unique personality. Babies this age also begin to establish regular eating and sleeping patterns. Continue cuddling, playing, reading and talking with your baby as much as you can because every interaction will continue to stimulate brain development. Your baby needs an interested audience and a chance to use his or her social skills!
Sleep At this age, babies sleep about 15 hours per day. Your baby may be taking two or three daytime naps and may be waking twice per night for feedings. Although babies can now roll over on their own, you should still place your baby to sleep on his or her back. It's fine if babies roll over on their own during sleep. Now is a good time to lower the crib mattress to its lowest level to prevent falls. Remember, it is still not safe to put toys, pillows or blankets in the crib with your baby.
Nutrition Discuss your baby's nutritional needs with your medical provider during your baby's four-month well-child visit. Breast milk and formula are still the main sources of nutrition.
Physical Development
> Tries to grab objects with hands
> Rolls over from back to stomach and stomach to back
> Opens and closes hands and brings hands to mouth
> Sits with support
> Wiggles arms and kicks legs
> Drools a lot
> Begins to cut teeth
Social and Emotional Development
> Responds differently to an unfamiliar voice than to the voice of a familiar person
> Enjoys social play and will become more active in getting your attention
> Shows interest in mirror images and begins to smile at mirrors
> Cries when upset, afraid or scared
> Responds to other people's expressions of emotion and often appears joyful
Cognitive Development
> Uses verbal and non-verbal cues to signal needs
> Uses eyes and hands together
> Explores objects with mouth
> Begins to reach for objects such as rattles, caregiver's face and mobiles
ADDITIONAL SAFETY TIPS FOR YOUR BABY AT THREE TO SIX MONTHS
> Prevent strangulation by removing or shortening any cords that your child can reach
A Home Safety Checklist should be completed at each stage of your child's development. A sample check-list is provided for you on page 70.
> Prevent electrocution by installing protective covers on all electrical outlets
> Prevent falls by keeping babies away from open windows and installing window guards on all upper-level windows
> Prevent poisoning by moving all poisonous liquids, such as cleaning supplies, to upper cabinets and shelves
Positive Parenting Activities that Promote Nurturing and Attachment
> Singing while interacting with your baby, such as patty-cake and peek-a-boo
> Rocking your baby while singing lullabies
When to be Concerned
While each baby develops at his or her own pace, you should be aware of certain milestones your child should be reaching. Failure to reach certain milestones may be a sign of medical or developmental problems requiring special attention. You should let your baby's doctor know if at four months your child:
> Begins babbling, but doesn't try to imitate any of your sounds
> Doesn't bring objects to mouth
> Doesn't push down with legs when feet are placed on a firm surface
> Crosses eyes most of the time (occasional crossing of the eyes is normal in these first months)
> Has trouble moving one or both eyes in all directions
> Doesn't pay attention to new faces, or seems very frightened by new faces or surroundings
HELP
HERE'S
Use the Family Resources on pages 72–78 to learn about a variety of family support services available in your community. | <urn:uuid:2e371c89-837f-40f2-8ff5-5a1a34a77274> | CC-MAIN-2021-04 | https://www.ounce.org/pdfs/child_development/child_3-6_months.pdf | 2021-01-28T12:41:02+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00332.warc.gz | 899,740,395 | 782 | eng_Latn | eng_Latn | 0.997279 | eng_Latn | 0.997504 | [
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Wildfowl and Wetlands Trust
Final Research Report: October 2017
Executive Summary
Project overview
This project aimed to understand the impact on primary school pupils of a visit to a WWT Wetlands Centre. Research was conducted with 20 schools whose Year 4 pupils visited and took part in a pond dipping session at Slimbridge, London, Martin Mere and Washington between June 2015-October 2016. The project aimed to see if such a visit changed the way pupils understand wildlife and nature and their role in helping to protect it.
Research methodology
All pupils attending the session were asked to complete five (5) questionnaires; before their visit, immediately after their visit and then 2 weeks, 6 and 12 months later to measure the immediate, short, medium and long-term impact. A total of between n=410- n=529 pupils completed the questionnaire at each stage. Nine (9) schools took part in further qualitative research that involved pupils focus group discussions at each of the above intervals, observation of their visit session, video interviews on the day of their visit along with teacher interviews, again at each of the above intervals.
Key findings
The visit experience appears to inspire children in HFSM 1 schools in a number of ways and more so than among those from LFSM 2 schools with a number of key indicators showing an increase in interest in wildlife and nature immediately and up to 2 weeks after the visit. However this appears to be a short-term spike, after 6-12 months attitudes and activity appear to revert back to pre-visit proportions. The qualitative research suggests that the drop in interest and activity is as a result of a lack of continued related stimulus at home or in their neighbourhood. But these are aggregated figures and there are many individual cases of children from HFSM schools being inspired to do something connected to wildlife and nature.
Key conclusions
Overall it is hard to sustain interest at school due to the changing demands of the curriculum and only where topics are related to the visit does it have resonance among pupils. Even here, the pupil's new teacher is unlikely to be familiar with the Wetlands trip and will not necessarily refer back to it even though it might be relevant. The onus is felt by teachers to be on WWT to maintain interest among pupils and the school after the visit is over through resources and communications.
However we concluded that inspiring long-term change not only requires continued intervention by the school and WWT but importantly helping change family and community culture around and access to wildlife and nature.
1 HFSM = Schools with 20% or more pupils eligible for free school meals
2 LFSM = Schools with less than 20% of pupils eligible for free school meals
Summary, Conclusions and Recommendations
Summary
Key findings
- The visit experience appears to inspire children in HFSM3 schools in a number of ways and more than among those from LFSM schools with some indicators showing an increase immediately and up to 2 weeks after the visit. However this appears to be a short-term spike and after 6-12 months attitudes and activity appear to revert back to pre-visit proportions. The qualitative research suggests that the initial increase is because the visit is something new and out of the ordinary, but that drop in interest and activity is as a result of a lack of continued related stimulus at home or in their neighbourhood.
- Pupils at LFSM schools were more likely to be exposed to and interested in nature than those from HFSM schools.
- Despite the above these are aggregated figures and there an many individual cases of children from HFSM schools being inspired to do something connected to wildlife and nature.
- Overall it is hard to sustain interest at school due to the changing demands of the curriculum and only where topics are related to the visit does it have resonance among pupils. Even here, the pupil's new teacher is unlikely to be familiar with the Wetlands trip and will not necessarily refer back to it even though it might be relevant. The onus is felt by teachers to be on WWT to maintain interest among pupils and the school after the visit is over through resources and communications.
Activities around wildlife and nature
- Prior to their visit most children said they do some activity connected to wildlife and nature. Most commonly they said they visit places to see wildlife with their family (74 percent).
- Children living in rural or suburban areas were much more likely to have regular interaction with and appreciation of local, British wildlife whereas those in urban areas were more likely to cite endangered species based on visits to the zoo, abroad or school topics. By and large children from LFSM schools were also more likely to be enthusiastic about wildlife and nature prior to their visit.
- Short-term post-visit there appears to have been a slight increase in those saying they talk about wildlife and nature with their family. However the propensity to actually do something to help protect wildlife and nature seems to decrease after the visit.
WWT School Visit Scheme Evaluation: Final Report October 2017 3 HFSM = Schools with more than 20% of pupils eligible for free school meals
Supporting the visit
- Positive changes in attitudes towards wildlife and nature were higher in schools where the visit day was part of a broader class topic and/or was followed up by related activities.
- Teachers valued the visits for both achieving curriculum-linked objectives and providing broader social benefits of going on an outdoor nature oriented trip.
Enjoying the visit
- 87 percent of pupils said the visit was fun, 84 percent agreed it was interesting. Looking at or feeding the birds and the play area were the biggest hits, along with feeding the otters (where available) and in Martin Mere and Washington, the Wild Walk.
Wanting to make a difference
- After 12 months 62 per cent of children said their visit had made them more interested in wildlife and nature.
- That said there was no significant difference in children's desire to make a difference concerning wildlife and nature as a result of their visit. Children from HFSM schools did express a short-term increase in wishing to do something, but in the long term this interested waned back to pre-visit levels.
Learning impact
- Knowledge: 89 percent of pupils said they'd learnt something new as a result of their visit. Many were able to recall the names of the wildfowl they had seen along with the creatures identified in the pond dipping two weeks after their visit. Although this faded, after 6 and 12 months recall was still fairly good. They were also able to recall aspects of behaviour by the animals they saw including the wildfowl, pond creatures and otters.
- Awareness: Many children understood that the Wetlands Centre was there to help protect wildlife and the visit made it clearer what kind of wildlife was being protected. There was also a greater awareness around animal behaviour and how to interact with it, most noticeably when feeding the birds, but also from observation of behaviour while looking round the centre.
- Additionally some children came to appreciate that the Wetlands Centres are a natural habitat for many of the animals, rather than a zoo or other controlled environment.
- Skills: For many the trip was about confidence building, to feel able to approach and feed birds is a big departure from the norm for many of the children in the study. On a more obvious level and of value to teachers is the ability to identify and recognise animals using either the key cards or spotter sheets, looking for characteristics and matching them to the descriptions. It is noteworthy that most children didn't see pond dipping as a skill but even after 12 months many were able to describe how to do it.
- Attitudes: Across all schools in the qualitative study there were some children who appear genuinely to have had a change of attitude towards wildlife and nature claiming that they now felt much more positive towards it than before their visit.
Follow up activity
- After 12 months 55 percent of children claimed to have subsequently been on a related visit with their family since their wetlands trip and 19 percent said they'd been back to a WWT Wetlands Centre. In the short term it was children from HFSM schools that were more likely to claim follow up activity, but in the long term claiming was higher among those from LFSM schools.
- Claimed return visits to a WWT Centre were noticeably higher among children where schools had conducted follow up activity than from schools that had not; 20 percent versus zero percent.
Recall
- After 12 months 91 percent of children said they remembered their visit, 43 percent said they remembered a lot about it. Recall was significantly higher among those who had taken part in follow up activity than those who hadn't.
Sustaining long-term impact
- Although teachers suggested that longer-term impact could be increased through WWT providing resources, visits and communications around what is happening at the centres, the likelihood of these channels being used will be limited by the need for schools to follow the curriculum that may not relate to what WWT does. Having resources that can be applied to a wide variety of curriculum topics (e.g. habitats, rivers, pollination, food chains) and to core Maths and English would help ensure that WWT is referenced over and above the visit itself.
- Pupils suggested a wide range of ideas that WWT could implement with many focused on creating stories around the animals at the centres to personalise the relationship with children, along with telling them (and their parents) directly what they could do to learn about and help wildlife. They also suggested outreach; both at schools and via licencing local wetlands that area easier to access for the less well off.
Conclusions and Recommendations
- Children clearly enjoy their visit to the Wetlands Centres and their teachers appreciate the value that such a visit can bring. Children believe they are learning new things and they are sharing their experiences with others. To some degree participating pupils appear more open to doing things to help or protect wildlife and its habitat as a result of their visit. However this is not a passion for most and few felt their attitudes had significantly changed as a result of their visit. Despite this one or two in each class said they had a complete change of heart about wildlife and nature as a result of their visit and were as a result much more interested in it.
- The research shows that changes in attitudes are greatly enhanced if the visit is part of a wider topic being covered at school, as well as the environment they live in and their family background.
- However the pond dipping exercise does not explicitly teach children about conservation, the importance of wetlands or the wider work of the WWT. The importance of wetlands and the wider work of WWT were covered more by luck than design by teachers during the self-guided elements of the day or in the case of London with the 'Down the drain' exhibition.
- If the objective of the project is to create a greater impact around topics of conservation and the importance of wetlands then this needs to be more clearly delivered as part of the visit day.
- One possible approach would be to add a further WWT guided element to the day that focused on the necessary topics. Alternatively, providing teachers a clear outline for a self-guided period that also focused on conservation issues.
- Additionally teachers believed that a continuing relationship with the WWT would help retain interest and awareness among pupils (and the school) via resources, outreach visits or event email updates on relevant topics. However the challenge here is to ensure that this relationship links into the curriculum or on-going school programmes such as outdoor learning or Forest School activity.
- The data suggest that the visit creates an immediate impact with children, exposing them to a new environment and challenging their preconceptions around wildlife, leading to a positive and memorable experience. Not surprisingly after some months the detail starts to fade but it is still a strong memory for them.
- The challenge is to help children hold on to this impact for as long as possible. The evidence suggests that having follow up at school really assists this. The data also suggest
that it is the big, weird and new experiences that really make memories; the flight of the crane, feeding birds as tall as yourself, things that are 'disgusting' like 'Down the drain' and the propulsion system of the nymph larvae.
- Building in the 'big impact' to make it happens by design rather than chance would ensure that children leave with a clearly memorable experience.
- However to sustain interest and change in attitudes and actions in the medium and long term, input will need to come from the school, the children's family and their wider environment as the evidence suggests that a single visit cannot hope to do more than stimulate change in the short term. In this scenario providing a regular feed of information, suggestions for activities families and schools can do, and reasons to return to a WWT Centre are possible paths to creating a life long interest in wildlife and nature.
1. Introduction
The Wildfowl & Wetlands Trust (WWT) has a network of 9 visitor centres across the UK. Guided learning sessions are offered at 8 centres. During their visit, most schools have a 1-hour session led by a member of the Learning Team, and spend the remaining time exploring the rest of the centre. The majority of visits are from primary schools.
WWT currently offers free entry and a guided learning session to schools where at least 20% of pupils are eligible and registered for free school meals. This scheme is funded by HSBC. WWT commissioned Hope-Stone Research to evaluate the impact of the school visits on attending pupils.
This final report is based on the evaluation work conducted between May 2015 and July 2017. It also draws on a linked earlier study, School Visits to WWT Centres – Longitudinal Research. 4
2. Research Objectives
The objectives for the evaluation were to:
- Understand the impact a school visit to a WWT centre has on pupils over time and what factors influence this impact. Impact includes changes in values, attitudes, behaviour and knowledge towards nature and wildlife.
- Use the research to identify the best approaches to ensure longer-term benefits.
- Measure the broader impact of the visit on schoolwork and teaching approaches, family activity and evidence of any consequential proenvironmental behaviour.
- Assess the value of visits to those on the free visit scheme as compared with paying schools.
4 School Visits to WWT Centres – Longitudinal Research by Heritage Insider Consulting, February 2015
3. Research Method
3.1 Visit activity and location
As outlined above the research aims to assess the impact on primary school pupils of a visit to a Wetlands Centre over the short (within 2 weeks) medium (6 months) and long (12 months) term. In order to maintain comparability all schools groups taking part participated in a pond dipping session. Except for one school, the remainder of their visit was self-guided and varied between schools although all walked through the wildfowl areas and most visited the flamingos or otters and the play area. One school took part in second session connected to mini-beasts. The evaluation focused on three centres: London, Slimbridge and Martin Mere. However as part of the pilot one school that visited Washington was also included.
3.2 Participating schools
The 20 schools participating in the study are shown in Table 1 below. All schools had prebooked their visit with the exception of the school visiting Slimbridge in June 2015 that was invited to visit as part of the pilot process. As a consequence, this school was not running any lessons or activities connected to the visit either before or after the visit. This may have affected some of their responses. (See Table 1 below)
Table 1. Quantitative sample
5 Not all questionnaires were completed by all schools. The Slimbridge school July 2016 visit was too close to the end of term to complete the short-term survey. In the remaining cases one school failed to return their medium and long-term questionnaires, three schools were invited to the study too late to complete their long-term questionnaires.
3.3 Evaluation process
Part 1. Quantitative: Visit Group Pupil Tracking Surveys
This final report is based on data covering all five stages of the survey work. The analysis is based on questionnaires returned from twenty schools across four centres as outlined in the table above. The total number of pupils completing questions varied between stages from n=529 in the pre-visit survey to n=410 in the long-term survey (all sample sizes are shown below).
1. Pre-visit: Up to 7 days prior to visit n=529
2. End of visit: On the day or visit or if necessary, the first school day after n=462
3. Short-term: 2 weeks after the visit n=457
4. Medium-term: 6 months after visit n=459
5. Long-Term: 12 months after visit n=410
Part 2. Qualitative: Visit Group Evaluation
Additionally, a sub-sample of nine (9) schools, took part in a qualitative evaluation. Six (6) attended as part of the free visit scheme, three schools paid for the visit. Again, these took place over the same 5 quantitative stages outlined above. In detail they comprise:
1. Pre-visit: Focus groups with pupils (split into 4-5 groups of 6-8 depending on group size) and in-depth interview/s with the teacher/s to explore awareness, knowledge, values, attitudes and behaviour around wildlife, nature and the environment as well as awareness of the WWT and expectations of their visit, as well as any pre-visit preparation, links with the curriculum, other similar visits undertaken etc.
2. Visit day observation and pupil interviews: Observation of behaviour and other indicators of engagement by the pupils during their visit. Short, vox-pop style video interviews with pupils to obtain immediate feedback on their visit experience.
3. Short-term, 2-week post-visit follow-up: Focus group discussions with the same pupils as the pre-visit, along with more in-depth discussions with the teacher/s and assistants if applicable. This stage explores what pupils recall, what they have done differently, changes in awareness, knowledge, values, attitudes and behaviour and if this has had an impact at home.
4. Medium-term 6-month post-visit follow-up: Similar to the 2 week post-visit but with less emphasis on recall of the day and more focus on general attitudes, actions and awareness around wildlife and nature.
5. Long-term 12-month post-visit follow up: A repeat of the 6-month follow up along with asking pupils for their thoughts on some of the preliminary findings and general thoughts on outdoor play.
Table 2. Qualitative sample
3.4 Linked previous research
In 2014-15 a mapping study was conducted for WWT titled School Visits to WWT Centres – Longitudinal Research. This research mapped school visits to WWT Centres including previsit preparation (by both schools and WWT), activities on-site, interactions between the school and WWT staff and volunteers, logistics during visits, any follow up activity. Where this research links directly into the long-term evaluation we have highlighted the key findings from the mapping report and indicated how these findings are supported or challenged by the new data. It should be noted that the mapping study worked with KS1 pupils while the long-term evaluation worked with KS2 pupils.
Notes on the data
Three of the five schools started to take part in the evaluation during May-June 2015 using the pilot version of the questionnaires. While many of the questions asked were the same as,
or similar to, those used in the final versions there were differences. For the purposes of clarity only responses to the final versions of the questionnaires have been included in this report.
Where there has been a statistically significant change this is highlighted in green if it is positive and red if negative. On a sample size of n=410 (i.e. the smallest wave sample – long term) the margin of error for a result of 50% is ± 5% so any difference in results less than 5 percent (or a 0.3 score) should be treated with caution as they are unlikely to represent a significant difference. This report only highlights differences where there they are significant.
4. Main Findings
4.1 Who took part?
4.1.1 Gender
The sample of respondents is roughly equal between boys and girls and this distribution remains the same through each stage of the evaluation.
Table 1. Gender
4.1.2 Age
Nearly all pupils made their visit when they were 8 or 9 years old, so by the time they'd taken part in the long-term follow-up over a third had turned 10 with most of the remainder turning 9.
Table 2. Age
4.1.3 Ethnicity
Many participating pupils found the question on ethnicity hard to answer or preferred not to answer and across each stage between a quarter and a third didn't wish to or couldn't give a clear response. Between 40-50 percent identified themselves as 'White British' and the remainder as 'Other' that included 'Black', 'Black British', 'Asian', 'Asian British', 'Mixed' and 'White other'. These proportions reflect the nature of the schools and their catchment areas and vary enormously. For example the schools that visited Martin Mere were almost 100% 'White British' while one school visiting Slimbridge was 100% non-White British. (See Table 3 below)
Table 3. Ethnicity
4.1.4 School type
The proportions of pupils at schools with more than 20% claiming free school meals is lower than the hoped for target proportion of 57 percent) averaging around 40 percent. This is because finding sufficient qualifying schools was not possible due to a lack of relevant books and/or unwillingness to take part in the study.
Table 4. School type
4.1.5 WWT Centre
See above for school distribution across the four centres and below for number of responses by centre. (See Table 5 below)
Table 5. WWT Centre
4.1.6 Associated learning
Six months after the visit day each school was asked if the visit group had done any learning connected to their visit before and since their visit, further non-visit related activity or created any school resources related to wildlife and nature.
4.2 Activities: What do children enjoy doing?
Based on the options provided in the questionnaire the overwhelming majority of participating pupils said they would enjoy doing most things asked about. Therefore activities connected to nature didn't fair noticeably better or worse than indoor or more sedentary activities. Indeed in the pre-visit survey playing computer games scored the lowest response (65 percent) while playing in the garden or park the highest (87 percent).
Post-visit, the inclination to enjoy many activities decreased, including outdoor activities. In the medium-term (after 6 months) a factor at work could be seasonality with the follow up taking place during the autumn/winter when outdoor activity is likely to be less appealing. However the drop off continued into the long-term, i.e. after 12 months for 4 out of the 5 indicators, and significantly for 3 indicators.
Table 6. Which of these do you think you would enjoy doing? (% response)
*These questions were not asked of pupils in pilot schools during their pre-visit, visit-day and shortterm follow up surveys.
The interim data suggested a possible relationship between those children from schools with more than 20% free school meals (HFSM) and those from schools with less than 20% free school meals (LFSM) when it comes to interest in outdoor play and activities. See Table 7 below)
However now all the data is available this relationship is no longer valid. Instead it would appear that in both the medium and long term, for both HFSM and LSFM children, there is a decline in enjoyment of outdoor activity based on these indicators. This suggests that attitudes are as related to age and lifestage as measures of wealth and poverty.
That said those from LSFM started and finished at a higher base, i.e. they are overall more enthusiastic about outdoor activity than their HFSM counter parts both before and in the long-term after their visit. This suggests that opportunities at home and elsewhere along with family attitudes and habits play a part in this scenario, something that is explored elsewhere in this report.
Table 7. Which of these do you think you would enjoy doing? (% response)
Long-term decline
Interim decline
4.3 Actions: What wildlife and nature related activities do children do?
Most children prior to their visit said they do some kind of activity connected to wildlife and nature. Most commonly they said they visit places to see wildlife with their family (74 percent) and qualitative research suggests this is often the zoo but also holidays and being out and about with grandparents to the park, going fishing or for a walk.
There are no clear positive patterns of behaviour change as measured by these indicators, indeed the data suggest a decline in wildlife/nature activity in the long-term even if children continue to talk about it with their families. (See Table 8a below)
Table 8a. Please tell us if you agree or disagree with the sentences below (% agree)
WWT School Visit Scheme Evaluation: Final Report October 2017
These indicators show a more pronounced reduction in wildlife and nature activity among children in HFSM schools than those in LFMS schools. Additionally, those from LFSM schools appear in the long-term to do more related activity at home and with family than those from HFSM schools even though prior to visit the claimed levels of activity at home was similar regardless of school. This may suggest that as a result of the visit LFSM homes continue to provide opportunities for further wildlife related activity for their children.
Talking about the topic of wildlife and nature has remained fairly consistent across both groups over the research period. This indicates that children are still engaged with the topic regardless of background, and is grounds to believe that, given the right stimulus, would turn this talk into action.
Table 8b. Which of these do you think you would enjoy doing? (% response)
4.4 Exposure to wildlife and nature
4.4.1 Pre-visit exposure
Children taking part in the qualitative research were asked about their exposure to wildlife and nature both where they live and any trips or holidays they may have been on with family, friends or the school. There were noticeable differences between schools in part because of their HFSM or LFSM status but also because of factors such as ethnicity and family influences. Even within a class there was a wide variety of experience.
Some had been abroad and experienced big game in Africa in some cases as a foreign holiday, in others visiting family in their country of origin. This experience appears to have emphasised to children that wildlife is by definition exotic and foreign rather than on their doorstep.
I went to Africa and saw a lot of Elephants and other wildlife out camping. Pupil, HFSM, Slimbridge
Those children from the more suburban or rural locations appear most likely to interact with wildlife.
We've got six birds nests and seven squirrels in our trees and everyday I go out and put food out for them. Pupil, HFSM, London
We have a pond by the field and we grow stuff. Pupil, HFSM, London
My uncle owns a farm so I wake up early and help him. Pupil, LFSM, Slimbridge
Me and my Dad are part of the RSPB and we go to Slimbridge. Pupil, LFSM, Slimbridge
Last year I went on the WWT website and my Mum said I could adopt a Snow Leopard. Pupil, LFSM, Slimbridge
Perhaps the least exposed to local wildlife were those children at Millponds School (Slimbridge), where family visits specifically around wildlife appear very infrequent if at all.
4.4.2 Pre-visit understanding of wildlife and nature
The qualitative research revealed varying levels of interest among children to interact with wildlife and nature. There was sentimentality around pets; cats, fish, rabbits in particular while many fed wild birds or said they created habitats for insects.
We sometimes feed the birds and we make little holes in the ground for the rabbits. Pupil, HFSM, Martin Mere
Most children had a reasonable understanding of the difference between a wild and domestic animal. They also understood the idea of a habitat (a topic covered in the curriculum at this age).
Wild animals hunting for prey while tame animals like pets, people would be giving food to them. Pupil, HFSM, Slimbridge
Stuff that you can't really look after but live in wild places like jungles, ponds, rainforests. Pupil, LFSM, Slimbridge
For many children this age it appears that the idea of wildlife is very much set in the context of endangered and dangerous animals living far away from the UK, in part driven by topics covered at school such as rainforests, deserts and in some cases the ocean 6 and other nonUK habitats and consequently animals such as tigers, lions, monkeys, snakes etc. were cited. Additionally some curriculum work around similarities between mammals and humans stimulated the mentioning of wolves.
Whenever I think of wildlife I think of endangered species that I want to help. Pupil, HFSM, London
They're like creatures that live in dark forests…snakes and stuff like that…monkeys in the jungle. Pupil, HFSM, Martin Mere
Like a jungle full of animals like they are dangerous. Pupil, HFSM, London
Many pupils did associate wildlife with the area they lived in and were able to cite examples. These responses were more common from children in suburban schools (both HFSM and LFSM) and suggest that habitats such as back gardens, parks, rivers, nature reserves etc. are easily accessible.
In trees and bushes and maybe on the floor. Boy, LFSM, Slimbridge
In our gardens. Pupil, LFSM, Slimbridge
Right now in the nature reserve some swans have given birth to some cygnets. Pupil, LFSM, Slimbridge
Outside at me Nan's because me Granddad does gardening, we feed the squirrels. Pupil, HFSM, Martin Mere
By contrast, only after promoting did many children with poorer, inner city backgrounds start to think about wildlife in their own neighbourhood. Initially this focused on insects then extended to small mammals such as squirrels and hedgehogs, while birds appeared to be an afterthought for most. Foxes were frequently mentioned and among those living near bodies of water, wildfowl itself.
Every night at 10 O'clock there are foxes going past my house. Pupil, HFSM, Slimbridge
WWT School Visit Scheme Evaluation: Final Report October 2017 Page 22 6 In part this may be driven by the science curriculum that looks at climatic zones and related habitats
While children expressed sentimentality around pets and some enjoyed feeding local wildlife such as foxes and hedgehogs there was an element of awe and fear around more exotic nonnative animals. The idea of the dangerous forest from fairy tales appears to still be strong in the imagination at this age.
While ethnicity and culture were not expressly given as reasons for attitudes, from listening to the children it would appear that these might play a role in shaping attitudes. As mentioned above the white working class attitudes in Liverpool expose children to wildlife through older relatives such as fathers who go fishing or grandparents who like feeding wildlife.
By me Nan's there were two hedgehogs and me Nan caught them and we fed them. Pupil, HFSM, Martin Mere
My Dad does, he loves it. Pupil, HFSM, Martin Mere
By contrast the predominantly Muslim/Somali children in Millponds (Slimbridge) appear to shun wildlife as something unpleasant and to be avoided (unless in some cases it was big game in Africa).
Again those in better off suburban environments or even less well off rural locations seem to have a closer and more relaxed relationship with nature and wildlife than those in inner city locations.
4.4.3 Pre-visit: School impact on attitudes
School can clearly play a role in shaping opinions; school gardens, ponds and wildlife or nature orientated school trips can significantly affect children. Making homes for mini-beasts, bird feeders and growing plants in gardening clubs all appear to have an impact on children at this age.
We go into the wooded areas and make homes for beetles. Pupil, HFSM, London
4.5 Aspirations and empowerment: What do children wish to do that is connected to wildlife and nature?
The data suggest that wanting to help wildlife and knowing how to do so increases slightly after the visit and this desire and perceived knowledge is maintained into the long-term. What doesn't change and possibly decreases is the desire to work with wildlife or nature when they grow up.
Table 9a. What children believe they can do or want to do (Mean score out of 5 where 5=agree a lot)
Wanting to work with wildlife and nature is similar between HFSM and LFSM school children, while wanting to help wildlife is marginally higher among those at LSFM schools. Interestingly those children in HFSM schools are more likely to believe in the long-term they know how to help wildlife and nature.
Table 9b. Which of these do you think you would enjoy doing? (% response)
4.6 Attitudes: How do children feel about wildlife, nature and wetlands?
4.6.1 Attitudes to wildlife and nature in general
As above children's attitudes towards birds and animals was very positive both before and after their visit so the visit itself doesn't appear to have made an impact overall.
Table 10. Attitudes to wildlife and nature (Mean score out of 5 where 5=agree a lot)
The data suggests that for children from HFSM schools the impact of the visit on this indicator is marginally higher than those from LFSM, but the difference is too small to confidently state this.
Table 11. Attitudes towards birds and animals (Mean score out of 5 where 5=agree a lot)
After 6-months the majority of children (64 percent) said their visit had made them more interested in wildlife and nature but after 12 months this had dropped to 52 percent. (See Chart 2 below). After 6-months the level of agreement with the statement was similar between children at HFSM schools and those at LFSM schools, however at 12-months those at HFSM schools appear to be less positive about this impact, with 56 percent saying it changed how they felt about wildlife and nature, compared with 67 percent of those at LFSM schools. Again, this suggests that sustaining interest is in part dependent on social and
environmental factors such as family interest and opportunities to engage with wildlife and nature. (See Chart 2 below)
4.6.2 Attitudes to wetlands
One consistent message that has remained the most cited attribute for the picture of a wetland is it's a home for wildlife. It also scores consistently high as interesting, amazing and pretty. The date also indicates an increase in the belief that such areas need protecting and that they are important for humans. (See Table 12 below)
Table 12. Words and statements associated with wetlands (% response, highest per survey in bold)
4.7 Learning Delivery
4.7.1 Value of learning outside the classroom: Pupil perspective
The qualitative feedback points to the very high impact a school visit can have on children. When asked about previous trips children were able to recall considerable detail from trips taken going back to Year 1. While those commonly recalled with greatest enthusiasm tend to be adventure parks or similar attractions, children were almost as positive about trips with a clear learning component, for example to a museum to study the Egyptians.
Of even greater significance were outdoor learning and/or camping trips. For many children such trips had their first exposure to camping and staying in a wild area or being away from their parents' overnight. Their recollections are vivid, ranging from excitement to outright fear of the dark and the unknown.
In the night we couldn't use the toilet and we had to do it in the bushes. Pupil, HFSM, London
We learnt about nature and how to make tents with bits and pieces. Pupil, HFSM, Slimbridge
Children know they can learn on such visits and cite having a better connection with the subject matter, be it an Egyptian 7 mummy or a woodland environment.
You got the museum, and you see lots and lots of things that go into your head and you just can't forget it. Pupil, HFSM, Martin Mere
When you are here and you see a photo of it you don't learn that much, but when you go to a place you actually learn more. Pupil, HFSM, Slimbridge
You normally lean stuff you've never learnt before. Pupil, HFSM London
The element of the unknown or different to the norm was also an attraction.
Somewhere you don't know about so you find out new things. Pupil, LFMS, Slimbridge
If you see it in books its not that interesting but if you see it in real life it's like wow. Pupil, HFSM, London
From a socialisation perspective children also believed they developed friendships with one another that are not possible within the school environment.
4.7.2 Value of learning outside the classroom: Teacher perspective
Clearly teachers understand the value of school trips and generally like to take each class on a trip every year.
These school trips are vital, and if we don't do it these children don't see or do anything. Teacher, HFSM, London
Trips act either as a summative approach to a topic being covered during the year, or a kickstart stimulant for a topic to be covered.
7 The topic of Egyptians is generally covered in Y4 hence a number of references to visits to museums to see the Egyptian collections
WWT School Visit Scheme Evaluation: Final Report October 2017
While it is very useful to have parts of the visit that link directly with a particular element of the curriculum, at this age there is some flexibility and it is relatively easy to find relevance even if not directly. For example the trip could be to a nature reserve but creative writing about the nature experienced could be the curriculum link.
Teachers concur with pupils that being out of the classroom and in direct contact with the objects or environment can have a much greater impact on children than watching a video or looking at a picture in class.
I think sometimes taking them off timetable helps children to learn and enthuse a little bit more…when you ask at the end of the year what was the best thing they always say school trips. Teacher, HFSM, Martin Mere
I hope they'll get memories so they can link their learning to 'ah yes I remember that'. Teacher, HFSM, London
We love trips we go on as many as we possibly can. Teacher, HFSM, London
Children learn so much more on trips. Teacher, HFSM, London
Additionally having an external person explain the topic provides both expert input and a new voice children are often more likely to listen to than their regular teacher.
The choice of visit location will be determined by the above factors but other criteria play an important role; cost of the visit, previous experience and thus confidence the venue will deliver, effective logistics, supporting resources for classroom and visit day use and good communications prior to the visit day.
The children here can only really contribute a pound. Teacher, HFSM, London
4.7.3 The choice of WWT for a school visit
Mapping Report
Motivation of schools and teachers to book a visit:
- Learning in a different setting to school
- Spending time outdoors
- Something can't see on a day-today basis
- Opportunity can't get in school or at home. Particularly pond dipping
- To have fun
- For the children to realise this type of place exists (calm and dedicated to animals)
- Think outside themselves for a bit
- To let the children get close up to the animals and be able to feed them
- For a different type of experience
Scheduling within the academic year:
- Start of a topic - inspiring launch to new subject
- End of a topic - putting previous learning in to context
- An end of term/year 'treat'
Teachers reported a variety of more pastoral aims for a trip including:
- Learning how to behave in different environments
- Learning how to treat different living creatures
- Get the children to care about the environment and recognise the good work for conservation that WWT do
The links to the National Curriculum or specific learning objectives that teachers mentioned for a pond dipping session or wider visit were:
- Mini-beasts
- Life cycles
- Habitats and different types of environments
- How animals adapt to different environments and habitats
- Our planet and recycling
- Sustainability
- Conservation
- Writing in context (writing non-fiction about something they know about i.e. the visit).
Response to mapping findings: The long-term evaluation study also identified many of these motivating factors and teacher feedback suggested that the Wetland Centres tick many of the necessary boxes for being a destination of choice for school groups. A key difference to the mapping study is that HFSM schools were able to visit for free (aside from travel and lunch costs). This is clearly a strong motivator and one that also means that the other drivers identified in the mapping study may be slightly watered down as the case to make for a visit is easier, particularly for the curriculum related criteria.
I also like Martin Mere from a financial point of view that if we have over a certain percentage of school meals it is a free trip. Teacher, HFSM, Martin Mere
Because the pupils in the long-term study were in KS2 the curriculum elements were probably more important than the pastoral ones. This was particularly noticeable for the LFSM schools.
Habitat based science destinations aren't always that easy to fine, particularly in comparison with museums. WWT provides the combination of the science investigation alongside habitat, two curriculum elements teachers said they were trying to address at the same time. Using key cards was the third element identified as a curriculum motivator. Additionally the Wetlands Centres were felt to provide an environment many of the children are unlikely to have experienced, and this is particularly true for HFSM schools.
In terms of them being able to feel really outside the Clapham area… because a lot of them won't have been very far…given them some hands on real life experience of different habitats they're just not going to find in their gardens…which a lot of them don't have. Teacher, HFSM, London
Children don't have much experienced being outside their own community…it helps them understand more about the world they live in. Teacher, HFSM, Slimbridge
Indeed some teachers were aware of the 'terror' and distaste some of their pupils felt for nature and wildlife that children expressed in the group discussions and believed the Wetlands visit could go someway to addressing these feelings.
Further curriculum boxes can be ticked for Geography (fieldwork) Art (pictures of what they have seen) and English (writing about what they have seen). Additionally teachers in HFSM schools felt the children would benefit in broader social learning terms.
Hopefully it will raise the profile of Martin Mere with their families as well. Teacher, HFSM, Martin Mere
Put the science into context…broadening their horizons. Teacher, HFSM, Martin Mere
Some teachers believe the visit gives the children an opportunity to explore new environments in a physical, hands-on, way giving them a real life experience.
Got that real life experience to talk about habitat confidently because they've been there. Teacher, HFSM, London
They experience it differently, they touch it, they feel it they smell it, they don't do that by sitting in the classroom. Teacher, LFSM, Slimbridge
Additionally teachers suggested that the pressures at an indoor venue for the children to keep quiet and no run around too much applied much less at an outdoor venue such as the Wetlands Centres.
Finally, for one teacher the fact that there were birds from all over the world at the Wetland's Centre would make the visit relevant for those children who's families are not from the UK. Indeed, it could be argued that wildlife and nature present no cultural assumptions in the way that a history trip might, making it something all children can engage with on an equal footing.
4.7.4 Teacher expectations for the visit
Teacher expectations and hoped for outcomes roughly divided into two areas, curriculum learning and wider social impact.
From a curriculum perspective teachers highlighted the following hoped for outcomes:
- Knowledge of using identification keys
- Understanding different habitats
- Developing appropriate vocabulary
- Using maps
- Using scientific methods
It gives a nice wow start to our topic which is habitats and diversification. Teacher, HFSM, London
Skills picked up at Slimbridge will feed into an enquiry led approach. Teacher, LFSM, Slimbridge
A number of schools also planned to use the visit to address non-science elements of the curriculum including persuasive written and drawing.
Although the curriculum element was critical, all teachers believed the visit would deliver wider, social learning outcomes as well. For example:
- Developing an interest in wildlife and nature and why it should be protected.
- Support those children who don't have this kind of exposure and put them on a more even playing field with those who do.
- Encouraging children to mix in different social groups.
- Better understand unfamiliar environments.
I would like them to connect with nature and have an interest in preserving it and why we need to preserve it. . Teacher, LFSM, Slimbridge
4.7.5 Visit management
Mapping Report
Differences between HFSM and LFSM schools:
- No significant difference in the overall structure of the day
- No significant differences in the way teachers organise students or the general behaviour of students
- HFSM schools did spend slightly longer playing than LFSM schools
- One of the HFMS schools had greater mix of ethnic groups and backgrounds, but this made no notable difference in communication between students, helpers, teachers or WWT staff and volunteers on this occasion
- Adult helpers from LFSM schools were slightly more engaged with children, and used more of the sites interpretation and signs. However, the data here is not consistent enough to verify this as a trend. More likely that engagement with students is down to whether the adult helper is teacher/ TA or parent
- LFSM schools allowed students to lead more, and more input in to the planning and schedule of the visit.
- Pupils from HFSM schools are less likely to have visited either the WWT Centre or similar place
- Accompanying adults also less likely to have visited similar places
Response to mapping findings: The findings from the long-term research roughly align to the above with the exception of the final point, the long-term study did not observe this phenomena. The key difference was that in the long-term report adult helpers and teachers at some (but not all) HFSM schools spend more time disciplining pupils and generally ensuring their behaviour was acceptable. This may also be a consequence of the older ages of these children compared with those in the mapping research.
4.8 Impact of the visit day
4.8.1 Use of time
Mapping Report
The mapping report cited nearly half the time spent was observed to be on non-learning activities with large amounts of time spent walking around the site as well as logistical activities such as lunch, toilet breaks etc.
Response to mapping findings: The long-term research also observed similar issues, however prior to visiting teachers indicated that walking around was an important part of the experience and would be counted as self-learning along with pastoral value. Certainly from observation while walking pupils were interacting with, commenting on and reading about the birds they were passing. That said there were occasions when the accompanying adult (often a TA or parent) appeared lost and was rushing the pupils rather than letting them explore as the teacher envisaged. It was also noticeable that LFSM schools were less likely to allow a free rein and were more focused on achieving curriculum-based activities than HFSM schools. Having to pay and therefore more likely to have to justify the cost may be influencing factors here.
4.8.2 Previous visits
48 percent of pupils said this was the first time they had visited a place like the Wetlands Centre. A significantly higher proportion (54 percent) of pupils at HFSM schools said they hadn't visited a similar place before than those at LFSM (42 percent)
4.8.3 Enjoyment
On the day the overwhelming majority said the visit was fun, interesting and amazing. (See Chart 3 below)
In the short-term (2 weeks later) a similar percentage still associated the visit with the words 'Fun' and 'Interesting'. What had decreased significantly were associations with the words 'Amazing' and 'Educational'. Despite this, even after 12 months most children still associated the visit with fun and interest, suggesting a memorable legacy. (See Table 13 below)
Table 13. Words to describe the visit (% response. No response due to option not being asked are shown as a dash)
4.8.4 Specific activities enjoyed
Aside from the universal enjoyment of the play areas (scoring 4.8 at all centres), the scores for specific elements of the visit varied between centres although for the three main centres in the study the level of enjoyment of the pond dipping was the same at 4.6. (See Table 14 below)
Table 14. Specific activities they enjoyed (Mean score out of five, where 5=enjoyed it a lot. No response due to option not being asked are shown as a dash. Highest scores in bold)
WWT School Visit Scheme Evaluation: Final Report October 2017
4.8.5 Learning impact
Feedback on the day of visit and in the short-term suggests that most children felt they had learnt something new about wildlife, wetlands and ponds.
Table 15. Learning something new (Mean score out of 5 where 5=agree very much)
Observation and on the spot interviews suggest that overall children very much enjoyed their visit and learnt something new as result.
This is the best trip I've been on in my whole life. Pupil, HFSM, Slimbridge
To see them in their habitat rather than just imagining them in your head, now we can remember it. Pupil, HFSM, Martin Mere
4.8.6 Specific visit elements: Pond dipping
Mapping Report
The majority of teachers were very happy with the quality of the led sessions. A small number of teachers felt that the session they had was not suited to the age group of the children or were not specific enough to what they had done in class.
Response to mapping findings: Likewise, the long-term research found that the led session, Pond dipping, was of good quality and addressed their learning requirements satisfactorily. While teachers felt that the session was well suited to the age of their pupils (they were KS2 rather than the KS1 observed in the mapping study) some felt that those more able pupils could have been given further tasks to keep them occupied while the less able completed theirs.
Pond dipping was the core directed learning component of the visit day and from both observation and subsequent feedback the children certainly enjoyed the sessions. The opportunity to 'go hunting' was appealing as was playing in water but there was also satisfaction and an element of competitiveness in seeing what they could find. Inevitably this led to some disappointment for those who only found very small creatures as compared with those who found fish or newts.
I learnt about Lesser Water Boatman and the Greater Water Boatman. Pupil, HFSM, Martin Mere
I thought it was quite exciting because you could see all the different animals that live in ponds. Pupil, HFSM, Martin Mere
I never knew I could find a newt in a pond. And now I think I should stop my mum cleaning the loo because of the stuff that could ruin the nature. Pupil, HFSM, London
I enjoyed the pond dipping because I found lots of animals that lived in there. Pupil, LFSM, Slimbridge
From observation two things impacted on the pond dipping; the weather and the classroom set up. In two cases the weather was very wet and cold, and this clearly affected the children's concentration and enjoyment. The classroom set up at Martin Mere is around tables, which lends itself far better to group activity than the rows of benches set up at the other two centres.
4.8.7 Specific visit elements: Other highlights
Mapping Report
Other highlights were feeding the birds and the otters, as well as dressing up as flamingos and using the play areas.
Response to mapping findings: As in the mapping study, the long-term research identified bird feeding and the otters as particular highlights, but also the Wild Walk (Martin Mere) and simply seeing the Flamingos. No doubt the pupils would have enjoyed dressing up, as Flamingos or anything else.
Interaction with wildfowl: There was a clear sense of nervous excitement around the bird life, particularly if they fed them. For many, being face to face with a swan or goose is a first time and scary experience. Taking part in such an experience gives a sense of pride and joy in what they feel they have achieved by being brave enough to be so close to wild animals without any barrier between them.
The scariest part was when the Great Crane come flying at me and we ran. Pupil, HFSM, Martin Mere
I never had a chance to feed any birds so today was my first chance. Pupil, HFSM, Slimbridge
What I've faced my fears on. Pupil, HFSM, Slimbridge
I wasn't expecting to go so close to the geese…it was quite scary. Pupil, HFSM, London
Those children who outwardly demonstrate little or no interest in the idea of the visit were still moved by seeing chicks with their mothers, reflecting that fact that these are still children of 8-9 years old despite their bravado.
Otters: Those children that had the opportunity to see the otters awake and in some cases being fed were extremely taken with them.
My favourite part was the Otters…when it was bouncing on the wall it looked like it was doing a back flip. Pupil, HFSM, Martin Mere
Wild Walk: For children visiting Martin Mere, the Wild Walk also had a big impact, giving them a sense of adventure and discovery and a chance to get muddy.
It was bit like an obstacle course…because it makes you feel like you're going on an adventure. Pupil, HFSM, Martin Mere
4.8.9 Impact: Pupil perspective
Pupil feedback in the follow up discussions suggests the visit had a learning impact in a number of ways:
Enjoyment
Children enjoy school trips and the visit to the Wetlands centre was no exception. The Centres have the additional appeal of being outdoors where running and being loud is less of an issue, particularly when they have part of the day spent in a play area or in the case of Martin Mere, the Wild Walk.
Awareness
Many children understood that the Centre was there to help protect wildlife and the visit made it clearer what kind of wildlife was being protected. There was also a greater awareness around animal behaviour and how to interact with it, most noticeably when feeding the birds, but also from observation of behaviour while looking round the centre.
Additionally some children came to appreciate that Wetlands were a habitat for different animals and you don't adopt them they just come and live in the habitat there i.e. it's a natural habitat rather than a zoo or other controlled environment.
One of the biggest impacts was on visitors to the London centre who looked round the 'Down the drain' area. A number of children were clearly taken with the messages about what is flushed down the toilet or sink and after 2 weeks were still talking about it in horror and disgust but also fascination. This appears to be the only aspect of the visit days that children recognized as talking about environmental impact.
Going down the plughole definitely made me feel differently. Pupil, LFSM, London
Use half less cleaning products, and my Mum starting using less. Pupil, HFSM, London
Knowledge
Pupils were able to recall the names of many of the wildfowl they had seen along with the creatures identified in the pond dipping two weeks after their visit although this recall had somewhat faded after 6 and 12 months. They were also able to recall aspects of behaviour by the animals they saw including the wildfowl, pond creatures and in some cases, the otters and non-native birds.
I knew a lot about nature but now I know a bit more. Pupil, LFSM, London
I thought that (a duck fight) hilarious and shocking at the same time. Pupil, HFSM, Martin Mere
My favourite part was when we were seeing the Flamingos because they looked like they were really good at balancing. Pupil, HFSM, Martin Mere
Skills
For many the trip is about confidence building, to feel able to approach and feed birds is a big departure from the norm for many of the children in the study. On a more obvious level and of value to teachers is the ability to identify and recognise animals using either the key cards or spotter sheets, looking for characteristics and matching them to the descriptions. It is noteworthy that most children didn't see pond dipping as a skill but after 6 and 12-months many were able to describe how to do it and what you shouldn't do as well.
Attitudes
In every school there were one or two children in the 6 and 12-month follow up who appear genuinely to have had a change of attitude towards wildlife and nature claiming that they now felt much more positive towards it than before their visit. In part this is about overcoming a fear of the unknown.
I didn't like wildlife before because I didn't know what they do but once I'd seen them I knew what they could do and I want to learn more about them. Pupil, HFSM, Martin Mere
I want them to understand what nature's really like…I want to start looking after nature a bit more. Pupil, HFSM, London
Additionally, some better understood the idea of local wildlife rather than just the exotic, although this was certainly a minority.
Since Martin Mere I've been more into local animals to discover [as opposed to global wildlife like lions] Pupil, LFSM, Martin Mere
For most, attitudes outwardly remain unchanged, a minority said they've always liked wildlife, for most it was a fun day out but denied any change of feelings about wildlife.
It was interesting but it didn't make me feel any different about wildlife. Pupil, HFSM, Martin Mere
For a few, their distaste for the 'great outdoors' had not been altered.
I'm not the kind of girl who does dirty stuff. Pupil, HFSM, London
4.8.9 Short-term learning impact: Teacher perspective
Teachers were clear about what learning outcomes were achieved by their pupils.
Awareness
- Of human impact on nature via 'Down the plughole'.
- That such very different places exist quite close to where the children live.
- That unknown animals can and do wander freely outside of cages.
- What British wildlife means.
Knowledge
- What creatures live in a pond.
- Animal habits and behaviour.
- Exposure to creatures they haven't seen before.
Everywhere they went there were very different looking birds. Teacher, HFSM, London
Skills
- Investigation using keys and samples found via pond dipping
We will use keys in science to identify animals and hopefully they'll link that back to what they did. Teacher, LFSM, London
- Fieldwork based science.
The kids got to experience something quite different to what they usually do…much better science work than if we'd been trying to do it in the playground…particularly the pond dipping. Teacher, LFSM, London
Attitudes
As one teacher pointed out it is hard to isolate changes in attitudes as they are seen to be changing constantly among children at this stage of life. However teachers felt that the visit could act as a catalyst for some children to develop an interest in wildlife, but were not surprised that this wasn't something all children were interested in. For those children who were interested, teachers said it was the school's and parent's responsibility to build on what the visit might have sparked off. Integrating nature and wildlife into the school day is seen as better long-term approach to embedding changes in attitudes.
Something more to do with their world rather than just a separate trip. Teacher, LFSM, Slimbridge
One teacher believed that the only way to address attitudes to habitat and conservation is to have a session that explicitly addresses this topic. His idea was to have a second led session that focuses on habitat protection and conservation. If there are sessions with very clear outcomes the children are going to take away a lot of learning from them. Environmental issues and British values (of which conservation is one) are in the curriculum so this kind of session would be of benefit (for geography and PHSE/Citizenship). He felt that while The Wetlands Centres had been specifically created to conserve and promote wildlife this did not come across on the pond dipping led visit days.
A further desired outcome for teachers, and one that is realised on the visit, is exposing children to real jobs that may inspire them when thinking about their futures. Seeing people work with animals is a good example for children who wouldn't otherwise be exposed to such work places.
What I like about Martin Mere is that this is somebody's job and we can put the science in some real life context. Teacher, HFSM, Martin Mere
Overall while teacher's clearly believe in the value of such visits (otherwise they wouldn't take children on them) they are clear that a single visit can only have so much impact, usually acting as a spark that needs to be supported at school or home, or a reflection of an existing interest, rather than creating a lasting change on its own.
I don't think one trip on its own is going to change children's views…changing someone's attitude in one sitting isn't going to happen. Teacher, HFSM, Martin Mere
This makes legacy all the more important, making follow up in school is critical to ensure that the learning is embedded and reinforced or something tangible to take the messages back home.
Would be nice to take something home – a booklet or leaflet – for the children and to inspire parents for repeat visits and stimulate conversation at home. Teacher, HFSM, Martin Mere
4.8.10 Impact on attitudes
In the medium-term, after 6 months, the majority (66 percent) of children feel the visit made them more interested in wildlife and nature and even after 12 months, nearly as many (62 percent) still feel the same. (See Chart 4 below)
After 6 months this impact is similar between children from HFSM and LFSM schools. However after 12 months a gap in response appears to have opened up with just over half (56 percent) of those from HFSM schools saying they were more interested versus nearly two thirds (67 percent) of those from LFMS schools. (See Table 16 below)
Table 16. Attitudes towards wildlife and nature (% response)
4.8.11 Impact on actions
Three quarters (74 percent) of children said on the day of their visit they would like to return to the WWT Centre soon although only half said they would tell others to visit.
54 percent were inspired sufficiently to say they wanted to find out more about wildlife and wetlands. This rose to 60 percent among children from HFSM schools, versus 50 percent among those from LFSM schools.
Qualitative feedback suggests that actions resulting from the visit appear limited and patchy. Many of the children said they would be more careful about animals in the future. In many cases children said they fed birds and animals in their garden or had built a bugs hotel, but this seems to be less driven by their visit than more general activity they were doing anyway. There were exceptions, where further activity does appear to have been inspired by their visit.
I got a book about hedgehogs and I'm starting to make a home for hedgehogs in my garden. Pupil, LFSM, London
We went to the fox talk, the otter talk to help with my presentation on otters…red squirrel talk…we were there for pretty much every talk. Pupil, LFSM, London
We've done some stuff at home…to save the pond life…in our back garden. My Mum said shall we do more about helping wildlife. Pupil, LFSM, London
Before I watched TV but now I go to the park to see the animals. It has so much wildlife you can enjoy. Pupil, HFSM, London
This suggests that the combination of the visit, parental interest and physical and financial opportunity all help to develop an interest and legacy.
In other schools some did tell their parents that they should be careful what they put down the sink, a response driven by what some had seen at the London Centre.
Across all schools there were pupils in the study who had re-visited a Wetlands Centre with family, in part because of their enthusiasm result from the school trip.
4.8.12 Sharing
Most children (85 percent) both planned to and did tell someone outside of school about their experience, with their Mum being the most likely person (87 percent) followed someway behind by their Dad (73 percent).
Table 17. Sharing the experience (% response agreeing)
4.9 Future recall
Two weeks after their visit virtually all children (97 percent) said they remembered their trip. This dropped to 91 percent after 6 month but remained at this same level (91 percent) after 12 months.
Table 18. Do you remember your school trip to the Wetlands Centre (% YES response)
Recall after 6 months appears to be partly influenced by related activity conducted at school. 13 percent of children who didn't do any related follow up activity at school said they didn't remember the trip versus 7 percent of those who did do school follow up.
After 2 weeks all children were able to recount their visit in some detail, including names of the birds and other animals they saw, along with aspects of their behaviour experienced.
After 6 and 12 months recall had become patchier but by and large most children recalled many elements of their visit day; feeding the wildfowl, otters, flamingos, play area as well as elements of animal behaviour.
We had the bird spotting sheets and we saw Herons. Pupil, HFSM, London
When you touch the birds, the little ones, the mothers are going to get angry. Pupil, HFSM, London
All the creatures that live in the pond and how they live. Pupil, HFMS, Martin Mere
Watching the otter jumping into the water and trying to climb up the window. Pupil, HFMS, Martin Mere
Pond dipping was spontaneously mentioned in some cases but in most was only recalled after prompting. That said, once reminded of it children seemed able recount what they did in some detail.
I caught a female newt, I know because it said on the little card they gave me, if it has spots on its belly then it's female. Pupil, HFSM, London
I learnt how to look after the creatures, because with pond dipping we could just dip our hands in, we had to do it with a net and put them in a tray. Pupil, HFSM, Martin Mere
Teachers strongly believed that how much the children recall is determined by further exposure to the topic or visit once back at school. Ideally the topic needs to be covered after the visit, failing that there needs to be some visible legacy (e.g. a photo montage or visit book). In the case of Clapham Manor (London) both had happened and engagement and recall were noticeably higher than Millponds (Slimbridge) where the trip had been a one off and no pre or post related activity had taken place. At St Oswalds (Martin Mere) the sponsoring of an otter provided a regular reminder of the visit.
4.10 Follow up activity
In most schools some level of follow up activity had taken place since the visit with just under a half (48 percent) of children saying they had done something in school in the short-term (2 weeks after the visit). After 12 months 5 percent of children claimed to have subsequently been on a related visit with their family since their wetlands trip and 19 percent said they'd been back to a WWT Wetlands Centre. (See Table 19 below)
Table 19. Questions on further activity after the visit (% YES response)
Nearly twice as many children from HFSM schools said they'd returned to the Wetlands Centre since their visit within 2 weeks as children from LFSM schools (15 versus 7 percent). Further, 45 percent of children attending HFSM schools said they'd visited other wildlife places with their family within 2 weeks of their trip, compared with 33 percent of LFMS school children.
Even after 12 months the percentage claiming to have revisited a Wetlands Centre was higher for children at HFSM schools than those at LFSM schools (22 versus 16 percent). However children from LFSM schools were more likely to have visited wildlife places in general. This may suggest that children's enthusiasm had led to return visits but not a more general change in family or parental attitudes to similar visits. This could represent an opportunity to WWT in future visitor numbers.
Again, follow up activity at school may have an impact on subsequent visits to Wetlands Centres; 20 percent of those who had done follow up said they'd been back since their school visit in the 12 months after, as compared with none of those who hadn't done follow up activities.
4.10.1 Teacher perspective: Short-term follow up
Mapping Report
How teachers followed up the visit back in class:
- Children making their own mini-beasts or animal and then describing what type of habitat it would have
- Used poster of birds you can see in different seasons provided by WWT. Used as a reference to remember names of animals
- Made bugs and mini-beasts out of play dough
- Read Toad in the Hole story and linked to characters
- Visited pond at school to see if remember animals
- Home learning- put a caption under a picture
- Made a WWT display in public area of school or a model riverbank in the classroom.
Response to mapping findings: All except one school in the qualitative study had planned their visit to a Wetlands Centre around work they were doing at school. Most immediately followed up their visit asking the pupils to write about their experience, often as a piece of persuasive writing. Other activities included…
- Photomontage of the visit
- A written piece on their visit experience
- Explored local habitat
- Compared WWT to local habitat
- Written letters to WWT
- Worked on classification
- Persuasive writing piece on why people should visit a WWT Centre
- Using key cards to identify characteristics
The activities arising from the visit identified in the Mapping Report appear to be rather more creative, but this is probably a reflection of the lower age group and different curriculum requirements.
4.10.2 Medium and long-term follow-up: Pupil perspective
Related activity outside of school after 6 months has been limited but not noticeable less after 12 months. Some children said they were doing things to help wildlife, for example feeding or creating homes for them, but not significantly more than before their Wetland visit. A number of schools were pursuing more outdoor learning practices such as developing wildlife areas, conducting class sessions in the playground or running hands on science experiments, for example, filtration using the school pond and pond dipping itself.
As in earlier feedback those who are already committed to wildlife continue to be so, but for the majority there is little change.
It made no difference because I'm the guy who normally sits in his garden with his binoculars at night. Pupil, HFSM, London
Again, having access to or a family interest in wildlife and nature can help sustain interest and engagement with the boarder topic if not wetlands specifically.
I've always been interested in wildlife because of my family, my grandma lives near a reservoir. Pupil, LFSM, Martin Mere
My family's been interested in wildlife for ages. Pupil, LFSM, Martin Mere
However there are a handful of children across all schools that have been inspired to feel differently and in some cases to take further steps as a result of their visit.
Before I went on the trip to the Wetlands Centre I didn't really care that much but after seeing all the pretty things that nature holds it made me have a bit more understanding about nature. Pupil, HFSM, London
Rushing around destroying habits is something I now try not to do, like when I go to the Spinney. Pupil, HFSM, London
If I had done that survey two years ago I would have said boring and stuff but I really like nature now I put stuff like interesting and pretty. Pupil, HFSM, London
After that I turned a little bit interested in animals and then we went to Slimbridge, I now want to be with animals, I've never done so much with wildlife. Pupil, HFSM, Slimbridge
Martin Mere has really changed my opinion about wildlife…started going on forest walks and going up mountains and things. Pupil, LFSM, Martin Mere
One wanted to work there while another wanted to be a teacher and take their class there.
I'd like to bring all my kids there. Pupil, HFSM, London
I want to work in the Wetland Centre, honestly…feeding all the animals, so fun. Pupil, HFSM, London
Outdoor Play
As part of our exploration of what barriers might exist to children spending more time interacting with wildlife and nature, we asked them what restrictions they had concerning outdoor play. Virtually all said they had some restrictions due to dangers associated with traffic and 'stranger danger'.
These restrictions varied between schools and between pupils. In more built up urban areas the dangers of traffic were often referenced with some children not being allowed out of their house or flat at all with their parents. In more suburban and rural locations many were allowed to visit the park, nature reserve or other open areas (such as fields) if accompanied by older siblings, relatives or occasionally, friends. In fare fewer cases children were allowed out on their own within certain defined boundaries i.e. down to the shops and back. At the other end of the spectrum one wasn't even allowed in her own garden due to a dispute with the neighbours.
… 'I've got lots of boundaries…but we've got a woodland behind my house that me and my friends go to.'
'I'm not allowed to play out my parents are over protective.'
By and large children this age 9-10, were still keen to play outdoors when they can, particularly in the summer months, it was not deemed to be something only younger children would want to do. Judging by some of the feedback, those who were able to do this had interacted with nature by playing in ponds and rivers, ranging across fields and playing in the park.
4.10.3 Medium and long-term follow-up: Teacher perspective
Teachers reported limited spontaneous references back to the visit by their pupils in the medium (6-months after the visit) or long term (12 months after the visit).
It's not something that gets explicitly mentioned. Teacher, Slimbridge.
Most references occur when covering related topics such as habitats, or when many pupils had been doing the rivers topic during the summer 2017 term. While such a topic might present a good opportunity for the teacher to reference the wetlands trip, few did because they themselves weren't in a position to do so.
At the same time most teachers didn't make a point of referring back to the trip, primarily because they didn't go themselves (as they were the 'new' teacher of the class).
Those pupils more likely to make references tended to be engaged in some way with the topic, in particular if they belong to a gardening or similar outdoor related club. Unfortunately such clubs appear to be only available in some schools and even here, their continuity patchy, depending on the enthusiasm of a particular teacher or parent.
More broadly teachers suggested that parents and families also had a role to play, as highlighted previously, activity at home can create and develop a child's interest in wildlife and nature on a long term and sustainable basis because it doesn't have to be determined by the curriculum. If parents are not interested however, then their children stand less chance of being interested too. Linked to the school trip, at least one teacher felt that however much enthusiasm the child brings home after their trip, if the parents don't respond positively, that enthusiasm can quickly wane.
If your parents don't care it's quite hard to change. Teacher, London
4.11 Influencing factors on the impact of the experience
Mapping Report
Influencing factors that affect the impact or value of the experience:
- Teachers preparation
- Teachers input in to the organisation (lead teacher or other teacher)
- Motivation for the visit
- Perceived impact or benefit
- The way each individual experience is framed
- Accompanying adults
- Children's exposure to nature at other times
Response to mapping findings: The long-term research certainly supports the aboveidentified influencing factors that affect the impact of the visit experience. Additional factors that should also be included would be; level of follow up work back at school and family responses to the visit and any follow up they might instigate.
4.11.1 Why do some children feel differently as a result of visiting a WWT Centre?
During the final 12-month follow-up focus groups we asked pupils why they felt some children experienced a change in attitude towards wildlife and nature and why others did not. They were sanguine about this, saying that for those already interested it wouldn't make much of a difference.
Some might have already thought really well about wildlife so it hasn't made much of an impact. Pupil, LFSM, Martin Mere
Among those who were not previously interested, some would continue to be disinterested because they really preferred other things; sport, history, technology for example
I like plants and nature but some people might be fascinated by other stuff…like technology. Pupil, HFSM, Martin Mere
But some it was felt would change because the experience was new and opened their eyes to something they hadn't previously experienced.
4.12 Differentiating schools
Mapping Report
The most influential factors that will help differentiate categories of schools visits are:
- Learning outcomes (KS level, what areas of the New National Curriculum the visit is covering, and what supporting work the class is doing in lessons)
- Teachers experience (have they visited WWT centre before, experience in managing out of school visits)
- Context to visit (start or end of topic, or 'treat')
- Management ethos of the school – for example, organisational culture, management attitude towards learning outside the classroom etc.
Response to mapping findings: The Mapping study identified a number of potential variables to differentiate schools that might subsequently help WWT tailor their offer better to individual school needs. The findings of the long-term research would concur with these factors but would also add the socio-economic environment and catchment of the school along with current relevant initiatives at the school, for example aiming for Forest school status, science week etc. Individual initiatives by teachers can also have a big influence, for example at one school in the long-term study, there was a science coordinator who organised for all classes to visit a WWT Centre, something that wasn't repeated the following year as she had changed roles in the meantime.
Science has really dropped off; it's still taught as a subject but you need someone to really push it as a subject…I couldn't even tell you who's in charge of science anymore. Teacher, Martin Mere
4.13 Creating long-term impact
Mapping Report
The mapping report identified the following actions WWT could take if it wishes to engender a long-term impact of a visit on pupils:
- WWT should consider offering support and help to teachers after their visit to ensure maximum impact and benefit.
- WWT should redirect teachers back to the website and relevant information at the end of their visit and/or in the days following.
- Teachers are happy to send students home with further information, but it is WWT's responsibility to ensure this is engaging and encourages more long-term impacts.
Response to mapping findings: The above findings concur strongly with those from the longterm study that without teacher input any long-term impact is going to be down to the home and neighbourhood environment of the pupils, and where a poor social and environmental infrastructure exist further engagement with wildlife and nature is less likely to occur.
However the long-term research identified that teachers are very much focused on the shortterm curriculum objectives when organising visits and while further resources may be used, there is a high chance they will not be. So yes, WWT should provide opportunities for teachers to further pupil engagement either at school or home, but pressures of the school year and curriculum may mean such follow up does not occur.
Therefore WWT may need to think of ways of directly working with pupils and their families. Possibly the most direct opportunity is a free family ticket to encourage a repeat visit, at which point further engagement and potentially longer-term relationships can be developed.
4.13.1 Creating long-term impact: Teacher feedback
Teachers were positive about the idea of WWT supporting a longer-term approach to the impact on pupils and primarily saw this as resources being shared with schools, along with school visit and a regular stream of communication about what WWT is doing and how schools could get involved with this activity. The idea of drip-feeding to keep topping up the topic was cited as a way of retaining teacher awareness of what WWT has to offer in terms of curriculum support. One teacher pointed out that giving pupils ideas to put into action was part of their philosophy and suggested that WWT could do this and the school would support it.
Teachers believed that WWT needed to be more in tune with the changing curriculum as pupils work through school – and have the visit packages and online and actual resources that schools can use or take up. E.g. habitats, rivers, pollination, food chains. Non visit based options are important as cost for trips is high and schools are very unlikely to take the same class back to the same place but not surprisingly visits from WWT would be appreciated. That said at least one teacher acknowledged that while useful it would defeat the object of a visit if it were instead of, rather than in addition to.
If they could bring stuff to us instead of us going to them…which kind of defeats the object… Teacher, Martin Mere
More than one teacher suggested anything that poses a question to pupils, either related to their visit such as 'we have a problem, we need your help' to visiting pupils and in turn they write back with their solutions or; curriculum related for other related topics e.g. what kinds of things live in different environments such as rivers in the UK and abroad, and at different stages in the river. Another suggestion was creating fact files that can count towards pupil's reading record.
A final suggestion was to have a continuing and related programme of follow up that tracks the curriculum as pupils move from Y4 to Y5, would help the key messages to be returned to across a number of topics covered during KS2.
The value of more than one led session: Only one school took part in more than one led session, and the teacher believed this added considerable benefit to the pupils in instilling learning about the topics covered. Consequently he believed this was helpful in creating a more lasting impact.
4.13.2 Creating long-term impact: Pupil feedback
Pupils across all schools had a range of suggested actions that WWT and schools could do to instil long-term impact. Suggestions as to what WWT could do included:
- Better publicity of WWT does
- Small, affiliated Wetland Centres, or sponsored areas in local parks.
I don't see any Martin Mere adverts on the TV. Pupil, HFSM, Martin Mere
Maybe somewhere set up like Martin Mere in a park or somewhere for people who can't afford to go to Martin Mere. Pupil, HFSM, Martin Mere
- Bring animals to the school
- Online holiday club to make bug houses and other wildlife habitats
- Animals to pet
- Creatures to take home
- Run a treasure hunt to identify animals like Pokémon Go
- Named animals so the publicity and marketing could follow their story, providing a more personal connection with the birds.
Tell you if they rescued animals and what happened to them and how they cared from them. Pupil, HFSM, London
- Provide free entry for children, but also have additional paid for elements such as shows like the otters.
- A card game that is related to nature and wildlife – based on Dobble.
- Branded goods that raises the profile of Slimbridge such as a key ring to hang on your school bag.
- Train birds to entertain visitors (something already being planned).
- A tour guide – to reassure children that the birds won't hurt them
- A way of children helping out – young volunteers
- An easy way to display information about the birds via digital tagging via a mobile phone or tablet.
- A pack of cards you could carry around that describe each bird, what to feed them, what they look like – like Top Trumps, that could be used at WWT Centres or back at home
- Materials for children and parents telling them what they can or could do to help protect wildlife – (exactly the same as the BBC Do one thing! Breathing Places campaign)
Give out some leaflets inspiring us to do something, like persuasive writing…when you read it, it might persuade you. Pupil, HFSM, London
Suggestions what schools could do included:
- Allow children into surrounding fields and woods
- Animal or wildlife clubs
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Grammar
1 Write sentences in the simple past with too and a word from the box. Use the cues. (3 points each)
old difficult low hot expensive high
1. He couldn't finish the test
2. I couldn't afford to go to Japan.
3. They gave up trying to climb the mountain.
4. We couldn't take our car on a long trip.
5. Lexie wasn't comfortable at her desk.
6. He had to wait a while before eating the soup.
2 Use not + the correct adjective + enough to complete the sentences. (1 point each)
1. My shirt is (thin / thick to keep me warm. I have to wear more clothes. not thick enough
)
2. Those jeans are (cheap / expensive) for me. I need to save more money to buy them.
3. Bob's T-shirt is (small / big ) for Scott. Scott's taller than Bob is.
4. Our suitcases were (light / heavy ) for us to carry. We had to use carts.
5. This class is (interesting / boring ). Why don't we do some group projects?
6. Her clothes are (casual / dressy) for a fancy wedding.
3 Complete the sentences with the correct object pronouns. (1 point each)
1. I've lost my keys. I need to find them.
2. That's a beautiful dress! I really like!
4. Ray didn't bring his lunch. I feel sorry for .
5. Did you go to the beach? We didn't see there.
6. Sarah is welcome to join . We'd love to have her in our band.
4 Complete the answers or the questions with the correct possessive pronouns. (1 point each)
1. Is this Kim's book? Yes, it's . hers
2. This pencil is . Look, it has my name on it.
3. That's George's bag. The jacket on top of it is also .
4. Is that wallet ? It's right under your desk.
5. These notebooks are now. Mrs. Griffin gave them to us.
6. The twins bought that basketball with their allowance. It's .
Vocabulary
5 Complete the sentences with one of the words in the box. (1 point each)
gloves
sneakers
cap
suit
mini skirt
sweatshirt
1. Put on your or your hands will freeze! gloves
2. She wore a to school and the principal thought it was too short.
3. Manuel got a baseball for his birthday.
4. My jacket was dirty so I wore my to keep me warm.
5. Nathan needs a to wear for his sister's wedding.
6. You can't wear with your suit. You need to wear nice shoes.
It was too difficult.
3. Tell your sister I'll meet at the mall yesterday.
Communication
6 Complete the dialogue by filling in the blanks. (1 point each)
A: What style of 1 do you have to wear to school? clothes
B: We wear 2 clothes. We only wear formal clothes for fancy dances and dinners.
A: Really? Can you wear baggy 3 to school?
B: Yes, we can. Others prefer tight jeans though. We can wear whatever feels 4 .
A: That's cool! I suppose you can 5 sneakers, too.
B: Of course. How about you? Do you have a 6 ?
A: Yeah. Sometimes I think it's good because I feel like I'm part of a group.
B: And you don't have to worry about what to wear. Is the uniform for boys a 7 ?
A: Oh, no! It's not that 8 at all. We wear white shirts and sports jackets.
B: I bet you look cool in a sports 9 .
7 Read the following essay and write True (T) or False (F) for the statements below. (1 point each)
Do you think that a person who dresses fashionably or buys expensive clothes is a better person than someone who wears second-hand clothes?
There are people who think that wearing designer clothes will make them more popular and interesting, but I disagree. I usually wear comfortable clothes and I do not spend lots of money on clothes. When I look at my friends who spend all their pocket money on new clothes I feel uncomfortable.
Some of my friends chose designer clothes simply because these clothes are "in" and not because they look good in them. I think we all need to feel comfortable and good in what we wear but we can do this without becoming fashion slaves.
1. The writer thinks wearing designer clothes doesn't make people more popular. T
2. The writer thinks buying expensive clothes makes a person better.
3. The writer usually wears comfortable clothes.
4. The writer says we can buy clothes without becoming fashion slaves.
Writing
8 Complete this paragraph with your own opinion. State your opinion clearly, present your ideas, support them, and write your conclusion. (15 points)
Some people think it is good to wear a uniform.
I think
First, uniforms are
Second, wearing a uniform means
Everyone
It's also
In conclusion
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$171,139,150,195
To teach our kids, that's how much Illinois schools collected in 10 years. Did we get our money's worth?
Are we getting the most bang for our billions?
It's for our schools, our kids. Is $171 billion too much, or too little? Is the funding system fair?
The debate roars on — and on and on — while the system rolls along without change.
Taking a textbook approach in a series of stories, the Daily Herald drills down through the statistics to the bottom line.
To participate meaningfully, to help shape the debate, we need to be informed. We need to know how much our schools got, where they got it from, where it went and why.
Welcome to School Finance 101. Class is in session.
Table of Contents
Schools' revenue growth outpaces rate of inflation
BYEMILYKRONE
email@example.com
You're a stakeholder in a multibillion-dollar enterprise.
Every year, you give more.
Every year, you cut a check.
Some years, you give much more — even if you live in the same house, work the same job, pull down the same pay.
This multi-part Daily Herald series will help you understand the financial side of your investment.
Like it or not, you're a contributor to big business — the big business of Illinois public schools.
Other people do — people with a stake in the dollars and cents of public schools.
Superintendents.
Teachers. Unions.
Lobbyists and lawyers.
In short, people with a lot to gain from maximizing revenue for public schools.
Consultants of all sorts.
Most of these stakeholders have a plan to tweak, update or completely overhaul the
The Illinois Education Association has called for a constitutional amendment to increase the state contribution to public schools.
way Illinois funds its schools.
The Illinois Federation of Teachers has called for "comprehensive changes in the state's fiscal system."
Three recent school finance reform plans — one by more than 200 Illinois mayors, one by civil leaders and education professionals, and one by the Metropolitan Planning Commission — have called for billions more dollars for Illinois schools.
The Illinois Association of School Administrators wants to increase state funding and amend or repeal laws that limit the amount schools can collect from taxpayers.
This year, lawmakers battled over but did not pass two school funding reform bills.
Recent rumbles over school funding are part of a long-roiling debate that never seems to reach a conclusion.
The plan supported by Gov. Rod Blagojevich would have imposed a new tax on business and generated an estimated $7.7 billion extra for health care and schools.
Thus, reliably, a funding debate flares every few years.
Your dollars.
And just as reliably, passions flare, because billions of dollars and hundreds of thousands of young minds are at stake.
Your child's mind.
The weekly series, based on 10 years' worth of state data, will strip away the terms that compartmentalize and complicate school finance.
For decades, the debate over school finance has been the purview of professionals. This series aims to provide you with the information and ammunition necessary to participate in and help shape that debate in a sensible and comprehensible manner.
Using a chapter-by-chapter, textbook-style approach, the series will
show how revenue was raised in your district, how revenue was distributed to your district, and how revenue was allocated in your district.
You decide.
The Illinois Education Association says those three aspects of the school finance system — the revenue stream, the distribution system and the allocation system — are deeply flawed.
The starting point
We'll begin with numbers almost too big to understand.
That's $171 billion for teachers, administrators, supplies, transportation, new construction and day-to-day maintenance.
In the past 10 school years, the 1996-97 year to the 2005-06 year, Illinois schools collected more than $171 billion.
The $171 billion came from local sources, including property taxes and school fees; from the state; and from the federal government.
In the Daily Herald coverage area — from Gurnee down to Bolingbrook, from Des Plaines west to Huntley — 10 districts each took in more than $1 billion over the past decade.
That $171 billion does not include bond loans taken out to build new schools.
Elgin Area School District U-46, the state's second largest district, collected the most of area districts: $2.91 billion.
Over the 10-year span, U-46 averaged 32,906 students.
Several factors determine how much money schools collect. Chief among them is student enrollment.
The second most populous suburban district during that period was Naperville Unit District 203, with an average of 17,324 students.
In fact, District 203 received millions less than school districts with smaller populations.
Yet, while Naperville 203 was second in average number of students, it was fifth in amount of money taken in.
Take Northwest Suburban High School District 214, which averaged 11,087 students annually — 6,000 fewer students than Naperville 203.
That's a difference of $230 million — $23 million a year — and District 203 had on average 6,000 more students each and every year.
District 214, based in Arlington Heights, collected $1.78 billion over the 10 years. Naperville 203 took in $1.55 billion.
In addition to average attendance figures, property values determine how much money a district receives.
For now, we'll focus more on the "how much" rather than the "why."
Later, we'll delve into why districts receive the amount they do from federal, state and local sources.
It's all about growth
"How much" has increased exponentially, and much faster than the rate of inflation, in most area districts during the past 10 years.
The revenue in Huntley Unit District 158, for example, increased by 660 percent.
Driving revenue increases were some obvious factors.
The McHenry County-based district collected $8.9 million in the 1996-97 school year — and 10 years later collected $67.6 million.
Generally, population increases mean bumps in the number of homes, property values and tax revenue.
Skyrocketing growth in attendance, 404 percent over the 10-year period, drove most of the increase.
But many suburban districts tallied revenue spikes that had little or nothing to do with the number of students.
The state tax cap limits how much more school districts can collect in
Of the 94 districts the Daily Herald covers, 83 increased per-pupil revenues by more than the rate of inflation over the past decade.
local taxes from one year to the next. The limit is the lesser of 5 percent or the rate of inflation, excluding revenue from new construction.
Between fees, new homes and tax increases, the revenue in many districts has consistently, overwhelmingly outpaced the rate of inflation over the past decade.
But tax caps don't apply to school fees — to register, for driver's ed, for band — and these fees have risen quickly.
Grass Lake Elementary District 36, for example, increased its per-pupil revenue by 189 percent, to $15,575, over 10 years.
In comparison, the rate of inflation over the 10 years was 24 percent. Districts statewide collected, on average, 52 percent more per student in 2005 than in 1996.
In that time, the district's total revenue increased by more than 100 percent, even as its student population declined by nearly 30 percent.
That is, average per-pupil revenue increased by more than twice the rate of inflation in Illinois school districts over the past decade.
Total revenue
Here are the total revenue amounts area school districts collected in the 1996-97 school year, the 2005-06 school year, how much that amount changed over the 10-year period, and the total amount of money received over the 10-year period.
Total revenue
Here are the total revenue amounts area school districts collected in the 1996-97 school year, the 2005-06 school year, how much that amount changed over the 10-year period, and the total amount of money received over the 10-year period.
Source: Illinois Local Education Agency Retrieval Network, Illinois State Board of Education
Playing field is not even
BYEMILYKRONE
firstname.lastname@example.org
The Illinois Constitution assigns the state the primary responsibility for financing public schools.
Not by a long shot.
The state doesn't live up to that responsibility.
In the 10 school years from 1996-97 through 2005-06, the state supplied just 29 percent of the money collected by all Illinois public schools.
In the property-rich suburbs, the state contribution is particularly paltry.
With only three sources of funding — state, federal and local government — 29 percent can hardly meet anyone's definition of "primary."
Over the past decade, the state contributed 16 percent of all the revenue collected by the 94 districts in the Daily Herald coverage area.
Critics of the state's funding system key in on the discrepancy between the demands of the state Constitution and what the state actually delivers.
And that doesn't count the bond debt local school districts took on.
They say the system creates inequalities among poor and wealthy districts.
Other areas operate with very little revenue beyond the state contribution.
Some areas generate enough property tax revenue to render the state contribution inconsequential.
Then there are the middle-class districts, which often fare worse than either.
The state does make an effort to level the playing field.
"The way Illinois funds education is both unfair and inadequate," says a position paper by the bipartisan Chicago-based Center for Tax and Budget Accountability. "The end result; the state fails to give every school enough money to provide a quality education to all children."
Wealthy areas get less state aid.
Yet, inequalities remain, some exacerbated — rather than eased — by the state's attempt to take from the rich and give to the poor.
Poor areas get more.
How it's figured
Every year, the legislature sets a baseline level considered necessary to educate each student in the state.
The baseline figure is not the amount the state provides per student.
Last year, the baseline level was $5,164 per student.
Rather, it's the minimum amount the state says all districts should be able to raise for each student.
The primary variable is property value. The greater the property value within a district, the bigger the slice of the whole local taxpayers will have to kick in.
Once the baseline figure is set, the state uses a complex formula with multiple variables to determine how much each district should be able to contribute and how much of what's left the state will cover.
Schools with high concentrations of poor students also receive poverty grants.
In theory, then, all districts should be assured of receiving the baseline amount.
A separate calculation determines how much districts should get for specific purposes, such as special education, bilingual education, early childhood programs and transportation.
Very poor districts and those with high concentrations of special-needs
students should receive supplemental state money, in recognition of the fact that it costs more to educate students with certain challenges.
That's the theory.
And very wealthy districts should be able to fend for themselves.
Here's how it plays out in practice in three districts.
Oak Brook
The state has determined property-rich Butler Elementary District 53 doesn't need much help from outside sources.
Still, District 53 collected a total of $18,314 per student, among the highest perpupil totals in the state, mostly through local property taxes and student fees.
In 2005-06, the state equations assigned just $700 per student to this DuPage County district.
The robust revenue allowed the district to pay average teacher salaries of $67,256, about $10,500 more than the state average.
For District 53, then, the state contribution was incidental.
It also allowed the Oak Brook district to employ a teacher for every 14 students. At elementary schools statewide, the average student-to-teacher ratio was 19 to 1.
In fact, District 53 could have refused the state contribution altogether and still raked in more revenue per pupil than all but 32 of the state's 874 school districts.
Ford Heights
In South suburban Ford Heights Elementary District 169, the state contribution was anything but incidental.
That's about where the similarities end.
Like Oak Brook 53, Ford Heights 169 is an elementary school district.
The student body at Ford Heights is 85 percent low-income.
Most stark is the difference between the value of property in Oak Brook and the value of property in Ford Heights.
The student body at Oak Brook is zero percent low-income.
The state calculation shows all the property within the Ford Heights school district was worth $44 million — about $62,000 per student.
To review: an Oak Brook student is backed by 26 times more property wealth than a student from Ford Heights.
Oak Brook, home to million-dollar mansions and the upscale Oakbrook Center mall, has about $761 million worth of property within its borders — or about $1.6 million per student.
The equalizer
Still, these two districts on very opposite ends of the wealth spectrum aren't so far apart when it comes to per-pupil revenue.
As a result, Ford Heights was able to pay its teachers about the state average and maintain significantly smaller class sizes than the average elementary district in Illinois.
In 2005-06, Ford Heights collected a total of $17,719 per student, nearly as much as Oak Brook.
State money, which accounted for about 45 percent of revenue in Ford Heights, made these class sizes and teacher salaries possible.
So the state aid formula is a great equalizer.
The state chipped in about $7,369 per kid in Ford Heights, about $6,699 more than it gave for each kid in Oak Brook 53.
It rights imbalances by taking into account poverty and property values.
Right?
It takes from the rich, gives to the poor, and everything evens out in the end.
Not quite.
Lake Villa
About 50 miles north of Oak Brook is middle-class Lake Villa Elementary District 41.
In determining its 2005-06 cut, the state listed the value of property in the Lake Villa district as $463 million — $154,000 per student.
Lake Villa was not wealthy enough to raise much local money, but too well off to qualify for much state money.
Each Lake Villa student, then, is backed by about one-tenth the property value of an Oak Brook student, but nearly 2¨ times more than a Ford Heights student.
And, given the intricacy of the state equations, it stands to reason that the three districts would wind up with roughly the same amounts per student.
Given the extent to which the Illinois funding system relies on property taxes, it would figure that Lake Villa taxpayers had to kick in more than Ford Heights taxpayers but less than Oak Brook taxpayers.
They didn't.
That's nearly $10,000 less than Oak Brook raised.
In 2005-06, Lake Villa collected a total of just $8,468 per student.
It's $9,250 less per student than Ford Heights got.
Ultimately, Lake Villa landed less because it didn't have more — more property wealth to augment the state contribution, or more poor kids with special needs to draw additional state funds.
And it's about a third less than the state average of $12,675 per pupil.
Lake Villa received $2,930 per student from the state, $4,400 less than Ford Heights.
Lake Villa isn't the only suburban districts in this squeeze.
The average teacher in Lake Villa makes $8,770 less than a Ford Heights teacher and contends with significantly larger classes.
Of the 94 Herald-area districts, 22 have property values per student that are less than $200,000.
Meanwhile, the state contributed $4,007 per kid to the remaining 603 districts statewide with property values per student under $200,000.
The state contributed, on average, $2,326 per student to these districts in 2005-06.
Suburban districts — districts which generally have the highest cost of living in the state — received half as much state aid as districts in other parts of the state with similar property wealth.
But setting aside questions of fairness, it's indisputable that the way Illinois funds education places a greater burden on suburban property taxpayers.
It's these types of inequalities that lead to charges that the state formulas are inherently — and often haphazardly — unjust.
Federal funding
Three sources of income keep public schools running: local, state and federal funding.
Most suburban districts don't have enough of these students to attract a sizable chunk of federal aid.
Federal money generally goes to districts with students who are poor or have special learning needs.
In the 2005-06 school year, just 12 area districts received more than 5 percent of their revenue from federal sources.
The district received 11 times that amount — $9,812 — from state and local sources.
West Chicago District 33 received the most federal money per student, at $890.
Oak Brook District 53 received the least federal money, $48 per student. Its total per student was $18,314.
— Emily Krone
State funding
This chart shows the total revenue area school districts received in the 2005-06 school year; how much that was on a per pupil basis; the amount of state revenue the district received; the state revenue per pupil; and the share of total revenue that the state supplied.
State funding
This chart shows the total revenue area school districts received in the 2005-06 school year; how much that was on a per pupil basis; the amount of state revenue the district received; the state revenue per pupil; and the share of total revenue that the state supplied.
State
$21,218,197,846
$11,337
$5,830,690,099
$3,115
27%
* These districts received state construction grants not included here. Source: Illinois Local Education Agency Retrieval Network, Illinois State Board of Education
Suburban taxpayers' heavy share
BYTARAMALONEANDEMILYKRONE
Daily Herald Staff Writers
Your annual property taxes pay for most of the public services associated with suburban living.
Then comes the big cost: your public school districts.
They pay for police and firefighters. They pay for parks, libraries, a community college, city or village services, township activities, county roads and courts.
Two-thirds of the typical suburban tax bill goes to schools. All the other services split the remainder.
Over the past decade, suburban schools typically collected 84 percent of their revenue from local sources.
That's largely because suburban schools are funded mostly by property taxes.
State and federal funds made up the balance.
During the 1996-97 school year, districts in the Daily Herald's circulation area received on average $7,184 per pupil from local sources.
The arrangement remained stable year after year, even as the amounts schools collected increased at double the rate of inflation.
That per-pupil figure increased to $10,843 in 2005-06 — a 51 percent jump.
In this third installment of the Daily Herald series on public school finance, we consider why some taxpayers pay more than others. (Hint: People who live in expensive houses generally, but not always, pay more.)
The rate of inflation during the decade was 24 percent.
But first, we'll consider how tax bills could go up so fast despite the protection of the tax cap. (Hint: New construction sometimes, but not always, fueled the increases.)
Skirting the tax cap
The tax cap has safeguarded suburban homes and businesses since the mid-1990s, limiting tax revenue growth to the rate of inflation.
When cornfields yield to condos, the property's revenue potential shoots up — and the tax cap law makes a one-year exception for that large increase.
The cap, however, does not immediately apply to new construction.
System-savvy school districts use a "balloon levy" to fully capture the growth.
The practice ensures that when the county applies the tax cap formula, districts receive every penny allowed by state law, every year, independent of need.
That is, when they go to the county with their levy, or annual request for funds, they ask for a lot more property tax money than they actually expect to receive.
Taxpayers have only themselves to blame, or congratulate, for the second factor driving up revenues.
Four districts — Buffalo Grove-Long Grove Elementary District 96 and Millburn Elementary District 24 in Lake County, Kaneland Unit District 302 in Kane County, and Round Lake Area District 116 — each passed two tax rate increases during that period.
Since 1995, voters in 56 school districts covered by the Daily Herald have approved tax-rate increases.
The low end
Round Lake District Unit 116 taxpayers provided 45 percent of all revenues collected by their Lake County district over the past decade.
It was the lowest local share of any district in the Daily Herald
circulation area.
In 2005-06, Round Lake taxpayers paid the highest tax rate in the suburbs — $5.59 per $100 of assessed value.
That isn't to say the load was light.
The average tax rate of the 20 other unit districts in the Herald area was $4.27.
Property within Round Lake is worth about $70,000 per student, the lowest perpupil value in the suburbs.
The Round Lake rate was high for two reasons. The first is low property values.
Property value per pupil is a key measure of a district's ability to raise money from local sources.
Weak property values, combined with a moderate enrollment growth rate of 29 percent over the 10-year period, created the conditions for the second factor driving the rate.
"The property values in the district are low and we don't have opportunities to expand," Chief Financial Officer Walter Korpan said. "We don't have the big Targets or Home Depots because you need property for that."
In the 1996-97 school year, the district ran up a $2 million deficit, and voters quickly approved a tax rate increase.
The district continued to operate in the red year after year. In 2000, voters approved another tax rate hike.
It didn't help much.
The state seized control of the district in 2002.
With its high tax rate, District 116 has since emerged from its financial hole.
The deficits finally stopped — in the 2003-04 school year.
Still, the district is stuck with the distinction of raising less per pupil from local sources than any other suburban district — $4,588 in 2005-06.
The high end
Less than 20 miles away, Rondout Elementary District 72 — a one-school district with 22 teachers, two administrators, a bookkeeper and a custodian — collected $26.1 million in revenue during the past decade.
To understand why, consider the Lake Forest-based district's 5-square-mile footprint, which includes pockets of homes, business parks, small factories and restaurants.
Of that, 97 percent came from local businesses and homeowners. It was the largest local load carried by a suburban school district.
The estimated value of all property within the district is $224.8 million — or $1.8 million per student.
"Unless you are fortunate to have a strong commercial or industrial base, the burden falls on the homeowners, so it can often be difficult," Superintendent Jennifer Wojcik said.
About two-thirds of Rondout's $224.8 million tax base comes from commercial and industrial sources, lightening the load for homeowners.
With its financial seesaw tilted toward commercial sources, Rondout has not sought voter approval for a tax-rate increase.
In 2005-06, Rondout collected $27,336 per student, tops in the suburbs.
There wasn't a need.
Voting to pay more
Rondout residents and businesses provided nearly six times more revenue per pupil to their local schools than residents in Round Lake District 116.
Generally, more property wealth means more local money to schools. But not always.
And Rondout had nearly 26 times more property wealth per pupil than Round Lake.
Take the examples of Grayslake High School District 127 and Crystal
Lake High School District 155.
Each Grayslake student is backed by $422,000 worth of property; each Crystal Lake student by $427,000.
The suburban districts have nearly identical rates of per-pupil property value.
But Grayslake taxpayers paid $15,594 per student in 2005-06, while Crystal Lake taxpayers paid $9,782.
The Crystal Lake district has not asked for a tax rate hike in the past decade, mostly because its enrollment grew half as fast as Grayslake's.
Grayslake voters passed a tax rate increase in 2002 mostly because the district's enrollment had doubled over the past decade.
In both cases, however, revenue grew.
It's through the election of school board members that residents can exercise some control on the expenditure side of school budgets.
The pace of the revenue growth largely is in the hands of voters. They can't cut it back much, but they can raise a district's revenue.
In the next chapter, we'll consider where the money collected from state, federal and local sources goes — and how much actually makes it into the classroom.
Local revenue
Here are the total revenues area school districts received in the 2005-06 school year; how much that was on a per pupil basis; the amount of local revenue the district received; the local revenue per pupil; and the share of total revenue supplied by local sources.
Local revenue
Here are the total revenues area school districts received in the 2005-06 school year; how much that was on a per pupil basis; the amount of local revenue the district received; the local revenue per pupil; and the share of total revenue supplied by local sources.
Source: Illinois Local Education Agency Retrieval Network, Illinois State Board of Education
1 of 2 education dollars stays in classroom
B
Y
E
MILY
K
RONE
email@example.com
A typical suburban classroom of 25 students represents $315,000 in revenue.
Some of that $315,000 goes to teacher salaries and benefits, supplies, textbooks and classroom technology.
That's $12,600 per kid, the average per-pupil revenue collected in 2005-06 by the 94 school districts in the Daily Herald coverage area.
The rest — more than half — leaves the classroom.
Statewide, districts spent 50.1 percent on instruction, about half of the $171 billion they collected.
Over the past decade, the 94 districts spent an average of 48 percent of their revenue on instruction and teacher-pupil activities.
The remainder went to everything else: construction and maintenance; janitors, nurses, social workers and guidance counselors; administrators and principals; consultants and lawyers.
The regulations raise questions about whether such laws improve or hamstring learning — and whether a fair way exists to measure whether classrooms are getting their fair share.
Some states, though not Illinois, now specify a certain percentage of all expenditures that must go toward instruction.
Most people can agree they'd like to see their tax money spent on teachers and textbooks, not bureaucracies and consultants.
But school expenditures cannot easily be grouped into tidy percentages of good spending versus bad.
Define instruction
The first step in analyzing classroom spending is semantic: determining how to define classroom spending.
The board defines instruction as anything related to the teaching of pupils, or the
The Illinois State Board of Education takes a seemingly straightforward approach.
interaction between teachers and pupils, including the services of aides of any type.
First, there are quirks in what does and does not constitute instruction.
Simple enough. But there are dilemmas in the details.
In Illinois, contributions to teacher retirement funds count as instruction.
Adult and continuing education classes count as instruction.
The salary of a speech pathologist does not.
Professional development for teachers does not.
Payments to outside agencies to teach special ed kids do not.
Special education counts as instruction.
The measuring stick
Defining instruction is tough enough.
On state report cards, Illinois records the amount spent on instruction — as a
But the pitfalls become even more pronounced when comparing instructional expenditures among districts.
percentage of expenditures.
Because certain types of expenditures are more likely to spike and plunge year over year, this method can cause artificially high — or low —
percentages of instructional spending.
This often is aggravated by the fact that the state does not include construction bond money in revenue — but does count the use of that money as an expenditure.
For example, if a district is growing quickly, it pays big money to build schools. That ups its expenditures total, which shrinks the instructional percentage, even if the district spends the same on instruction as its peers.
To neutralize that volatility, we looked at instruction spending as a percentage of total revenue — rather than expenditures.
Using this revenue-based approach, let's examine two districts on opposite ends of the instructional spending spectrum. This will better enable us to evaluate the share of revenue any district puts toward instruction.
As a rule, revenue streams are more stable year-to-year than expenditures. Using revenue as the common denominator puts fast-growing and stable districts on more equal footing.
Rosemont 78
Year after year, Rosemont Elementary District 78 spends most of its revenue on instruction.
Rosemont teachers are paid more — and there's more of them.
In 2005-06, the district spent $9,784 per student on instruction, second highest among Daily Herald districts.
The average teacher in Rosemont makes $66,500, about $10,000 above the state average. The district employs one teacher for every 11 students, compared with the state average of 19.
The district saves on other support services as well.
The one-school district can afford to spend more on teachers, in part because its transportation costs are low — $250 per kid in 2005-06.
In 2005-06, Rosemont spent just $41,000 on social workers and $60,000 on speech and hearing services.
The district also saved on administrative costs, with just one administrator for its 247 students.
The district spent no money on health, guidance or psychological services.
All of these factors — generous compensation packages for teachers, combined with low administrative and transportation costs — combined to swell the share of instructional spending in Rosemont District 78.
Over the past decade, Rosemont spent, on average, 67 percent of its revenue on instruction — the largest portion of any Herald district.
Huntley 158
At the other end of the spectrum, over the past decade fast-growing Huntley Unit District 158 spent just 37 percent of its revenue on instruction.
And unlike Rosemont, teacher salaries in Huntley are $10,000 lower than the state average.
In 2005-06, the district spent $4,138 per student on instruction, second lowest among Herald districts, and less than half of what Rosemont spent.
The K-12 district also employs a slew of support staff that Rosemont, an elementary district, does not.
The starkest difference between Rosemont and Huntley was the amount of tax money they collected to pay off debt.
Huntley spent nearly $1 million in salary and benefits for health service workers and more than $500,000 for guidance counselors, neither of which fall in the category of instruction.
Huntley in 2005-06 collected $7.7 million for bond payments, while Rosemont collected only $170,000.
If bond revenue was removed from the equation, Huntley's percentage of instructional spending in 2005-06 would have been 45 percent of revenue, rather than the 40 percent reported.
There are other complications in making value judgments about how much Huntley — or any other district — spends on instruction.
Bus costs in the sprawling, rural district were more than twice as high on a perpupil basis than in Rosemont.
Take, for example, Huntley's busing costs.
In 2005-06, Huntley spent nearly $600 per pupil on transportation.
Less than half the money the district spent on transportation, then, could legally have made it into the classroom in the first place.
But while the district did spend $4.1 million on transportation, it also received $2.3 million in state grants and local fees earmarked specifically for that purpose.
A moot point?
Even if there were a fair way to calculate and compare how much districts spend in the classroom, another, more fundamental question remains unanswered.
A Standard and Poor's analysis found no significant correlation between the percentage of money districts spend on instruction and the percentage of students who meet state standards in reading and math.
That is, does the percentage districts spend on instruction even matter?
Still, Standard and Poor's acknowledged that monitoring the percentage districts allocate to instruction can be useful, even if mandating specific levels is not.
To that end, the discussion about the percentage districts spend on instruction is instructive in and of itself.
Monitoring requires financial transparency and allows the public to evaluate whether they are getting a good return on their investment, the report found.
In Chapter 5 we'll continue the dialogue, by examining where the rest of the money goes.
Instruction spending
Here are the total revenue amounts area school districts collected in the 2005-06 school year; how much they spent on instruction; the percent of total revenue that instruction accounted for; the instruction amount on a per student basis; and the average percentage of total revenue that was spent on instruction over the 10-year period 1996-97 through 2005-06.
49%
Instruction spending
Here are the total revenue amounts area school districts collected in the 2005-06 school year; how much they spent on instruction; the percent of total revenue that instruction accounted for; the instruction amount on a per student basis; and the average percentage of total revenue that was spent on instruction over the 10-year period 1996-97 through 2005-06.
Source: Illinois Local Education Agency Retrieval Network, Illinois State Board of Education
Non-class costs weigh heavy on schools
BYJAMEELNAQVI
firstname.lastname@example.org
It's a common refrain among education critics: More money needs to stay in the classroom and less spent outside.
Over a decade, most of the 94 districts in the Daily Herald coverage area consistently spent more money outside the classroom than they did on instruction.
And they have the numbers to point to.
From the 1996-97 school year through 2005-06, the imbalance was worse in some districts than others:
* 20 districts spent more than two-thirds of their total revenues outside the class.
* 82 area districts spent more than half their revenue outside their classrooms.
* Two districts spent all of their revenue outside the classroom.
Then they had to worry about paying teachers and buying textbooks.
Actually, Huntley Unit District 158 and Big Hollow Elementary District 38 both spent more on busing and building, heating and cooling, lawyers, a laundry list of support staff and other costs than they collected from local, state and federal sources.
Technically, the districts borrowed money to build and covered their instruction costs with annual revenue, but the effect is the same — the schools spent more outside classrooms than inside.
But even if bond proceeds were counted as revenue, Huntley and Big Hollow still would have spent less on teaching than they did outside the classroom.
The twist is that the money they borrowed is not counted as revenue by the state. If it were, the percentage of what they spent outside the classroom would not seem so dramatic.
The state as a whole in 2005-06 did the same.
That adds up to more than 100 percent mostly because sometimes the districts spent more money than they took in. Again, bond funds were not counted as revenue.
Illinois' 873 districts collectively spent 49.1 percent of all revenue in the classroom, and 53.7 percent outside.
Still, education officials say a flat comparison of instructional versus noninstructional spending doesn't always factually determine whether a district needs to change how much it devotes to its classrooms.
Let's look at those needs and where school districts spend their money.
There's a wide range of needs — from transportation to building schools — that make instruction possible, and they vary from district to district and year to year.
The big four
The state divides school expenditures into four large categories: instruction, support services, general administration and other.
General administration may be the most popular target for critics who say districts should spend more on their students.
Last week, we tackled instruction. This week, we focus on the other three areas.
This category includes salaries and benefits for top administrators, including superintendents, associate superintendents, principals and assistant principals.
Support services, just as it sounds, includes all of the specialized staff that handles student and school needs outside the classroom — guidance counselors, social workers, school psychologists and financial officials, to name just a few.
Lastly, there's the vaguely named "other" category. The biggest chunk of these dollars goes toward capital expenses — buying land and building new schools.
This category also includes transportation — the cost of buying or leasing buses, bus driver salaries, fuel and fleet maintenance.
Other expenses
In 2005-066, Big Hollow District 38 spent more than twice as much as it took in.
Big Hollow then paid out $27 million. Why? Not because of instruction costs. The district spent less on instruction per student than any other area district.
The Lake County elementary district had collected $11.9 million from local, state and federal sources.
Which means the root of its spending imbalance had to be non-instructional.
Where it made up the difference, and where it ranked first among all suburban districts, was its spending in the "other" category. The district spent 166 percent of its revenue in this category alone.
Of the three categories that go into this pot, District 38 actually spent below average on administration and support services.
This is a dramatic increase from the previous nine years, when Big Hollow spent only a third of its revenue, on average, in the "other" category.
To accommodate this triple-digit growth, Big Hollow built a new elementary school and middle school in 2006, using money from a bond issue voters approved the previous year.
During the same time, however, District 38 was one of only three suburban districts that more than doubled its student population, from fewer than 500 students in the first year to more than 1,000 students in 2005-06.
District 38 spent more than $16 million on construction in 2005-06 — $4 million more than the total it brought in.
Remove the $16 million tab paid by bond funds, and Big Hollow winds up with a surplus. And instead of reporting that it spent 194 percent of its revenue on noninstructional costs, they would have reported spending 58 percent outside the classroom.
If the construction costs weren't counted, as the bond proceeds aren't counted, Big Hollow's numbers wouldn't seem so out of kilter.
Administrative costs
The percentage of revenue suburban districts spent on general administration also varied widely during the 10-year period.
Rondout also was the smallest district in the suburbs, with only 123 students in 2005-06.
At the top of the list was Rondout School District 72, which spent 8.3 percent of its revenue on administration from 1996-07 to 2005-06, a higher percentage than any other district in the suburbs.
What's the connection?
In 1996-97, District 72 spent $263,508 on administration, less than all but 17 other districts.
Small districts like Rondout have to spread out their administrative expenses over a small student population.
But with only 88 students that year, administration gobbled up nearly 14 percent of the district's revenue.
While Prospect Heights Elementary District 23 spent a comparable dollar amount on administrators, this represented only 2 percent of its
revenue in 1996-97.
Even though small districts have fewer students, they may not have a correspondingly smaller group of administrators.
But Prospect Heights had more than 1,500 students that year — and nearly seven times Rondout's revenue.
Prospect Heights has 11 administrators. Rondout has two. So it isn't that Rondout pays its administrators more or has too many top-level officials.
It's just that Rondout has fewer students, so even with only four administrators, their salaries and benefits make up a much larger slice of the district's revenue.
Support services
Each year, districts pay thousands of vendors and contractors for everything ranging from school pictures to pizza.
Among the highest payments went to First Student, formerly Laidlaw, a company that transports students and leases buses. First Student received more than $31.4 million from suburban school districts in 2005-06.
The number of vendors who were paid at least $2,500 in 2005-06 by any suburban district ranged from 54 in Grass Lake Elementary District 36, one of the smallest districts, to almost 650 in Indian Prairie School District 204, one of the largest.
Suburban taxi companies, which transport special education students, took more than $5 million to the bank in 2005-06.
Most districts publish a list of vendors and payments made each month, and annually report a summary to the state.
Even the Daily Herald got in on the action. All districts are required to publish certain legal notices in the local paper. Payments to Paddock Publications, the Daily Herald's publisher, totaled at least $122,575 in 2005-06.
Among the biggest payments reported are those made to health insurance companies and pension funds — only part of any district's most substantial costs.
65-percent solution gains traction
BYEMILYKRONE
email@example.com
Educators love trends.
The education movement now gripping legislators and tax reformers — though not most educators — would mandate that 65 percent of school spending reach the classroom.
Teachers debate the hot new method while superintendents strive to develop the next national model.
The push is led by the Washington-based advocacy group First Class Education.
At least 18 states, including Illinois, at some point considered similar legislation.
Three states — Texas, Georgia and Kansas — have enacted versions of the plan.
The National Education Association condemns the 65-percent solution as a "onesize-fits-all budget yoke."
The 65-percent solution focuses on instructional spending as a percentage of "operating" expenditures.
Still, the national teachers union acknowledges, "the problem is … that it sounds like such a good idea."
Operating expenditures generally describe the day-to-day costs of running a district, and exclude payments related to legal fees, construction, bonds and, here, the Illinois Municipal Retirement Fund.
But the operating designation also can obscure school finances by creating the illusion that only operating money is "real" money, and the rest shouldn't be taken into account when evaluating a district's ledgers.
Distinguishing between operating and non-operating expenditures eliminates some of the variables districts can't control.
Still, the traction that the 65-percent solution has gained suggests a widespread concern about how much money is spent in the classroom.
In 2005-06, the state as a whole put 59 percent of its operating expenditures toward instruction.
And Illinois considers the issue crucial enough to include on state report cards.
Only 98 of the state's 874 districts surpassed the 65 percent threshold.
Or, schools could reach the mark by restraint. The state would have spent 65 percent on instruction in 2005-06 if districts had cut operating expenses by $1.7 billion and kept instructional expenditures steady.
If Illinois did adopt the 65-percent solution, an additional $1.1 billion would have had to flow into the classroom in 2005-06.
The rest of the pie
Here are the total revenue amounts area school districts collected in the 2005-06 school year; how much they spent on general administration; administration costs as a percent of revenue; support services expenditures and its percent of revenue; and other expenditures and its percent of revenue.
The rest of the pie
Here are the total revenue amounts area school districts collected in the 2005-06 school year; how much they spent on general administration; administration costs as a percent of revenue; support services expenditures and its percent of revenue; and other expenditures and its percent of revenue.
Source: Illinois Local Education Agency Retrieval Network, Illinois State Board of Education
Administrator, teacher pay
BYEMILYKRONE
firstname.lastname@example.org
Teachers get fewer apples from students these days, but their paychecks now more than compensate for the loss.
During that period, the rate of inflation grew 22 percent.
Between 1998 and 2006, the average teacher pay in 94 suburban school districts grew from $46,883 to $59,986, an increase of 28 percent.
Administrators make out much better than teachers, and their salaries have increased at a faster clip.
The typical teacher works nine months a year. Administrators generally work yearround.
In 2006, the average administrator in the 94 Herald districts made $110,747, compared with $81,023 in 1998, a 37 percent bump.
When reporting average pay, the Illinois State Board of Education cites statistics reported to the state retirement system, not just base pay.
They do not include health, life, dental or disability insurance; tuition reimbursements; car and housing allowances; or moving expenses. Teachers rarely receive cash for housing, cars or moving, but some top-paid administrators do.
The retirement figures include salary plus summer school and coaching stipends, reimbursements for unused sick and vacation days and pension contributions.
In this chapter, we'll provide context to the average salary figures published by the state. Like most data on public schools, the numbers tell only part of the story.
Teacher pay varies
In the suburbs, teacher salaries vary greatly.
The average teacher in the 94 suburban Herald districts made $60,000.
In 2005-06, the average salary for a teacher in Illinois was $56,691. Again, that figure includes more than just base salary but excludes some costly benefits.
That same year, the average teacher in Palatine-Schaumburg High School District 211 made $84,000, the highest average in the suburbs.
Teachers in elementary districts historically make less than high school teachers.
The District 211 teacher made twice what the average teacher made in Emmons Elementary District 33, which reported the lowest average salary in the suburbs at $42,455.
In 2005-06, the average suburban elementary teacher made $56,532.
The average high school teacher made $73,540.
The average pay for a teacher in a unit district, one covering kindergarten through high school, was $58,657.
That same year, five of the 94 districts registered average teacher salaries greater than $80,000. Eleven had average salaries less than $50,000.
Top-dollar slots
Administrator pay also varies widely.
In the 94 suburban Herald districts, the typical administrator made $110,765 — $50,000 more than the average teacher.
In 2005-06, the average salary of an administrator in Illinois was $100,570.
That same year, the average administrator in Lincolnshire-Prairie Elementary District 103 made $151,145, the highest average in the suburbs.
The Lincolnshire administrator made almost twice what the average
administrator made in Aurora West Unit District 129, which reported the lowest average administrator pay in the suburbs, at $80,035.
In 2005-06, the average suburban elementary administrator made $111,078.
As with teachers, administrators at elementary districts historically make less than those at high school districts.
The average pay for an administrator in a unit district was less — coming in at $100,270.
The average high school administrator made $122,046.
Some large gulfs
In some districts, the difference between administrator and teacher pay is particularly prominent.
The state recently has passed laws to discourage districts from paying administrators like corporate CEOs, while paying teachers like public employees.
In Grass Lake 36, for example, the average administrator made $136,000 in 2006 — $90,000 more than the average teacher in the district. Administrator pay in that district rose 119 percent between 1998 and 2006, while teacher pay increased by just 28 percent.
The laws are designed to keep administrative pay in line with — though not identical to — teacher pay.
For example, districts now pay a penalty if they grant superintendents sick days in excess of what teachers receive. The law was introduced after districts began giving administrators dozens — or hundreds — of extra sick days, which could be cashed in for pension credits.
The per-hour rate
Teachers often complain that other professionals out-earn them.
According to the U.S. Department of Labor, the average teacher works 36.5 hours a week. That includes paid lunch and rest periods, as well as prep and grading time during the school day.
It depends on what measure you use.
About three-quarters of teachers work nine or 10 months a year, with almost all of the rest working eight months, according to the labor statistics.
If calculated at an hourly rate, then, teacher pay ranks above many white-collar professions.
Most white-collar workers, excluding teachers, work year-round, at least 40 hours a week.
Factoring in summer holiday and the length of the school day, the typical full-time public elementary teacher makes $34.36 per hour and the typical full-time public secondary teacher makes $33.38 an hour, according to the labor department.
To compare, the average white-collar worker who does managerial, executive or administrative work makes $33.69 an hour.
Though high school teachers typically make more than elementary teachers, they also work more hours, lowering their hourly rate, according to labor officials.
Here's how teacher pay, according to the department of labor, stacks up to other common white-collar occupations:
* Physicists and astronomers, $35.12 an hour.
* Doctors, $62.52 an hour.
* Public elementary school teacher, $34.36 an hour.
* Public high school teacher, $33.38 an hour
* Economists, $33.85 an hour.
* Mechanical engineers, $31.88 an hour.
* Architects, $30.23 an hour.
* Psychologists, $30.27 an hour.
* Registered nurses, $28.15 an hour.
* Editors and reporters, $25.68 an hour.
Beyond paychecks
In previous chapters, we've established that classroom costs generally account for about half of all money schools collect.
About two-thirds of districts across the state pick up at least a portion of teachers' state-mandated contribution to their own pension. The contribution can tack an additional 10 percent onto teacher earnings.
Still, payments to teachers make up a large chunk of those costs — and encompass far more than just teachers' base salary.
In Elgin Area School District U-46, for example, the district paid about $8,500 per teacher in 2007 to the state retirement fund.
Statewide, about 85 percent of districts pay for some or all of teachers' hospitalization insurance; 52 percent pay all or part of prescription drug coverage; and 72 percent pay all or part of life insurance.
Escalating, generous employee health benefits —identified in a nationwide survey of school business officials as the most pressing financial concern facing schools — also balloon payments to teachers.
On average, those districts paid about 90 percent of the premium on the insurance plans.
Administrators also receive generous health benefits. But superintendents, as we'll see next week, really can cook up some creative perks.
Teacher & administrator pay
Here are average pay for teachers and administrators in area school districts as reported on the 1998 and 2006 school report cards, with the amount of change over the 8-year period.
E = elementary district H = high school district U = Unit district
Teacher & administrator pay
Here are average pay for teachers and administrators in area school districts as reported on the 1998 and 2006 school report cards, with the amount of change over the 8-year period.
E = elementary district H = high school district U = Unit district
Source: Illinois State Board of Education
Super pay for superintendents
BYCATHERINEEDMAN
email@example.com
In Elgin Area School District U-46, for example, the district paid about $8,500 per teacher in 2007 to the state retirement fund.
Compensation for suburban school chiefs in the 2005-06 school year ranged from $121,565 to $394,995.
Running a public school system pays well.
Among the 94 suburban districts surveyed by the Daily Herald, the average superintendent pay package was $198,732.
And that doesn't include what the districts pay for their leaders' health, dental and life insurance coverage.
Besides base salary, the pay packages included some combination of bonuses, stipends, annuities, auto allowance, reimbursement for unused sick and vacation days, and payments to post-retirement health and pension plans.
How much a superintendent makes depends on a variety of factors, from experience, to the size of the district, to the elected officials who make up school boards.
A competitive market requires a competitive salary, they say, and children's futures are the leverage.
When announcing a new hire or a contract extension, boards often point to prevailing market conditions. It takes top dollar to get the best people, they argue.
Our analysis finds, however, job experience isn't the biggest factor in determining compensation. Neither is size of the district.
Many superintendents have included in their contracts clauses that bump their salaries by as much as 20 percent in each of the final three years before retirement.
The biggest factor in determining the big-ticket salaries that drive up the average? Retirement.
Though the state legislature changed the pension law that allowed for those hikes, contracts in place at the time were grandfathered in. And those folks still are working their way through the system.
The remainder pick from a panoply of perks to compensate for the change.
Retirement boost
Gary Catalani walked away from his job in the public sector at the top of the heap. In 2005-06, a year before he retired from Wheaton Warrenville Unit District 200, his pay package was $394,995.
On top of the $394,995 came more taxpayer-borne costs — for health, dental, life and disability insurance.
That included his $306,000 salary, a $12,000 annuity, $26,485 for unused vacation days, an auto allowance and payments into the state's pension system on his behalf.
Just two years earlier, his annual compensation was $232,511, according to data supplied to the Teachers Retirement System. The $150,000-plus jump was part of the preretirement pay padding aimed at boosting pension payments.
Close on his heels was Mary Curley, whose $334,708 package in Hinsdale Elementary District 181 included a $249,600 base salary, $21,761 annuity, $10,000 bonus, $9,600 in unused vacation pay, auto allowance and payments to the state's pension system.
The day he left his job, Catalani, then 56, was eligible to collect a pension that would pay $214,248 in the first year, and increase at least 3 percent each year until the day he dies.
When she retired at 55, she began collecting a pension that started at
$185,187. That's more than she made in a year three years before she retired, when her compensation was $178,261.
In 2005-06, Neale had the third-highest pay package in the region at $323,288, which included a $44,688 annuity and $21,000 additional payment to the retirement system.
The superintendent who perhaps has drawn the most fire recently, though, is Elgin Area School District U-46 Superintendent Connie Neale, who in January received a controversial $60,000 pay hike and bonus.
January's increase pushed Neale's compensation package for 2006-07 past $410,000.
Citing health issues, Neale last month submitted her resignation, which will take effect in February.
Extra padding
Superintendents draw extra compensation from a wide range of sources.
At least 17 superintendents received a bonus. Maine Township High School District 207 led the way with a reported $20,000 bonus.
Two out of three area superintendents received some kind of vehicle allowance in 2005-06, with Aurora West District 129 and Arlington Heights District 25, both elementary districts, forking out $12,000 for their top administrator.
Forty districts reported compensating their leader for unused vacation days, with Hawthorne Elementary 73 in Lake County listing the highest figure at $28,857.
Those that he and others don't turn in for cash can be credited for years of service with the Teachers Retirement System.
Only three districts reported paying the boss for unused sick days. Glendale Heights Elementary 16 furnished its chief $23,510 in this category. Superintendent James White is on the brink of retirement and cashing in sick days accumulated over many years. The payments will help boost his pension.
Generally, payments to postretirement health and pension plans were the most costly items after salary.
Two-thirds of area districts also chose to cover their superintendent's contribution to the health fund — a small expense, as the most costly submission reported was $3,175.51 by Lake Villa District 41.
Both the Teacher Health Insurance System and the Teacher Retirement System require districts to make employer contributions for each employee, based on a percentage of compensation. Employee members also must pay a percentage.
A total of 76 districts reported covering some or all of the superintendent's contribution to the pension fund. The largest payment reported by a district paying its superintendent's pension contribution for him was $35,741.34 by District 200.
At least one-third of area districts went beyond pension funds, and contributed to an annuity on their super's behalf, with the largest payment being $44,688 in U-46.
Payments made on the superintendent's behalf to at least one post-retirement fund were reported by 85 of the 94 area districts, with U-46 reporting the largest total, $43,837.62, paid to the health and pension funds.
Three-tiered system
Let's take a look at the numbers another way.
We already know Catalani topped the charts for the unit districts, but did he have the most experience at the job among his peers?
There are three types of school systems: elementary, high school and unit districts.
No, that was Joel Morris in Elmhurst Unit District 205, who spent 34 years as a superintendent and was paid $179,110 in his seventh year in
the district. He oversaw 13 schools, an average enrollment of 7,571 and was paid the equivalent of $24 per student.
What about the high school districts?
The average pay package for a unit district leader was $217,786.
Steve Humphrey in the two-school DuPage District 88 led the way among his peers with a package totaling $249,864. His 15 years as a superintendent, six of them with District 88, translate into $62 per student.
It is, however, a one-school district, so when you take into account the daily attendance of 2,132, Reick was paid $87 per student.
But he's not the most experienced high school superintendent. That title goes to Lee Reick, the top administrator in West Chicago's Community High School District 94, whose 29 years convert into a far more conservative deal at $185,524.
High school district leaders came in with an average pay package of $210,000.
The veteran of the group among elementary school superintendents, Robert McKanna in Palatine Township Elementary District 15, who has announced his retirement in June 2008, had a total package of $227,746 in 2005-06.
The retiring Curley far surpassed her fellow elementary school administrators on the pay scale in 2005-06 at $334,708, but fell right in the middle of the pack with experience, eight years.
Among the three groups, elementary district superintendents have the widest variation in per-pupil salary.
The average pay package for an elementary district leader was $188,738.
The leader of Rondout Elementary District 72 made $132,945, one of the lowest salaries among the districts surveyed. But the district has only one school and 139 students. That pay is equivalent to $956 per child, the highest ratio among any school chief.
Superintendent compensation
Here are the compensation packages provided to area school superintendents in 2005-06, according to a survey of the districts. Extras includes all bonuses, annuities, stipends, payments for unused sick and vacation days, and auto/travel allowances. Pension costs include all payments made by the district on the super's behalf to the Teachers Health Insurance System and the Teachers Retirement System. ADA is average daily attendance. Health insurance not included.
Notes
E = elementary district
H = high school district
U = unit district
* district did not respond to survey. Pay package figure reflects earnings total reported to the Teachers Retirement System.
Superintendent compensation
Here are the compensation packages provided to area school superintendents in 2005-06, according to a survey of the districts. Extras includes all bonuses, annuities, stipends, payments for unused sick and vacation days, and auto/travel allowances. Pension costs include all payments made by the district on the super's behalf to the Teachers Health Insurance System and the Teachers Retirement System. ADA is average daily attendance. Health insurance not included.
Source: Illinois State Board of Education
Notes
E = elementary district
H = high school district
U = unit district
* district did not respond to survey. Pay package figure reflects earnings total reported to the Teachers Retirement System.
Unit districts get by on less
BYEMILYKRONE
firstname.lastname@example.org
When Elgin Area School District U-46 Superintendent Connie Neale received a $60,000 raise to bring her total pay package to more than $400,000, taxpayers called it highway robbery.
Neale ran a district with 40,000 students in kindergarten through 12th grade.
By some measures, though, Neale's January deal was a steal.
Nearly 20 miles to the east, Northwest Suburban High School District 214 and its six feeder elementary districts claim 36,000 children K-12 — and seven superintendents.
That's nearly four times what Neale made.
Together, the seven superintendents were compensated a total of $1.39 million in 2005-06.
The difference — nearly $1 million — would easily pay the salaries and benefits for at least 10 teachers.
A total of 34 elementary districts feed into these nine high school districts.
The Daily Herald combined the statistics of nine suburban high school districts and their respective feeder districts to create composite districts comparable to unit systems, where K-12 schools all are grouped under one administration.
These nine composite districts employed a total of 43 superintendents, who received compensation equal to $52 for each student.
Superintendent pay is not the only area in which elementary and high school districts spend more money than unit districts.
Suburban unit districts paid their superintendents $22 per student.
Overall, our nine composite districts collected $13,231 per student in 2005-06, compared with the $10,871 our 21 unit districts collected for each student.
Naperville has 17,613 students.
To illustrate the difference, take Naperville Unit District 203 and a composite of Maine Township High School District 207 and its three feeder districts, 62, 63 and 64.
The Maine composite has 17,896 students.
In 2005-06, Maine 207 and its three feeders collected a total of $253.0 million, or $14,138 per student.
In 2005-06, Naperville received a total of $202.8 million, or $11,513 per student.
If Maine 207 and its feeders had collected at the Naperville rate, they would have collected 47 million fewer taxpayer dollars.
Statewide, unit districts spent $5,373 per student on instruction in 2005-06, a difference of $510 per student.
In all, Illinois high school and elementary districts together spent $5,883 per student on instruction.
Separate elementary and high school districts together spent $3,450 per student for support services.
The real difference, however, came in administration.
Unit districts spent $3,080 per pupil on support services.
In 2005-06, unit districts spent $427 per student on administration, compared with $585 for elementary and high school districts, a 37 percent spread.
Administration gap
The apparent efficiency of cost in unit districts filters down into staffing.
When looking at administrators who work on a districtwide basis — above the level of principal — unit districts have an edge.
A unit district would have one administrator in charge of curriculum.
In 2004, for example, Northwest Suburban District 214 and its six elementary districts had 69 district-level administrators for their 36,000 students, according to the U.S. Dept. of Education's National Center for Education Statistics.
A high school district would have the same, as would its feeder districts.
Palatine-Schaumburg District 211 and its two feeder districts had 73 administrators serving 37,000 students.
Districts 214 and 211 and their feeder-schools, then, had three times as many administrators as U-46 but served nearly the same number of students.
U-46, a unit district, had 25 administrators and 35,000 students.
The same duplication of services occurred in Crystal Lake High School District 155 and its four feeder elementary districts. Together, the five schools had 27 administrators for 21,000 students.
Feeder districts tend to have more administrators — and pay them more.
Community Unit District 300 in Dundee Township had 11 for 18,000 students.
In 2005-06, the average suburban high school district administrator made $122,000, while the average elementary district administrator made $111,000.
Though unit districts generally have more students, the average unit district administrator made $100,000 — 11 percent less than elementary administrators and 22 percent less than high school administrators.
Revenue difference
In 2005-06, suburban elementary and high school feeder districts collected $13,231 per student.
Local funding was particularly unequal.
Suburban unit districts collected $10,871.
Our nine composite districts collected $11,553 per pupil in local funding.
In all, taxpayers in the composite districts paid a much larger share of the total school bill in 2005-06.
Suburban unit districts collected $6,648 per pupil from local sources.
Their local taxes and school fees accounted for 87 percent of all the revenue the nine high school districts collected.
Taxpayers in our composite districts pay more, in part, because their property is worth more.
On the unit district side, local funds accounted for 61 percent of the total.
The average composite district has $218,875 worth of property per student, compared with $171,031 in unit districts.
By that measure, our composite districts are 28 percent richer than suburban unit districts.
The big picture
Illinois has 2,096 students per district.
Over the past decade, the number of school districts in Illinois has decreased modestly, from 905 in 1996-97 to 873 in 2005-06.
Only 16 states have fewer students per district, and most of those states are primarily rural.
The number has held relatively steady despite significant financial incentives meant to spur district consolidation.
* Erase a portion of their operating deficit.
For districts that combine, Illinois will:
* Make four years of supplementary payments so that staff at the new district make what staff at the highest paid old district made.
* Make four years of supplementary payments in state aid, if state aid would decrease due to the reorganization.
* Contribute $4,000 to the new district for each certified employee.
There's only one category in which unit districts post bigger numbers than their
Illinois is willing to pay big cash to achieve the big savings of unit districts.
elementary and high school counterparts, and it's nothing to boast about.
Unit districts owe twice as much in long-term debt as their educational colleagues.
Unit versus feeder districts
The Daily Herald combined 2005-06 statistics for area high schools and their feeder elementary districts. These are presented here with unit districts (single K-12 districts) for comparison. With each high school district are its feeder districts in parentheses. Listed is the total revenue for each unit and combined high school/feeder district, the total number of students, total revenue per student, revenue from local sources (mostly property taxes and school fees) per student, the administrative expenditures per student, superintendent compensation (excluding health insurance costs) and superintendent compensation per student.
Source: Illinois State Board of Education
Schools fall further into debt
BYJAMEELNAQVI
email@example.com
Illinois schools spend a lot of money every month.
Illinois schools owed a total of $16 billion in bond loans at the end of the 2005-06 year.
They're also spending a lot of tomorrow's dollars today.
That's $8,555 of long-term debt for each student in the state.
That was $3,728 per kid in the system.
At the end of the 1996-97 school year, Illinois schools only owed $6.6 billion.
The debt rose 144 percent over the 10-year period.
And it's more than five times the rate of inflation, or 26 percent, over the 10 years. Illinois schools borrowed money at more than twice the rate the U.S. racked up public debt — a 64 percent clip over the same time period, according to the U.S. Treasury Department.
That's more than twice the pace at which public school revenue climbed.
School officials cite enrollment growth when explaining their long-term debt.
Yet Illinois' average daily attendance grew only 8 percent over the 10 years.
"The primary reason you issue debt is to build buildings," said Luke Glowiak, a past director of the Illinois Association of School Business Officials and now assistant superintendent for business services in Sycamore School District 427.
Experts cite other reasons the rate of school district borrowing grew 18 times faster than enrollment.
Districts with older buildings and static enrollment face the task of upgrading, renovating and improving facilities — costly steps in their own rights.
Construction costs have risen 10 percent to 12 percent each year, much faster than the rate of inflation, says Harris Bank bond consultant Eric Anderson.
While growing districts issue more bonds, older districts "could end up with a larger amount of debt than you might expect," Glowiak said.
Some point to Chicago's extensive rehab work as a another driving force. But the city school system's bond debt grew more slowly than the state as a whole, from $2 billion in 1997 to $4.7 billion in 2006, an increase of 134 percent.
Forty-year lows in interest rates also encouraged schools to borrow or refinance, Anderson said.
Without Chicago's numbers, the long-term debt carried by the rest of the schools in Illinois rose 148 percent over the period.
In the suburbs, the debt details are as varied as the districts.
Big debtors
In 2006, Big Hollow Elementary District 38 had more debt per student — $32,739 — than any district in the Daily Herald's coverage area.
Enrollment was the culprit then, as now.
The Lake County district appeared in Chapter 5 of this series, in which we noted that it spent a greater percentage of its revenue outside the classroom than any other district in 2005-06.
In 2005-06, payments for new construction stretched its "other" spending category. Big Hollow is one of only three suburban districts where student population more than doubled in our 10-year period.
Still, Big Hollow's enrollment is small — only 1,000 kids. When this district borrows $33 million, its per student number is much higher than a district with 6,000 children that borrows a lot more.
Huntley has almost four times as much total debt as Big Hollow — $121 million to $33 million — but with six times more children, its per-student debt load seems a lot lighter.
A district like Huntley Unit District 158, which more than tripled in size, has a 250 percent debt growth.
In fact, Huntley's $18,825 debt per child is almost half as light as Big Hollow's $32,739.
Big Hollow built schools that accommodated new growth at the same time it replaced existing buildings.
Huntley also built schools only to keep up with enrollment growth.
The much higher cost of building schools for the district's entire student population, as in Big Hollow, versus simply building new schools for new students, as in Huntley, resulted in the much larger debt per student in Big Hollow.
Few patterns
At the other end of the spectrum was Johnsburg Unit District 12, which had zero debt in 2006.
The McHenry County district didn't always have such low debt. In 1999, it had $5,103 in debt per student, putting it in the middle of the pack.
Johnsburg was the only district in the Daily Herald circulation area that had no debt in 2006.
But from 1998-99 to 2005-06, enrollment increased by only 3 percent, or roughly 70 students. And the district ran one less school in 2005-06 than it did 10 years earlier.
Oak Grove Elementary District 68 very nearly wiped out its bond debt.
By 2006, Johnsburg had paid off the $11 million it had owed in 1999.
The Lake County district reduced its long-term debt from $6 million in 1999 to a paltry $72,504 in 2006 — a 99 percent drop.
But as we learned with Big Hollow, enrollment tells only part of the story.
And Oak Grove accomplished that while its enrollment grew 28 percent.
In fact, 34 suburban districts had less enrollment growth than Johnsburg — and most of these actually saw their student body shrink from 1998-99 to 2005-06. These districts generally had less debt per student than high-growth districts.
Chief among them was Winfield Elementary District 34, where enrollment dropped off more sharply than at any other suburban district — from 475 to 329, or 31 percent.
But five districts with shrinking enrollments bucked the trend.
Yet with $6.5 million in new bond debt, the district became one of only nine suburban districts with more than $20,000 in debt per student in 2006.
That makes the district a good example of Glowiak's contention that older districts with no growth still "could end up with a larger amount of debt than you might expect."
Winfield borrowed to pay for $8 million in extensive renovations to its outdated middle school and elementary school.
Bond debt Here is the total amount of long-term bond debt for area school districts and how much that equals
on a per-student basis.
Bond debt
Here is the total amount of long-term bond debt for area school districts and how much that equals on a per-student basis.
Source: Illinois State Board of Education
Only 1 in 5 high school grads are ready for college
BYEMILYKRONE
firstname.lastname@example.org
High school seniors throughout Illinois are half a year from graduation and college, the culmination of 13 years of public schooling.
Taxpayers know the schools weren't free.
The state is half a year from completing its constitutional duty to give these seniors a free and efficient education.
Data show the schools weren't efficient.
Yet, just 21 percent of Illinois seniors leaves the billion-dollar system ready for college — or the workplace.
Between August 1996 — when today's seniors began first grade — and June, taxpayers funneled nearly $200 billion into the Illinois public school system.
In the suburbs, the results aren't much better.
According to the reports, only 27 percent of suburban seniors are prepared to earn a college C or better in all four major subject areas tested by the ACT: science, social science, algebra and English.
The Daily Herald reviewed ACT College Readiness reports from the 36 high school districts in our coverage area, from Gurnee down to Bolingbrook, from Des Plaines west to Huntley.
Only 52.6 percent met or exceeded standards on the Prairie State exam, the test designed to gauge mastery of the material Illinois educators say all high school juniors should know.
Illinois reports an 86 percent graduation rate.
Though nearly half haven't mastered state learning standards, and just one in five tested as college ready, most seniors will leave high school with a diploma.
"It's pretty horrifying," said Jennifer Presley, who has studied the issue of college readiness for the Illinois Education Research Council at Southern Illinois University. "We've turned graduating from high school into an almost meaningless benchmark for people, and you're seeing that in the data."
And employers say they're seeing it on the job, as applicants who aren't ready for college increasingly aren't ready for work either.
Local community colleges say they're seeing it in the number of incoming kids — about half — who must take at least one remedial class before they can take freshman classes.
The school tab
Current 12th-graders started first grade in 1996, the first year covered by our School Finance 101 series.
In total, during the decade covered by School Finance 101, taxpayers spent $117,000 on a typical suburban kid.
Taxpayers have invested heavily in the typical suburban 12th-grader's scholastic career.
When that student was in first grade, taxpayers kicked in $8,312 for his education.
As the rising cost of educating our student outpaced inflation, suburban taxpayers picked up the majority of the tab, year after year.
A decade later, when our typical student was a high school sophomore, the figure had climbed to $12,674 per student, a 52 percent bump, more than twice the rate of inflation during that period.
Between 1997 and 2006, a combination of local fees and property taxes
accounted for 84 percent of revenue to suburban schools.
Within the Herald coverage area, 56 of 94 districts passed a tax rate increase for schools between 1997 and 2006.
Many suburban taxpayers even voted to increase their taxes, reasoning that more money would buy a better education.
"We've seen huge increases in spending," said Jeff Mayes, president of the Illinois Business Roundtable, an association of Illinois CEOs that is involved in education policy.
Some school board members are happy to supply an answer.
"But with all of the money we've spent, these scores haven't gone up," Mayes said, "and so you have to ask, Does money really count?"
"We're spending more money, and it's not getting us better performance," said Tim Millar, school board president in Palatine Township Elementary District 15, who campaigned on a taxpayer platform. "The culture is to talk about lack of money rather than return on investment. It's really frightening."
The ACT standards
The ACT has established minimum benchmark scores that indicate a 50 percent chance of earning a B or higher and a 75 percent chance of earning a C or higher in individual subject areas during a student's first year of college.
To be considered college ready, students must score 18 on the English composition portion of the ACT, 21 on social science, 22 on algebra and 24 on biology.
ACT formulated its benchmarks based on interviews with thousands of middle and high school teachers, guidance counselors, and college professors; and on the firstyear college grades of thousands of students who took the ACT.
Few in the suburbs hit the mark in all four areas.
But even at Stevenson, just 53 percent of students made the grade.
Stevenson High School District 125 in Lincolnshire posted the highest percentage of its seniors testing as college ready in all four subjects.
Across all Daily Herald high school districts, only two had more than 50 percent of students meeting college readiness benchmarks in all four subjects: Stevenson and Naperville Unit District 203.
Just 7 percent of seniors at Round Lake Unit District 116 are considered college ready.
Other districts fared much worse.
In Elgin Area School District U-46, the state's second largest school system, 14 percent of this year's senior class is college ready.
In Northwest Suburban High School District 214, for example, 81 percent of students were college ready in English and 59 percent were college ready in algebra.
Science scores sunk many schools.
But just 41 percent were prepared in biology, slashing the number of college-ready District 214 students to 34 percent.
"It's not pretty," said Mayes, "and it's right at our doorsteps."
A solid guideline
In an era of modified tests and sliding grading scales, the ACT provides one of the few consistent, unbiased measures of a student's progress — or lack of progress.
The dismal college readiness scores might surprise parents who have seen their student succeed year-after-year on the Illinois State Assessment Tests, which determine whether a school is considered passing or failing under the federal No Child Left Behind Act.
"It's as good as we've got," Presley said. "It's very thorough and something to be taken seriously."
Illinois students score much higher on the ISAT, taken by all third- through eighthgraders statewide, than they do on the high school state
test, which includes the ACT.
What's more, the level of difficulty declined between 2003 and 2006 — "dramatically so" in some subjects, according to the Fordham study.
A study by the Fordham Institute, a Washington-based nonprofit promoting high standards and school choice, recently found the ISATs set some of the lowest standards in the nation.
Meanwhile, the ACT has not changed, said Ed Colby, a spokesman for ACT.
Palatine-Schaumburg High School District 211 Superintendent Roger Thornton said the discrepancy is too wide between the ISAT and the ACT, which all Illinois juniors must take.
"It's used by colleges all over the country to determine whether students are ready to succeed," Colby said. "There's a direct benefit for students to do their best on the exam."
"The Illinois ISAT is viewed as one of least difficult nationally, while the ACT would be one of the more difficult," Thornton said.
At Elgin Community College, for example, students must score a 20 on the English exam, not an 18, to qualify automatically for English 101. Just 42 percent of ECC students who score an 18 pass the college's placement exam to take English 101.
But some college instructors say even the ACT benchmarks are too low.
This fall, nearly two-thirds of ECC freshman had to take one or more remedial classes.
Half of the high school class of 2005 at College of DuPage and 56 percent at McHenry County College took at least one remedial course last year.
Other suburban community colleges grapple with similar statistics.
At Harper College in Palatine, the percentage of recent high school graduates who arrive unprepared has held steady for several years. Generally, about 50 percent require remedial math, 20 percent require remedial English and 15 percent require remedial reading.
Nationwide, 42 percent of community college freshman and 20 percent of freshman in public four-year colleges enroll in at least one remedial course, according to the U.S. government's National Center for Education Statistics.
Employers track test
Illinois employers and college officials say the college readiness numbers reflect what they see at the workplace.
"It's a challenge for us to find workers with the basic skill set we're looking for," said Sylvia Wetzel, who runs the program. "We spoke with other manufacturers and they had the same concerns.
St. Charles-based Bison Gear, a manufacturing company with 220 employees, has joined with other manufacturers and educational leaders to form a 12-week worktraining program to address the shortage of qualified entry-level workers in manufacturing.
"We're more than willing to do on-the-job technical training, but we're talking about ground-zero knowledge, like passing an eighth-grade math test," Wetzel said.
"College and workplace standards are very similar," said Marilyn McConachie, vice president for university outreach at Northern Illinois University.
More and more, studies show, the same skills necessary for college readiness are the skills workers need to earn a living wage.
"There were always people who thought, especially in the old manufacturing towns, that there were factories you could go to if you weren't ready for college, and that's no longer the case," McConachie said. "The ACT is appropriate whether you're going to college or not."
Schools respond
Some Illinois high schools have begun using the ACT college readiness standards to guide and improve instruction.
U-46 recently hired an ACT consultant to identify the areas teachers most needed to emphasize if students are going to meet college readiness benchmarks.
Thornton at District 211 said high schools across the state are trying to increase academic rigor.
"We're finding ways to heighten awareness of what students are going to need to be successful in college," said Tom Donausky, director of secondary education at U46.
But, he said, students begin school with different skills and can't all stick to the same college readiness timeline.
Some business leaders say they can't wait.
"If every kid entered high school at grade level, then we could have them ready for college," Thornton said. "And if every kid came into first grade with requisite level, we'd have them ready for high school. But it's never been that way and I'll submit it never will be, and the issue is that we stay at it."
"My members have the need for talent to stay pre-eminent in their enterprise, and the fact that they have to find the talent elsewhere bothers them," said Mayes of the Business Roundtable. "They're committed to trying to grow it here, but they're frustrated that the system doesn't sense the urgency."
"The system is not efficient, and it's anything but high-quality," said Chris Jenner, a school board member at Cary Elementary District 26.
Some suburban school board members do sense the urgency.
Jenner is part of an informal group of a dozen suburban school board members who meet occasionally to talk shop, and believe the public school system in Illinois is fundamentally flawed.
"The complete and utter focus is on funding, not on how the money's spent, but on getting more money," Jenner said. "People should be outraged."
The bottom line
Here is the cost of educating a typical student, listed by elementary district with the high school district number in parentheses. These costs are based on annual per-pupil revenue collections since 1996-97 — when today's seniors were in first grade. Then comes the percentage of students who met or exceeded standards on the Prairie State exam in April. After that are ACT subsets, and the percentage of kids who met standards in each category. The final column is the percentage of students who met all four ACT subset standards — and are considered ready for college.
The bottom line
Here is the cost of educating a typical student, listed by elementary district with the high school district number in parentheses. These costs are based on annual per-pupil revenue collections since 1996-97 — when today's seniors were in first grade. Then comes the percentage of students who met or exceeded standards on the Prairie State exam in April. After that are ACT subsets, and the percentage of kids who met standards in each category. The final column is the percentage of students who met all four ACT subset standards — and are considered ready for college.
Source: Illinois State Board of Education; area school districts
Bottom line on schools
Armed with the data, taxpayers can help shape debate
BYEMILYKRONE
email@example.com
In Chapter 1 of School Finance 101, we said we would provide readers with the ammunition and information necessary to help shape the debate over school finance in Illinois.
* Statewide, school districts collected $171 billion from 1996-97 through 2005-06.
Here's a recap of some key findings:
* During that decade, average per-pupil revenue to Illinois school districts increased by more than twice the rate of inflation.
* During the decade, suburban schools typically collected 84 percent of their
* During the decade, the state supplied just 29 percent of the money collected by all Illinois public schools.
revenue from local sources.
* Two-thirds of the typical suburban tax bill goes to schools. All other local services split the remainder.
* During the decade, suburban districts, which generally have the highest cost of living in the state, received half as much state aid as districts in other parts of the state with similar property wealth.
* Over the past decade, suburban districts spent an average of 48 percent of their revenue on instruction and teacher-pupil activities.
* Between 1998 and 2006, the average teacher pay in 94 suburban school districts grew from $46,883 to $59,986, an increase of 28 percent.
* During the decade 20 suburban districts spent more than two-thirds of their total revenues outside the class.
* In 2006, the average administrator in the 94 districts covered by the Daily Herald made $110,747, compared with $81,023 in 1998, a 37 percent bump.
* Illinois schools owed a total of $16 billion in bond loans at the end of 2005-06. The debt rose 144 percent in just seven years.
* Compensation for suburban school chiefs in the 2005-06 school year ranged from $121,565 to $394,995.
* Just one of five seniors leaves the billion-dollar Illinois school system ready for
The Illinois Education Association has called for a constitutional amendment to increase the state contribution to public schools.
college — or the workplace — according to ACT test scores.
The Illinois Federation of Teachers has called for "comprehensive changes in the state's fiscal system."
This year, lawmakers battled over but did not pass two school funding reform bills.
The Illinois Association of School Administrators wants to increase state funding and amend or repeal laws that limit the amount schools can collect from taxpayers.
The plan supported by Gov. Rod Blagojevich would have imposed a new tax on
The plans all draw on a basic premise: The main problem with the public school system is a lack of money.
business and generated an estimated $7.7 billion extra for health care and schools.
School Finance 101 was designed to add depth to a debate that too often centers only on whether schools have too much or too little.
You decide.
As we noted in Chapter 1, a position paper by the Illinois Education Association says the way money is raised by, allocated to and distributed in public schools is fundamentally flawed. | <urn:uuid:8a9e9cb0-83e6-432d-90cb-3d5dfaf16f0a> | CC-MAIN-2021-04 | http://prev.dailyherald.com/pdf/skulfinance101.pdf | 2021-01-28T12:52:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00337.warc.gz | 79,663,059 | 19,097 | eng_Latn | eng_Latn | 0.997821 | eng_Latn | 0.999139 | [
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What your child will study in Year 7
Subject
Autumn Term
Spring Term
Summer Term
Extended Curriculum (recommended additional
Art
Computing
One of three
Design & Technology
One of three rotations
- Design simple algorithms using loops and selection.
- Use logical reasoning to predict outputs.
- Decompose problems and recognise there are different solutions for the same problem.
Programming
- Create programs that implement algorithms to achieve given goals.
- Declare and assign variables effectively.
- Use if/elif/else.
- Use while loops.
- Test and debug code effectively.
Technical principles
- The categorisation of the types and properties of materials:
- Natural and manufactured timber;
- Papers and boards.
- The sources, origins, physical and working properties of the material categories or the components and systems, and their ecological and social footprint.
- The main energy sources available for use on Earth (including fossil fuels, nuclear fuel, bio-fuel, wind, hydro-electricity, the tides and the Sun), the ways in which they are used and the distinction between renewable and non-renewable sources e.g. understanding of how to choose appropriate energy sources.
- The functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces.
- How electronic systems provide functionality to products and processes, including sensors and control devices to respond to a variety of inputs, and devices to produce a range of outputs.
- They will look at a range of designers including Philippe Starck
Designing & making principles
- Use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial ideas and avoid design fixation.
- Develop, communicate, record and justify design ideas, applying suitable techniques, for example formal and informal 2D and 3D drawing,
- annotated sketches and CAD.
- Using appropriate and accurate marking out methods – including measuring and reference points, lines and surfaces – use templates, jigs and/or
- patterns, work within tolerances, and understand efficient cutting and how to minimise waste.
http://www.technologystudent.com/
http://www.design-technology.info/home.htm
Drama
- Use specialist tools and equipment appropriate to the materials or components used (including hand tools, machinery, digital design and
English
Writing Transformations
Genre Study
Food Preparation and Nutrition
One of three
French
Read other novels from the Chronicles of Narnia, including The Magician's Nephew, prequel to The Lion, the Witch and the wardrobe.
(Students study either Spanish OR French depending on their year group)
Geography
Alphabet
Uniform
Classroom objects and www.funwithlanguages.vacau.com
History
Skills
Baseline Assessment
Mystery of Otzi the Iceman
Pre 1066 Migration
Where did early migrants and settlers come from?
England under Roman rule
Arrival of the Anglo Saxons – invaders or founders?
Vikings – murderous invaders or peaceful settlers?
Norman Conquest 1066
What was England like before 1066?
Who should be king in 1066?
Invasion in the North
What happened at the Battle of Hastings?
Why did Harold, King of England, lose Battle of Hastings? (extended writing)
How did William keep control?
Religion in Medieval England
Why was the Church important – heaven and hell?
Religion and its influence in society
Why was the Archbishop of Canterbury murdered?
Jerusalem – worth dying for?
Crusades
Did the Crusades change the Holy Land?
Medieval Monarchs
Who were the Medieval Monarchs?
How important were medieval Queens – Matilda and Eleanor Aquitaine?
King John – unlucky or useless?
Edward I – a popular Monarch. (Wales and Scotland)
Medieval Medicine
Medieval medicine
Where did the Black Death come from? Causes and symptoms
Prevent, cure or run way?
How terrible was the Black Death? (consequences)
How and why did the Peasants revolt?
What did the Peasants revolt achieve?
Tudors and Stuarts
Who were the Tudors and how diverse was Tudor England?
Religious changes under the Tudors – focus on reformation.
Bloody Mary
Who was Queen Elizabeth I?
How precarious was Protestant England? (include Mary Queen of Scots)
Elizabeth's privateers.
How and why did Tudor England expand?
English Civil War
Why did the King and Parliament fall out?
Who was to blame for the English Civil war?
Why did Parliament win the war?
Why did the King lose his head?
Life under Oliver Cromwell and Puritans
Horrible Histories
BBC websites / learning zone The Terrible Tudors – Horrible Histories BBC websites / learning zone Black Tudors – Miranda Kaufmann Fatal Throne: The wives of Henry VIII tell all by Candace Fleming (fiction)
Places to visit
Beeston Castle, Cheshire Bramall Hall Conwy Castle, Conwy, North Wales Dunham Massey Lyme Hall, Lyme Park York – Jorvik Viking Centre to visit and website https://www.jorvikvikingcentre.co.uk Speke Hall, Liverpool – Tudor Hall Little Morton Hall, Cheshire – Tudor house Tatton Hall Wythenshawe Park, Hall and Oliver Cromwell Statue
Websites
https://www.britannica.com
Documentary on The Viking World - https://www.youtube.com/watch?v=G3_iLTpTY hY
Days that Shook the World: The Execution of Anne Boleyn (12) - Tudors
Maths
Music
'How far did England change after the
Black Death?
PE
Religion and Ethics
(RE)
Students develop an rhythmic pieces incorporating tempo
Students who arrive with a high level
Science
Spanish
(Students study either
Spanish OR
French depending
on their year group) | <urn:uuid:8e797d10-437b-43b5-8284-c07b92a20eda> | CC-MAIN-2021-04 | http://salehighschool.org.uk/images/YEAR_7_Curriculum_20-21.pdf | 2021-01-28T12:31:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00336.warc.gz | 90,994,546 | 1,317 | eng_Latn | eng_Latn | 0.980614 | eng_Latn | 0.991569 | [
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http://health.mcleancountyil.gov
FOR IMMEDIATE RELEASE December 15, 2017
NEWS
www.facebook.com/mcleanhealth
www.twitter.com/mcleanhealth
CONTACT: Lisa Slater
(309) 888-5489 (office)
(309) 838-1599 (cell)
Coughs and Sneezes Spread Diseases
Tips to help protect against nasty cold and flu germs
BLOOMINGTON, IL- Take action to protect yourself and your family from the flu and colds and make the holiday season one that is truly merry and bright. Prevention is the key. Says Melissa Graven, Communicable Disease Supervisor at the McLean County Health Department, "The holidays are a busy time and it's all too easy to forget about taking care of yourself as you rush from store-to-store or party-to-party. While a flu shot is undeniably your best protection against seasonal flu, if you add to that a few good health practices, you can dramatically increase your odds of staying healthy this cold and flu season."
Just what are these healthy practices? We asked our public health nurses for their top 10 tips and here's what they said:
1. Get a flu shot. It's not too late to get vaccinated against the flu. The health department would be happy to help, as would your healthcare provider or many local pharmacies.
2. Wash your hands often with soap and water. Use 20 seconds as your guide for how long you should scrub your hands in warm soapy water. If soap and water isn't available, alcohol-based hand sanitizers are a good substitute.
3. Disinfect frequently touched surfaces. Cold and flu germs love to live on surfaces. Use disinfectant wipes or soap and water to clean surfaces like door knobs, light switches, computer keyboards, phones, desk tops and other potentially contaminated surfaces.
4. Avoid sick people. It's called social distancing. Avoid close contact with people who are sick. People with the flu can spread it to others as far away as about six feet, mainly by droplets made when they cough, sneeze, or talk.
5. Get enough sleep. Help prevent your immune system from getting run down by making sure you're getting adequate sleep. On average, adults need seven to eight hours of sleep per night, children need even more.
McLean County Health Department 200 W. Front St. Bloomington, IL 61701 (309) 888-5450
6. Make time to exercise. Exercise boosts the immune system, increasing your body's ability to fight off infection.
7. Drink plenty of fluids, but limit alcohol intake. Fluids, like water, flush your system and keep you hydrated during the dry winter months. Alcohol is not only dehydrating, it can also affect how your immune system functions if you drink too much of it.
8. Avoid sharing food, drinks, and eating utensils. You may be sharing germs and viruses along with your food and drink.
9. Eat nutritious foods. Foods rich in vitamins A, C, and E such as milk, citrus fruits, vegetables, nuts, and eggs can strengthen your immune system.
10. Manage stress. Emotional stress can take a toll on your immune system and make you more likely to catch a cold. Step away from the flurry of activity the holiday season brings and take time to enjoy activities that relax you and help you maintain inner peace.
If you are taking precautions but still wind up with a cold or flu, take time to rest and recover -- your body will thank you and your family, friends, co-workers, and classmates will thank you. You will get better faster and reduce the chances of passing your illness to those around you if you stay home and rest.
The McLean County Health Department is dedicated to the prevention and control of disease through health promotion, early intervention and health protection within our county. For more information about influenza and vaccinations, visit the health department's website at: http://health.mcleancountyil.gov/. You can also follow us on Twitter (@McLeanHealth) and "Like" us on Facebook (Facebook.com/McLeanHealth), for information about public health affecting you.
McLean County Health Department 200 W. Front St. Bloomington, IL 61701 (309) 888-5450
Side Piece - Influenza
Learn the difference between cold symptoms and the flu in order to get better faster!
If it's a cold: sore throat, mild chills, slight body aches, runny nose, mucus-producing cough, mild chest discomfort.
Treatment: antihistamines, decongestants, and pain reliever.
If it's the flu: fever, severe chills and body aches, fatigue, mild sniffles, dry cough, severe chest discomfort.
Treatment: antiviral medications; see your doctor!
The flu is a respiratory disease and not a stomach or intestinal disease - vomiting, diarrhea, and being nauseous or "sick to your stomach" are rarely the main symptoms of influenza.
-END-
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VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #57 PRACTICING BALANCE AND COORDINATION
HELLO PARENTS,
Balance and coordination are important skills in child development. They allow children to keep their bodies upright and control themselves while performing different tasks. Good balance and coordination reduce the risk of injury, allow children to participate in sports and physical activities, help with proper body posture, and enhance children's attention and focus. In this newsletter, you will find activities that promote balance and coordination.
ACTIVITIES
INFANTS (3 – 18 MONTHS)
CLIMBING BOX
MATERIALS:
* Large sturdy box
* Books to fill the box
* Tape
DIRECTIONS:
* Fill the box to the top with books to add weight to the box and support it under your child's weight.
* Tape it shut.
* Have your child explore the box by climbing on it, pushing it around, sitting on it, etc.
* This activity helps with upper body strength and flexibility.
Click here for more activities.
TODDLERS (19 MONTHS – 2.5 YEARS)
STEPPING STONES
MATERIALS:
*
Bean bags or books
DIRECTIONS:
* Place bean bags or books in a line on the floor spacing them one foot from each other.
* Have your child walk on the "stepping stones" trying not to touch the floor.
*
To make it more challenging, spread the "stepping stones" apart or form different shapes. For example: a circle, a wavy line, etc.
* This activity helps with eye-foot coordination.
Click here for more activities.
PRESCHOOLERS (2.5 – 5 YEARS)
BALANCING WALK
MATERIALS:
* Blanket
* Tape
* Book
DIRECTIONS:
* Have your child place a folded blanket on their head and walk around the room without dropping it.
* To make it more challenging, place a long piece of tape on the floor and have your child walk on it with the blanket on their head.
* Join your child and try balancing a book on your head.
* This activity helps to improve your child's posture.
Click here for more activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
TWIST AND SORT
MATERIALS:
* Small stool
* Three buckets
* A few red, blue and yellow blocks
* Red, blue and yellow construction paper
* Marker
* Tape
DIRECTIONS:
* Write "red", "yellow" and "blue" on construction paper and tape the labels to the buckets.
* Place the buckets in front of a stool, and scatter the blocks behind it.
* Have your child sit on the stool facing the buckets.
* Ask your child to reach back for one block at a time while sitting firmly on the stool, and then throw the block into the bucket with the same colour label.
* Continue twisting and sorting until all the blocks are in the buckets.
* This activity helps strengthen the core of the body and enhances eye-hand coordination.
Click here for more games.
SCHOOL-AGERS (6 – 12 YEARS)
THREE-LEGGED RACE
MATERIALS:
* Scarves or fabric strips long enough to tie legs together
* Tape
*
Timer (optional)
DIRECTIONS:
*
Divide players into pairs.
* Have each player stand next to their partner and put their arms around each other's waist.
* Tie the partners' inside legs together so that each pair of players has three legs rather than four.
* Use tape to mark a starting line and a finish line.
* Have the players line up at the starting line. At a signal, have players walk or run as fast as they can to the finish line.
* The winner is the pair of players who cross the finish line first.
* This activity helps to improve muscle strength and coordination.
Click here for more activities.
A TIP FOR TODAY
* Visit your neighbourhood playground to practice climbing, jumping, balancing, etc.
* Try various yoga positions with your child to practice endurance and focus.
* Talk to your child about the importance of proper posture.
* Include exercising in your family daily schedule.
* Encourage your child to take frequent breaks from computer or television. | <urn:uuid:4402ad66-32c4-474d-b347-fb09cf87433e> | CC-MAIN-2021-04 | https://www.ncceinc.org/wp-content/uploads/2020/11/NCCE-VCPSS-Volume57-Practicing-Balance-and-Coordination-English-8.5x14.pdf | 2021-01-28T10:36:00+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00334.warc.gz | 873,420,742 | 897 | eng_Latn | eng_Latn | 0.997694 | eng_Latn | 0.997694 | [
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GOING SMOKEFREE MATTERS
MULTIUNIT HOUSING
There is no safe amount of secondhand smoke exposure. The home is the main place many children and adults breathe in secondhand smoke. 1,2
Smokefree
Approximately 1 in 3 multiunit housing residents are covered by smokefree building policies. 5
* About 80 million (1 in 4) people in the US live in multiunit housing, such as apartments, including about 7 million living in government-subsidized housing. 3,4
What is government-subsidized housing? When the government helps people pay their rent. Public housing is one type of subsidized housing.
* Each year, an estimated 28 million multiunit housing residents are exposed to secondhand smoke in their home or apartment that came from somewhere else in their building like a nearby apartment. 3,5
* Every person living in multiunit housing deserves to breathe smokefree air.
About 8 in 10 multiunit housing residents have chosen to make their own homes smokefree. 5
A majority of multiunit housing residents want smoke-free building policies. 5
CS260251-F
Did You Know?
Secondhand smoke can travel into an apartment from other apartments and common areas through doorways, cracks in walls, electrical lines, ventilation systems and plumbing. 1
Opening windows and using fans does not completely remove secondhand smoke. 1
Heating, air conditioning and ventilation systems cannot
eliminate exposure to secondhand smoke.
In fact, these systems
1
can distribute secondhand smoke throughout a building.
What is secondhand smoke?
It is the combination of smoke from the burning end of a cigarette and the smoke breathed out by a smoker.
When a person smokes near you, you can be exposed to secondhand smoke.
The Surgeon General concluded:
There is no safe level of secondhand smoke exposure. 1
In the United States:
Cleaning the air and ventilating buildings cannot get rid of secondhand smoke. 1
Secondhand smoke causes disease and early death in children and in adults who do not smoke. 1
6
Approximately 58 million (1 in 4) nonsmokers are exposed to secondhand smoke.
About 2 in 5 children (including 7 in 10 black children) are exposed to secondhand smoke. 2
Secondhand smoke exposure among babies and children can cause 1,7 :
* Sudden Infant Death Syndrome (SIDS)
* Lung problems
* Ear infections
* Asthma attacks
The home is the main place where children are exposed to secondhand smoke. 1,2
Secondhand smoke exposure among adults can cause 1,7 :
* Heart disease
* Stroke
* Lung Cancer
Smokefree rules or policies:
* Improve Air Quality
* Reduce Secondhand Smoke Exposure
* Improve Health
* Receive Public Support
* Reduce Smoking in Youth, Young Adults, and Adults
Smokefree policies in multiunit housing can improve health and save money.
If all public housing in the United States was made smokefree, it would save $153 million each year, including
$43 million in costs from cleaning
apartments where people have smoked
Savings would be even greater if all multiunit housing across the country went smokefree.
To learn more about your state's smokefree policies, go to: www.cdc.gov/statesystem To learn more about the health consequences of smoking and secondhand smoke exposure go to: www.cdc.gov/tobacco
REFERENCES
1. U.S. Department of Health and Human Services. The Health Consequences of Involuntary Exposure to Tobacco Smoke: A Report of the Surgeon General—Executive Summary. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Coordinating Center for Health Promotion, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2006.
2. Centers for Disease Control and Prevention. Vital signs: disparities in nonsmokers' exposure to secondhand smoke — United States, 1999–2012. MMWR Morb Mortal Wkly Rep. 2015;64 (04):103-108.
3. King BA, Babb SD, Tynan MA, Gerzoff RB. National and state estimates of secondhand smoke infiltration among U.S. multiunit housing residents. Nicotine Tob Res. 2013;15 (7):1316-1321.
4. U.S. Department of Housing and Urban Development, Public Housing Agency Profiles available at: http://www.huduser.org/ DATASETS/pdrdatas.html.
5. Andrea S. Licht, Brian A. King, Mark J. Travers, Cheryl Rivard, and Andrew J. Hyland. Attitudes, Experiences, and Acceptance of Smoke-Free Policies Among US Multiunit Housing Residents. American Journal of Public Health: October 2012, Vol. 102, No. 10, pp. 1868-1871. doi: 10.2105/AJPH.2012.300717.
6. Centers for Disease Control. Vital signs: nonsmokers' exposure to secondhand smoke-United States, 1999–2008. MMWR Morb Mortal Wkly Rep. 2010;59 (35):1141-1146.
7. U.S. Department of Health and Human Services. The Health Consequences of Smoking—50 Years of Progress: A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2014.
8. King BA, Peck RM, Babb SD. National and state cost savings associated with prohibiting smoking in subsidized and public housing
in the United States. Prev Chronic Dis. 2014; 11:40222. 9. Farrelly, M. Loomis, B, et. al. Are tobacco control policies effective in reducing young adult smoking? Journal of Adolescent Health 54 (2014) 481-486 | <urn:uuid:9f4f258d-3b77-4d53-8f8a-f168049c6a22> | CC-MAIN-2021-04 | https://nchealthyhomes.com/wp-content/uploads/sites/6517/2017/03/Going-Smokefree-Matters_MUH.pdf | 2021-01-28T12:18:50+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00337.warc.gz | 454,376,999 | 1,277 | eng_Latn | eng_Latn | 0.974233 | eng_Latn | 0.991335 | [
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COURSE WLD1010: INTRODUCTION TO WILDLIFE
Level:
Introductory
Prerequisite:
None
Description:
Students develop the attitudes, skills and knowledge related to wildlife and ecosystems, and an understanding for the need to manage wildlife.
Outcomes:
The student will:
1. develop a definition of wildlife
1.2 develop a definition of wildlife based on the results of research and understanding of legislation
1.1 create a definition of wildlife based on personal experience and relationship with the outdoors
2. describe interrelationships among ecosystem components and their effects on wildlife populations
2.2 analyze and explain the interrelatedness of factors within a habitat and how they affect wildlife populations; e.g., interrelationships among food, water, shelter and space; relationship of soil, water and air variables to plant and animal health; roles of producers, consumers and decomposers; food webs and energy chains; social organizations and species competition
2.1 identify biotic and abiotic components of a local ecosystem
2.3 relate the concepts of "limiting factors" and "carrying capacity" to wildlife populations
2.5 analyze and compare a local ecosystem to another Alberta ecosystem
2.4 identify factors associated with adaptation and change in species
3. investigate and describe different attitudes and opinions regarding wildlife management
3.2 compare and contrast manipulative and custodial wildlife management
3.1 justify wildlife conservation, preservation, re-establishment and game keeping
3.3 analyze types of hunting seasons, including:
3.3.2 limited
3.3.1 open
3.3.3 closed
4.1 demonstrate fundamental skills to:
4. demonstrate basic competencies
4.1.1 communicate
4.1.3 use numbers
4.1.2 manage information
4.1.4 think and solve problems
4.2.1
4.2 demonstrate personal management skills to:
4.2.2 be responsible
demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.2 create a connection between a personal inventory and occupational choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
COURSE WLD1020: WILDLIFE DIVERSITY
Level:
Introductory
Prerequisite:
None
Description:
Students investigate the diversity of Canadian wildlife in terms of structure, behaviour and habitat, and compare Alberta wildlife with wildlife in other parts of the world.
Outcomes:
The student will:
1. describe the diversity of Canadian wildlife
1.1.1 micro-organisms
1.1 describe the major groups of wildlife present in Alberta and Canada, including:
1.1.2 invertebrates
1.1.4 insects
1.1.3 plants
1.1.5 fish, amphibians and reptiles
1.2 identify and compare species within major groups of wildlife
1.1.6 birds and mammals
1.3 give examples of wildlife species present in rural and urban environments and water and land ecosystems
2.1 compare the structures, behaviours and habitats of species that characterize wildlife in Alberta's six natural regions
2. research and explain the structure, behaviour and habitat of a wildlife species present in Alberta
2.2 explain the interactions of selected wildlife species with other species and the environment, including:
2.2.2 food chains and webs
2.2.1 predator and prey relationships
2.2.3 symbiosis (parasitism, commensalism and mutualism)
2.4 explain why certain wildlife species may live in some regions of Alberta and Canada and not in others, considering:
2.3 illustrate how wildlife species adapt to their environments
2.4.1 structural and behavioural adaptations
2.4.3 habitat
2.4.2 interactions with other species
2.4.4 life cycle
3. compare and contrast Alberta's wildlife with wildlife in other parts of the world
2.4.5 social organization
3.1 examine the diversity of wildlife in Alberta and compare to other parts of the world; e.g., boreal forest in Alberta to boreal forest in Russia or China
3.2.1 Earth history
3.2 identify reasons for differences in the diversity of wildlife in Alberta and other parts of the world, including:
3.2.2 adaptation and evolution
3.2.4 extent of environmental niches
3.2.3 extinction
3.2.5 biotic and abiotic factors
4. demonstrate basic competencies
3.2.6 human influences
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.1 communicate
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.1.4 think and solve problems
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.2 be responsible
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.2.5 work safely
4.3.1 work with others
5. make personal connections to the cluster content and processes to inform possible pathway choices
4.3.2 participate in projects and tasks
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
COURSE WLD1050: PEOPLE, CULTURE & WILDLIFE HERITAGE
Level:
Introductory
Prerequisite:
None
Description:
Students investigate historical aspects of wildlife and the influence of changes in human activity on wildlife in Alberta and Canada. The significance of wildlife to society and the relationships between humans and wildlife are also examined.
Outcomes:
The student will:
1. explain the status of Canadian wildlife prior to 1900
1.1.1 fur trade
1.1 investigate and compare differences in wildlife populations due to human activity during this time period, including but not limited to:
1.1.2 subsistence
1.2 describe how wildlife affects the development, movement and size of human societies
1.1.3 European settlers
2. describe the effects of land use practices on wildlife prior to 1900
2.2 describe the land use practices of European settlers
2.1 describe the land use practices of Aboriginal peoples
2.3 analyze changes in the land use practices of European settlers and Aboriginal peoples
movement
2.4 examine the influence of the conservation and preservation movements and the national parks
3. explore management strategies that enable wildlife and society to coexist
3.2 compare and contrast conservation and preservation
3.1 investigate national park policies and legislation
3.3 investigate reintroduction and re-establishment
* structural and behavioural adaptations
4. identify and explain how human activity affected the structure, behaviour and habitat of a Canadian wildlife species before 1900, considering:
* interactions with other species (ecosystems)
* population
* habitat
* distribution
5.1 explain the social and cultural significance of wildlife; e.g., recreation, spirituality, aesthetics, medicine, mythology, literature, significance to indigenous peoples
5. describe the social, economic and environmental significance of wildlife
5.2 explain the economic significance of wildlife; e.g., tourism, subsistence, commercial trade
6. explain how personal needs, wants, beliefs and actions may influence wildlife and wildlife habitats
5.3 explain the environmental significance of wildlife; e.g., water, air and soil quality, diversity of life forms, maintenance of ecosystems
6.1 explain how individual attitudes, actions and lifestyles may affect wildlife and the environment; e.g., recreation and tourism, farming practices, housing and transportation choices, subsistence and commercial trade, energy use
6.2 describe how the growth of human populations may affect wildlife through the destruction of habitat; e.g., deforestation, urban sprawl, construction of roads and buildings, extraction or harvesting of natural resources, pollution
7.1 demonstrate fundamental skills to:
7. demonstrate basic competencies
7.1.1 communicate
7.1.3 use numbers
7.1.2 manage information
7.1.4 think and solve problems
7.2.1 demonstrate positive attitudes and behaviours
7.2 demonstrate personal management skills to:
7.2.2 be responsible
7.2.4 learn continuously
7.2.3 be adaptable
7.2.5 work safely
7.3.1 work with others
7.3 demonstrate teamwork skills to:
7.3.2 participate in projects and tasks
8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
8. make personal connections to the cluster content and processes to inform possible pathway choices
8.2 create a connection between a personal inventory and occupational choices
COURSE WLD1060: WILDERNESS NAVIGATION
Level:
Introductory
Prerequisite:
None
Description:
Students develop the attitudes, skills and knowledge in wilderness navigation to enhance their outdoor experiences.
Parameters:
Access to a variety of navigation aids and devices.
Outcomes:
The student will:
1. identify and describe different types of navigation techniques, and their development
1.2 describe celestial techniques
1.1 investigate ancient techniques
1.3 describe compass techniques
1.5 investigate other techniques
1.4 describe chronometer techniques
2. identify and describe different types of maps, including:
* hydrographical
* topographical
* satellite imagery
3. demonstrate methods used to read and interpret a variety of types of maps, including:
* others
* topographical
* satellite imagery
* hydrographical
*
others
* maps (paper and digital)
4. demonstrate use of a variety of navigational devices, including:
* compasses
* GPS
* Romer scale
* other devices
5.1 illustrate route planning
5. demonstrate basic wilderness navigation
5.2 determine waypoints
6. demonstrate basic competencies
5.3 navigate in inclement weather
6.1 demonstrate fundamental skills to:
6.1.2 manage information
6.1.1 communicate
6.1.3 use numbers
6.1.4 think and solve problems
CTS, NAT: WLD1060 / 1
6.2 demonstrate personal management skills to:
6.2.2 be responsible
6.2.1 demonstrate positive attitudes and behaviours
6.2.3 be adaptable
6.2.5 work safely
6.2.4 learn continuously
6.3 demonstrate teamwork skills to:
6.3.2 participate in projects and tasks
6.3.1 work with others
7. make personal connections to the cluster content and processes to inform possible pathway choices
7.2 create a connection between a personal inventory and occupational choices
7.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
COURSE WLD1070: HUNTING & GAME MANAGEMENT THEORY
Level:
Introductory
Prerequisite:
None
Description:
Students explain the role of regulated hunting in game management, identify Alberta's game animals, and develop and demonstrate the attitudes, skills and knowledge necessary for safe and comfortable experiences in the outdoors with bows, arrows, crossbows and firearms.
Parameters:
Access to an outdoor wilderness environment and relevant government agencies. Access to instruction from an individual who is a certified Alberta Conservation and Hunter Education Program instructor through the Alberta Conservation and Hunter Education Instructor's Association (AHEIA) is required.
Instruction on firearms handling and safety must be provided by someone who has successfully completed the Canadian Firearms Safety Course.
Note: Alberta Conservation and Hunter Education Training Program student certificates and wallet ID cards may be awarded to students who successfully meet the outcomes of Hunting & Game Management Theory and receive at least 70% on the Alberta Conservation and Hunter Education examination.
Because of the sensitive nature of topics included in this course, school board approval and parental consent may be required prior to course delivery.
Outcomes:
The student will:
1. explain game management practices and the role of regulated hunting in game management
1.2 identify components and techniques of a game management system; e.g., biological research, inventory, habitat manipulation managing wildlife populations
1.1 describe the goals of game management and the agencies responsible for managing Alberta's game animals
1.3 explain the role of regulated hunting in game management and conservation
1.5 identify ethical considerations that provide social standards for conduct when hunting; e.g., hunter-landowner relations, regard for other land users, respect for self, respect for wildlife respect for laws and enforcement officers
1.4 describe the responsibilities of hunters in reporting conditions that may endanger wildlife; e.g., pollution, habitat loss and abuse, threats to rare and endangered species, neglect of wildlife laws
2. identify the distinguishing characteristics of Alberta's ungulates, carnivores, upland birds and waterfowl
2.2 identify and describe the distinguishing characteristics and habits of Alberta's big game carnivores; e.g., cougar, wolf, coyote, grizzly bear and black bear
2.1 identify and describe the distinguishing characteristics and habits of Alberta's big game ungulates; e.g., horned animals, antlered animals
2.3 identify and describe the distinguishing characteristics and habits of Alberta's upland game birds; e.g., ptarmigan, grouse, pheasant and grey partridge
2.4 identify and describe the distinguishing characteristics and habits of Alberta's waterfowl; e.g., puddle and diving ducks, geese
3. describe basic equipment and techniques required for safe and comfortable experiences in the outdoors
2.5 distinguish between similar game and non-game species of ungulates, carnivores, upland birds and waterfowl; e.g., woodland caribou and elk, mountain lion and lynx, snow geese and swans
3.1 describe the characteristics, use and care of basic equipment and personal gear used when hunting in the outdoors; e.g., clothing, bedding and tents, knives and axes, compass and maps, backpacks
3.3 identify factors that affect the ability to cope with emergency conditions in the outdoors; e.g., pain and cold, thirst and hunger, fatigue, boredom and loneliness, fear
3.2 identify items to be included in first-aid and survival kits
3.4 describe procedures for examining someone who is hurt or suddenly becomes ill in the outdoors
3.6 describe techniques for detecting, treating and preventing hypothermia
3.5 describe emergency first-aid techniques; e.g., artificial respiration, control of bleeding from cuts, care for victims of shock or concussion, care of sprains, fractures and dislocations, treatment of burns, blisters and frostbite, care of animal and insect bites
3.7 describe basic survival techniques for the outdoors; e.g., fire building, shelter building, sending rescue signals, securing water and food
4.1 explain the design, structure and operation of bows, crossbows and/or firearms; e.g., basic parts and their operation, types of action, function of sights
4. describe the basic parts and safe handling of bows, arrows, crossbows and firearms
4.2 describe the basic components of arrows and/or rifle and shotgun ammunition
4.4 explain the basic practices of safe bow and/or rifle and shotgun handling; e.g., ACTS & PROVE
4.3 explain appropriate techniques for the care and maintenance of bows and/or firearms
4.5 explain techniques for safe loading and sighting-in a firearm
4.7 explain safe handling practices for bows and/or firearms and ammunition in the range, classroom and field
4.6 explain appropriate range procedures for recreational shooting activities
5. describe techniques for targeting, handling and dressing game animals in the field
5.2 identify factors that may affect visual perception and strategies for improving vision in outdoor environments; e.g., eye dominance
5.1 describe visual acuity as it is important to the sports person; e.g., distance and nearpoint vision, depth perception, peripheral vision, colour vision
5.3 explain the role of physical conditioning in safe and comfortable outdoor experiences
5.5 explain techniques for handling trophy and non-trophy animals in the field; e.g., dressing, skinning and plucking, hanging and cooling, preserving hide, transporting, taxidermy
5.4 identify vital target areas on game animals; e.g., big game, bird game
6. explain personal and legal responsibilities of the sports person
6.2 identify federal, provincial and municipal laws and regulations that are relevant to a sports person in Alberta; e.g., laws that protect life and property, laws that protect and conserve wildlife, laws that govern the behaviour of a sports person
6.1 explain the legal process and government agencies in place to create, change and enforce laws that influence the practices of the sports person
6.3 interpret specific laws and/or regulations regarding trespassing, access to public and private land, use of firearms and bow hunting
6.4 explain the responsibilities and procedures used to report violations of the law and biological data to appropriate officials
7. demonstrate basic competencies
7.1.1 communicate
7.1 demonstrate fundamental skills to:
7.1.2 manage information
7.1.4 think and solve problems
7.1.3 use numbers
7.2 demonstrate personal management skills to:
7.2.2 be responsible
7.2.1 demonstrate positive attitudes and behaviours
7.2.3 be adaptable
7.2.5 work safely
7.2.4 learn continuously
7.3 demonstrate teamwork skills to:
7.3.2 participate in projects and tasks
7.3.1 work with others
8. make personal connections to the cluster content and processes to inform possible pathway choices
8.2 create a connection between a personal inventory and occupational choices
8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
COURSE WLD1075: BOWHUNTING EDUCATION
Level:
Introductory
Prerequisite:
None
Description:
Students explain the role of regulated bowhunting in game management, identify Alberta's game animals and develop and demonstrate the attitudes, skills and knowledge for safe and comfortable experiences in the outdoors.
Parameters:
Access to an outdoor wilderness environment and relevant government agencies. Access to instruction from an individual who is a certified International Bowhunter Education instructor through the Alberta Conservation and Hunter Education Instructor's Association (AHEIA) is required.
Teacher must have experience in the safe handling of archery equipment.
Note:
Students who successfully meet the outcomes of the Bowhunting Education course and receive at least 70% on the International Bowhunter Education Program (IBEP) examination may be awarded an IBEP student certificate.
Because of the sensitive nature of topics included in this course, school board approval and parental consent may be required prior to course delivery.
Outcomes:
The student will:
1. define bowhunting and describe the history, benefits and challenges of modern bowhunting
2.1 compare and contrast wildlife conservation and wildlife preservation
2. describe wildlife conservation and game management practices
2.2 list and describe five elements of a wildlife habitat
2.4 describe the factors that limit wildlife populations
2.3 define carrying capacity
2.5 explain the role of hunting in wildlife conservation
2.7 describe the importance of correct wildlife identification
2.6 describe five examples of wildlife management practices
3. describe safe and responsible bowhunting practices
3.1.1 personal limitations
3.1 describe elements of bowhunting safety and responsibility, including:
3.1.2 equipment
3.1.4 game, animals and resources
3.1.3 landowner relations
3.1.5 hunting companions and nonhunters
3.2.1 legal bowhunting seasons
3.2 describe bowhunting laws and regulations, including:
3.2.2 equipment (special needs)
3.3 describe bowhunting ethics
3.2.3 tagging requirements
3.4 define "rule of first blood"
3.5 describe actions that create positive and negative perceptions of hunting
4.1 explain the importance of matching equipment to individual abilities
4. describe basic bowhunting (archery) equipment
4.2 define and explain draw length and draw weight and how they are determined for individual users
4.4 identify and describe the types and basic parts of arrows and arrow points
4.3 identify and describe common bow types and identify their basic parts
4.5 define and explain spine and archer's paradox
4.7 explain the importance of matching arrow points to the game pursued
4.6 explain and demonstrate the importance of matching bows and arrows
4.8 describe equipment that prevents injury to the archer
5. describe how to prepare for a bowhunt
4.9 describe a variety of bowhunting accessories; e.g., mechanical releases, quivers, stabilizers
5.1 explain the importance of proper clothing, storage and use of equipment
5.3 demonstrate how to tune a bow
5.2 describe and demonstrate proper shooting form
5.4 demonstrate how to sight-in a bow
5.6 describe a variety of ways to practise for bowhunting (training techniques)
5.5 describe common bow shooting errors
5.7 describe and demonstrate distance judging methods
6. describe a variety of bowhunting techniques
5.8 describe and demonstrate how to read game signs
6.1 identify and describe two methods of bowhunting
6.2.1 harnesses
6.2 describe and demonstrate the safe use of tree stands, considering:
6.2.2 entering and exiting
6.2.4 storage equipment
6.2.3 haul lines
6.3 describe and demonstrate the use of scents and calls
7.1 describe how an arrow kills versus modern firearms
7. describe and explain shot placement and recovery techniques
7.2 describe and explain the importance of proper shot selection and placement with archery equipment
7.4 explain basic responsibilities after shooting game, including:
7.3 describe "jumping the string"
7.4.1 tracking
7.4.3 field dressing
7.4.2 tagging
7.4.4 transportation
8. describe and explain methods of outdoor preparedness
7.4.5 care and cooling
8.1 describe the use and care of basic equipment and personal gear used when in the field; e.g., clothing, bedding and tents, knives and axes, compass and maps, backpacks
8.3 describe skills necessary for handling emergency situations in the outdoors
8.2 assemble and carry first-aid and survival kits
8.4 describe procedures for examining someone who is hurt or suddenly becomes ill in the outdoors
8.6 describe techniques for detecting, treating and preventing hypothermia
8.5 describe emergency first-aid techniques; e.g., artificial respiration, control of bleeding from cuts, care for victims of shock or concussion, care of sprains, fractures and dislocations, treatment of burns, blisters and frostbite, care of animal and insect bites
8.7 describe basic survival techniques for the outdoors; e.g., fire building, shelter building, sending rescue signals, securing water and food
9. demonstrate basic competencies
8.8 describe a variety of specific bowhunting hazards and injuries
9.1 demonstrate fundamental skills to:
9.1.2 manage information
9.1.1 communicate
9.1.3 use numbers
9.2 demonstrate personal management skills to:
9.1.4 think and solve problems
9.2.1 demonstrate positive attitudes and behaviours
9.2.3 be adaptable
9.2.2 be responsible
9.2.4 learn continuously
9.3 demonstrate teamwork skills to:
9.2.5 work safely
9.3.1 work with others
10. make personal connections to the cluster content and processes to inform possible pathway choices
9.3.2 participate in projects and tasks
10.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
10.2 create a connection between a personal inventory and occupational choices
COURSE WLD1080: ANGLING & FISH MANAGEMENT THEORY
Level:
Introductory
Prerequisite:
None
Description:
Students explain the role of recreational fishing in the management and conservation of fish resources, and develop the attitudes, skills and knowledge required for responsible fishing practices and related outdoor activities.
Parameters:
Access to instruction from an individual who is a certified Alberta Fishing Education Program instructor through the Alberta Conservation and Hunter Education Instructor's Association (AHEIA) is required.
Note:
Alberta Fishing Education Program student certificates may be awarded to students who successfully meet the outcomes of Angling and Fish Management 1 Theory and receive at least 70% on the Alberta Fishing Education Program Examination.
Outcomes:
The student will:
1. explain the role of recreational fishing in the management of fish resources, and social and legal standards of conduct for game fishing
1.2 distinguish among recreational, commercial and game fishing
1.1 describe the goals of fisheries management and the agencies responsible for managing Alberta's fish populations
1.3 describe components and techniques of a fisheries management program; e.g., fishing regulations, fish stocking and monitoring, aquatic habitat development and improvement, law enforcement, public information programs
1.5 identify ethical considerations that provide a social standard of conduct for game fishing; e.g., fisherman–landholder relations, regard for other people, respect for self, respect for wildlife, catch-and-release fishing, respect for laws
1.4 explain the role of recreational fishing in the management and conservation of fish resources
1.6 describe fishing regulations and associated legislation that provide a legal standard of conduct for game fishing; e.g., laws to protect and conserve fish, laws to govern the conduct of fishermen, small vessel legislation (Pleasure Craft Operator Card, Criminal Code, Fisheries [Alberta] Act)
2.1 describe common ways of classifying fish; e.g., by species relationship (salmonids, percids, minnows), by water temperature preference (cold water, warm water), by feeding habits (fish eaters, insect eaters, plant eaters)
2. identify and describe the distinguishing characteristics and habitats of Alberta's game fish
2.2 relate the relative abundance of fish species to their position in a food chain
2.4 identify and describe the distinguishing characteristics of major game fish species in Alberta; e.g., physical features, habitat, spawning habits, feeding habits and angling techniques
2.3 describe water characteristics that influence the distribution and abundance of fish; e.g., temperature, dissolved oxygen, water depth, alkalinity (acidity)
3. describe basic fishing equipment
3.2 describe the nature and purpose of different angling techniques
3.1 describe the characteristics, use and care of common fishing equipment; e.g., fishing rods and reels, lines and knots, hooks and artificial lures, swivels and wire leaders, sinkers, down riggers and floats, netting, ice augers
3.3 describe techniques for the care of table fish and trophy fish
4. describe safe practices for fishing
3.4 describe techniques for handling and cooking table fish
4.1 explain safe practices for fishing and engaging in related outdoor activities; e.g., boat safety, ice safety, hook removal, bear safety
5. demonstrate basic competencies
4.2 describe emergency first-aid and survival techniques and items to be included in first-aid and survival kits
5.1 demonstrate fundamental skills to:
5.1.2 manage information
5.1.1 communicate
5.1.3 use numbers
5.2 demonstrate personal management skills to:
5.1.4 think and solve problems
5.2.1 demonstrate positive attitudes and behaviours
5.2.3 be adaptable
5.2.2 be responsible
5.2.4 learn continuously
5.3 demonstrate teamwork skills to:
5.2.5 work safely
5.3.1 work with others
6. make personal connections to the cluster content and processes to inform possible pathway choices
5.3.2 participate in projects and tasks
6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
6.2 create a connection between a personal inventory and occupational choices
COURSE WLD1090: BOATING SAFETY
Level:
Introductory
Prerequisite:
None
Description:
Students develop the attitudes, skills and knowledge to evaluate their capabilities and limits, to prepare themselves adequately before heading out, and to be responsible on the water.
Note:
This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Outcomes:
The student will:
1. identify and describe safe boating regulations, acts and codes
1.2 describe the Small Vessel Regulations, the Collision Regulations, the Charts and Nautical Publications Regulations, 1995 and Boating Restriction Regulations as they relate to safe boating, considering:
1.1 describe the Canada Shipping Act, 2001, the Criminal Code and the Contraventions Act as they relate to safe boating
1.2.1 trip plans, charts, maps and other documents
1.2.3 first-aid kits, safety equipment and life-saving appliances
1.2.2 pre-departure checklist
1.2.4 lights and shapes
1.2.6 speed and vessel restrictions
1.2.5 standard marine light and sound signals
2. describe the operation of a motor boat
2.2 describe motor installation and adjustments and motor controls
2.1 describe motor operation and basic trouble-shooting and maintenance
2.3 describe motor boat operations and basic maneuvers
3. identify water rescue equipment and demonstrate water rescue procedures
2.4 explain how demonstrating a positive attitude improves boating safety
3.1 identify minimum equipment required aboard vessels
3.3 demonstrate use of safety equipment and fulfill the requirement to inform persons on board regarding safety equipment and procedures
3.2 describe equipment maintenance and storage
3.4 demonstrate response to hull leaks or flooding
3.6 demonstrate response to cold water immersion or wind chill
3.5 demonstrate response to capsizing, swamping, sinking and grounding
3.7 demonstrate techniques to test personal floatation devices and/or life jackets
4.1 identify different types of ropes
4. describe basic seamanship techniques
4.2 demonstrate basic knots for boaters
4.4 describe anchorage
4.3 describe mooring
5. describe the Maritime Communications System
5.2 describe public network regulations and available services
5.1 compare and contrast the public network and private networks
5.3 explain how demonstrating a positive attitude in regards to communication improves boating safety
6.1 identify the sections in the Collision Regulations and the Criminal Code that pertain to nautical rules of the road
6. describe nautical rules of the road
6.2 explain the rules of the Collision Regulations that apply to basic rules of the road; e.g., overtaking another vessel, approaching from port side, approaching head-on, approaching a non-power-driven vessel
6.4 explain the rules of the Collision Regulations that apply to the effects of waves, alertness, vessels crossing, sailing vessels
6.3 describe basic operating rules
6.5 explain the sections of the Criminal Code that apply to boating and alcohol, dangerous driving and impairment
7.1 identify and describe cardinal buoys, including:
7. describe the buoyage system and navigational charts
7.1.1 north cardinal buoy
7.1.3 east cardinal buoy
7.1.2 south cardinal buoy
7.1.4 west cardinal buoy
7.2.1 cautionary buoy
7.2 identify and describe special buoys, including:
7.2.2 anchorage buoy
7.2.4 control buoy
7.2.3 mooring buoy
7.2.5 hazard buoy
7.2.7 swimming buoy
7.2.6 information buoy
7.2.8 diving buoy
7.2.10 scientific ODAS (Ocean Data Acquisition System) buoy
7.2.9 keep out buoy
7.3 identify and describe navigation buoys, including:
7.3.2 fairway buoy
7.3.1 lateral buoys
7.3.3 isolated danger buoy
7.4.1 port and starboard hand
7.4 identify and describe standard daybeacons, including:
7.4.2 junction
7.6 describe other navigational aids
7.5 describe navigational charts
8. identify and describe pleasure craft terminology
9.1 demonstrate fundamental skills to:
9. demonstrate basic competencies
9.1.1 communicate
9.1.3 use numbers
9.1.2 manage information
9.1.4 think and solve problems
9.2 demonstrate personal management skills to:
9.2.2 be responsible
9.2.1 demonstrate positive attitudes and behaviours
9.2.3 be adaptable
9.2.5 work safely
9.2.4 learn continuously
9.3 demonstrate teamwork skills to:
9.3.2 participate in projects and tasks
9.3.1 work with others
10. make personal connections to the cluster content and processes to inform possible pathway choices
10.2 create a connection between a personal inventory and occupational choices
10.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
COURSE WLD1100: OUTDOOR COOKING THEORY
Level:
Introductory
Prerequisite:
None
Description:
Students develop and demonstrate safe and sanitary food handling procedures, equipment care, comprehension of recipes and an understanding of the importance of efficient work habits in outdoor cooking environments.
Parameters:
Access to outdoor cooking equipment and facilities.
Outcomes:
The student will:
1. describe and demonstrate factors relating to safety and sanitation in an outdoor cooking environment
1.2 demonstrate proper ways to purify water
1.1 identify the need for personal hygiene
1.3 demonstrate proper sanitization of equipment and workspace
1.5 practise appropriate workspace safety, including:
1.4 demonstrate the ability to leave food preparation area in an appropriate state
1.5.1 prevention of accidents
1.6 demonstrate proper ways to safely store food outdoors, addressing:
1.5.2 injury treatment
1.6.1 spoilage; e.g., appropriate cooling, appropriate containers, cross-contamination
1.7 demonstrate safe handling of tools, equipment and products
1.6.2 wildlife; e.g., hanging, bear-proof containers
2. describe factors relating to the safe handling of tools, equipment and products
2.2 select and safely use available tools and equipment when:
2.1 identify and correctly interpret hazardous product symbols (WHMIS)
2.2.1 measuring
2.2.3 mixing
2.2.2
preparing
2.2.4 cooking
3. demonstrate food choices in relation to Eating Well with Canada's Food Guide
2.2.5 serving
3.1 analyze one food choice in relation to Eating Well with Canada's Food Guide
3.2.1 water
3.2 identify sources and functions of the following leader nutrients:
3.2.2 macronutrients
4. describe a variety of outdoor cooking methods and the advantages and limitations of each, including:
3.2.3 micronutrients
* open fire, coals
* alternative methods; e.g., solar, pit, smoking
* gas; e.g., propane, white gas
5. demonstrate knowledge and skills in the planning, preparing and evaluating of basic food recipes in an outdoor environment
5.2 select ingredients based on, but not restricted to:
5.1 use accepted recipe language
5.2.1 type of excursion; e.g., backpacking, long-term camp
5.2.3 freshness and spoilage
5.2.2 nutritional requirements
5.3 prepare a minimum of five recipes that emphasize:
5.3.2 safety and sanitation
5.3.1 cooperative teamwork
5.3.3 appropriate equipment for the cooking method
5.3.5 use of available outdoor cooking equipment
5.3.4 recipe modifications
6. describe proper ways to manage, minimize and contain waste in an outdoor environment
7.1 demonstrate fundamental skills to:
7. demonstrate basic competencies
7.1.1 communicate
7.1.3 use numbers
7.1.2 manage information
7.1.4 think and solve problems
7.2.1 demonstrate positive attitudes and behaviours
7.2 demonstrate personal management skills to:
7.2.2 be responsible
7.2.4 learn continuously
7.2.3 be adaptable
7.2.5 work safely
7.3.1 work with others
7.3 demonstrate teamwork skills to:
7.3.2 participate in projects and tasks
8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
8. make personal connections to the cluster content and processes to inform possible pathway choices
8.2 create a connection between a personal inventory and occupational choices
COURSE WLD1130: OUTDOOR SURVIVAL SKILLS
Level:
Introductory
Prerequisite:
None
Description:
Students develop and demonstrate the attitudes, skills and knowledge required for responsible participation in a range of outdoor activities.
Note:
WLD1130 Outdoor Survival Skills, WLD2130 Outdoor Excursion and WLD3130 Outdoor Leadership provide opportunities for wilderness interaction at a personal level. This course sequence should emphasize the development of skills that enable students to safely observe and appreciate wildlife and habitat within one or more of Alberta's six natural regions.
Parameters:
An individual with current Emergency First Aid certification is required on site.
Supporting Courses: HCS2020: First Aid/CPR with AED
TOU1120: Adventure & Ecotourism 1
Parameters:
An individual with current Emergency First Aid certification is required on site.
Supporting Courses: HCS2020: First Aid/CPR with AED
TOU1120: Adventure & Ecotourism 1
Outcomes:
The student will:
1. demonstrate and apply an understanding of responsible outdoor experiences
1.2 demonstrate safe use and appropriate care of outdoor hand tools, including but not limited to knives, axes and saws
1.1 select appropriate personal and group gear for outdoor activities
1.3 demonstrate safe procedures for building and using outdoor fires; e.g., signaling, warming, cooking
1.5 explain techniques that can be used to maintain hygiene during outdoor expeditions
1.4 describe techniques used to plan, pack, carry and prepare foods during outdoor expeditions
1.6 plan and conduct safe outdoor expeditions in the natural environment, including but not limited to:
1.6.2 interpreting route information by selecting reasonable destinations, estimating travel time and anticipating obstacles
1.6.1 researching information from a variety of sources, including maps, aerial photographs, guidebooks, journals and local experts
1.6.3 applying knowledge and skills while en route, including map reading and compass skills, knowledge of terrain and route selection, and mapping of key landmarks and directions
2. demonstrate the knowledge and skills necessary for safe outdoor activities
1.7 use appropriate modes of travel to safely participate in outdoor activities; e.g., hiking, backpacking, snowshoeing, cross-country skiing, canoeing
2.1 identify, assess, avoid and/or respond to physical hazards that may be imposed by the natural environment, including but not limited to:
2.1.2 wildlife that may be encountered, including bears, bees, ticks, non-edible plants, snakes
2.1.1 particular terrain and conditions, including avalanche conditions, areas prone to rock slides, lake and river ice, and bush
2.1.3 changes in weather conditions that may affect personal and group safety
2.2 identify, assess, avoid and/or respond to physiological and psychological factors often associated with outdoor experiences, including but not limited to:
2.2.2 understanding fatigue and when not to move
2.2.1 dealing with hypothermia, frostbite, dehydration and heat stroke
2.2.3 coping with adversities, such as getting lost or hurt
2.3.1 what to do if lost or separated from the group
2.3 list and explain the necessary steps to take in emergency and survival situations in the outdoors, including but not limited to:
2.3.2 first aid and emergency response to injury
2.3.4 how to gather food from edible plants
2.3.3 construction of emergency shelters
2.3.5 en route organizational strategies, including lead and sweep, regrouping procedures, pacing
3.1 explain techniques for minimum impact and/or no-trace land use
3. demonstrate the knowledge and skills necessary to minimize environmental impact
3.2 demonstrate minimum impact and/or no-trace land use while participating in outdoor expeditions
4. demonstrate basic competencies
3.3 demonstrate safe and unobtrusive techniques when examining wildlife and habitat
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.1 communicate
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.1.4 think and solve problems
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.2 be responsible
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.2.5 work safely
4.3.1 work with others
5. make personal connections to the cluster content and processes to inform possible pathway choices
4.3.2 participate in projects and tasks
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
COURSE WLD1910: WLD PROJECT A
Level:
Introductory
Prerequisite:
None
Description:
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Parameters:
Introductory project courses must connect with a minimum of two CTS courses, one of which must be at the introductory level and be in the same occupational area as the project course. The other CTS course(s) can be either at the same level or at the intermediate level from any occupational area.
Project courses cannot be connected to other project courses or practicum courses.
All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.
Outcomes:
The teacher/student will:
1. identify the connection between this project course and two or more CTS courses
1.2 explain how these outcomes are being connected to the project and/or performance deliverables
1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
2. propose the project and/or performance
2.1.1 preparing a plan
2.1 identify the project and/or performance by:
2.1.2 clarifying the purposes
2.1.4 specifying time lines
2.1.3 defining the deliverables
2.1.5 explaining terminology, tools and processes
2.2 identify and comply with all related health and safety standards
2.1.6 defining resources; e.g., materials, costs, staffing
2.3 define assessment standards (indicators for success)
2.4 present the proposal and obtain necessary approvals
The student will:
3. meet goals as defined within the plan
3.2 monitor the project and/or performance and make necessary adjustments
3.1 complete the project and/or performance as outlined
3.3 present the project and/or performance, indicating the:
3.3.2 relationship of outcomes to goals originally set
3.3.1 outcomes attained
3.4 evaluate the project and/or performance, indicating the:
3.4.2 recommendations on how the project and/or performance could have been improved
3.4.1 processes and strategies used
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. make personal connections to the cluster content and processes to inform possible pathway choices
5.2 create a connection between a personal inventory and occupational choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
COURSE WLD2020: DIVERSITY OF WILDLIFE VALUES
Level:
Intermediate
Prerequisite:
None
Description:
Students assess the significance of wildlife in society, and analyze relationships between humans and wildlife.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. compare and contrast the social, cultural, environmental and economic significance of wildlife
1.2 describe present and future social and health benefits that may be derived from wildlife; e.g., recreational, medicinal, spiritual and aesthetic
1.1 explain how human and wildlife relationships are expressed through religious teachings, art, music, drama, literature, photography or other means of expression
1.3 explain how wildlife may be used as a barometer of the overall quality of the environment; e.g., water, air and soil quality, diversity of life forms
2. describe the impact of personal needs, wants, beliefs and actions on wildlife and wildlife habitats
1.4 infer relationships among the distribution and abundance of wildlife and the economy of a given area; e.g., tourism, commercial trade, industrial products
2.1 describe the impact of individual attitudes, actions and lifestyles on wildlife and the environment; e.g., pursuit of leisure time and outdoor activities, patterns and levels of resource consumption, subsistence and commercial trade, consumptive and conservation ethics
2.3 propose responsible and ethical lifestyle actions in relation to wildlife and the environment; e.g., personal actions, leadership roles, use and misuse of wildlife resources
2.2 describe the impact of human population growth on wildlife and habitat; e.g., rural and urban development, pollution, patterns and levels of resource consumption, recreation and tourism
3. analyze and defend a position on an issue or trend in wildlife
3.2 describe and assess changes in the significance of wildlife based on the following considerations:
3.1 identify issues and trends related to wildlife management in both public and private sectors at local, national and international levels
3.2.1 social and cultural; e.g., literature, art, film
3.2.3 economic; e.g., tourism, resource harvesting, commercial trade
3.2.2 environmental; e.g., land development, land re-establishment, education, research
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
5.2 identify potential resources to minimize barriers and maximize opportunities
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD2040: WILDLIFE SPACES & SPECIES
Level:
Intermediate
Prerequisite:
None
Description:
Students present the results of research on wildlife spaces and species in Alberta, Canada and other parts of the world, and compare different strategies used in wildlife management.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. identify and compare representative ecoregions in Alberta and Canada with similar ecoregions in other parts of the world
1.2 illustrate the interdependence of wildlife species within selected ecoregions of Alberta and Canada; e.g., food webs, energy chains
1.1 identify representative ecoregions in Alberta and Canada and indicator species found in these regions
1.3 identify regulating factors for wildlife species within selected ecoregions of Alberta and Canada; e.g., food and water, habitat, predators, carrying capacity, species competition, disease/parasites, other environmental factors
2. compile and present research on threatened or endangered wildlife spaces and species in Alberta and Canada
1.4 compare representative ecoregions in Alberta and Canada with similar ecoregions in other parts of the world; e.g., climate, geography, indicator species
2.1 research Canadian policies and factors used to determine if a species or population is endangered
2.3 explain how societal actions may cause wildlife spaces and species to become threatened or endangered; e.g., human population growth, habitat loss: deforestation and agriculture, unsustainable use of renewable resources, wasteful consumption, pollution
2.2 define and give examples of Canadian endangered spaces and species
2.4 present the results of research on an endangered wildlife space or species in Alberta or Canada
3.1 explain the role of protected spaces in managing ecosystems at local, national and global levels; e.g., parks, wildlife and wilderness areas, migratory bird sanctuaries, ecological reserves, world heritage sites, private land, grazing reserves
3. describe and compare local and global strategies for wildlife protection and habitat management
3.2 explain the role of public and private organizations in Canada and other nations with regard to managing and protecting wildlife; e.g., government, industry, environmental and other organizations
3.4 summarize and compare the viewpoints of indigenous peoples in Canada and other nations regarding the management of wildlife spaces and species; e.g., traditional wilderness use, current use and future use
3.3 compare policies and philosophies regarding the sustainable management of wildlife and habitat in Canada with those of other nations and governments
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
5.2 identify potential resources to minimize barriers and maximize opportunities
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD2060: WILDLIFE & SOCIETY
Level:
Intermediate
Prerequisite:
WLD1050: People, Culture & Wildlife Heritage
Description:
Students examine how human populations interact with wildlife and explore management strategies that enable wildlife and society to coexist.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. describe the status of Canadian wildlife
1.2 explain the effects of human populations and developing technologies on wildlife and habitat
1.1 investigate and compare differences in wildlife populations due to human activity since 1900
1.3 provide examples of the effects of human populations on wildlife and habitat in the local area; e.g., changes in habitat, distribution, diversity and abundancy of species
2. describe the effects of land use practices on wildlife
1.4 identify Canadian wildlife spaces and species that have become threatened, endangered, extirpated or extinct as a result of the impact of human populations
2.1 identify individual interactions with wildlife; e.g., agriculture, energy and mining, forestry, tourism and outdoor recreation, urban planning
2.3 explain the positive and negative effects of land use practices on wildlife; e.g., deforestation, habitat protection and improvement, agriculture, diversification of land use by farmers, range expansion of some species, habitat fragmentation, management of wildlife populations, urban expansion
2.2 identify the positive and negative aspects of human and societal interactions; e.g., food production and habitat loss, employment gains and species extinction
3. explain management strategies that enable wildlife and society to coexist
3.2 research approaches and techniques that could be used to manage interactions between wildlife and society; e.g., legal approaches, incentive programs, education programs, demonstration programs, land use planning, establishment of policies
3.1 analyze the goals and objectives of different stakeholder groups in managing the interactions between wildlife and society; e.g., government and nongovernment organizations, business and industry, landowners, individual citizens
3.3 analyze the consequences of an existing management plan for wildlife; e.g., environmental, social, cultural and economic
5. demonstrate basic competencies
4. identify and explain how human activity has affected the structure, behaviour and habitat of a Canadian wildlife species since 1900
5.1 demonstrate fundamental skills to:
5.1.2 manage information
5.1.1 communicate
5.1.3 use numbers
5.1.4 think and solve problems
5.2
demonstrate personal management skills to:
5.2.2 be responsible
5.2.1 demonstrate positive attitudes and behaviours
5.2.3 be adaptable
5.2.5 work safely
5.2.4 learn continuously
5.3 demonstrate teamwork skills to:
5.3.2 participate in projects and tasks
5.3.1 work with others
6. identify possible life roles related to the skills and content of this cluster
6.2 identify potential resources to minimize barriers and maximize opportunities
6.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD2070: HUNTING & GAME MANAGEMENT PRACTICE
Level:
Intermediate
Prerequisite:
WLD1070: Hunting & Game Management Theory
Description:
Students demonstrate and apply the attitudes, skills and knowledge necessary for the safe handling of bows, arrows, crossbows and firearms, and explain legal responsibilities of a sports person.
Parameters:
Access to an outdoor wilderness environment and relevant government agencies. Access to instruction from an individual who is a certified Alberta Conservation and Hunter Education Program instructor through the Alberta Conservation and Hunter Education Instructor's Association (AHEIA) is required.
Instruction on firearms handling and safety must be provided by someone who has successfully completed the Canadian Firearms Safety Course.
Note: Because of the sensitive nature of topics included in this course, school board approval and parental consent may be required prior to course delivery.
Supporting Course: HCS2020: First Aid/CPR with AED
Outcomes:
The student will:
1. demonstrate knowledge of the basic parts and safe handling of bows, arrows, crossbows and/or firearms
1.2 demonstrate knowledge of the basic components of arrows and/or rifle and shotgun ammunition
1.1 demonstrate knowledge of the design, structure and operation of bows, crossbows and/or firearms; e.g., basic parts and their operation, types of action, function of sights
1.3 demonstrate appropriate techniques for the care and maintenance of bows and/or firearms
1.5 demonstrate techniques for safe loading and sighting-in a firearm
1.4 demonstrate the basic practices of safe bow and/or rifle and shotgun handling; e.g., ACTS and PROVE
1.6 demonstrate appropriate range procedure for recreational shooting activities
2. demonstrate techniques for targeting, handling and dressing game animals in the field
1.7 demonstrate safe handling practices for bows and/or firearms and ammunition in the range, classroom and field
2.1 demonstrate the visual acuity that is important to a sports person; e.g., distance and nearpoint vision, depth perception, peripheral vision, colour vision
2.3 demonstrate the role of physical conditioning in safe and comfortable outdoor experiences
2.2 demonstrate knowledge of factors that may affect visual perception and strategies for improving vision in outdoor environments; e.g., eye dominance
2.4 demonstrate knowledge of vital target areas on game animals; e.g., big game, bird game
2.5 demonstrate techniques for handling trophy and non-trophy animals in the field; e.g., dressing, skinning and plucking, hanging and cooling, preserving the hide, transporting, taxidermy
3. demonstrate the personal and legal responsibilities of the sports person
3.2 demonstrate knowledge of federal, provincial and municipal laws and regulations that are relevant to a sports person in Alberta; e.g., laws that protect life and property, laws that protect and conserve wildlife, laws that govern the behaviour of the sports person, licensing requirements (Wildlife Identification Number, Minor's Permit, Possession and Acquisition License) and opportunities (special draws, undersubscribed license, First Time Hunter)
3.1 demonstrate knowledge of the legal process and government agencies in place to create, change and enforce laws that influence the practices of the sports person
3.3 demonstrate knowledge of specific laws and/or regulations regarding trespassing, access to public and private land, use of firearms and bow hunting
4. demonstrate safe and ethical practices in the field
3.4 demonstrate knowledge of the responsibilities and procedures related to reporting violations of the law and biological data to the appropriate officials
4.1 demonstrate the use and care of basic equipment and personal gear used when hunting in the field; e.g., clothing, bedding and tents, knives and axes, compass and maps, backpacks
4.3 demonstrate the skills necessary for handling emergency situations in the outdoors
4.2 assemble and carry first-aid and survival kits
4.4 demonstrate procedures for examining someone who is hurt or suddenly becomes ill in the outdoors
4.6 demonstrate techniques for detecting, treating and preventing hypothermia
4.5 demonstrate emergency first-aid techniques; e.g., artificial respiration, control of bleeding from cuts, care for victims of shock or concussion, care of sprains, fractures and dislocations, treatment of burns, blisters and frostbite, care of animal and insect bites
4.7 demonstrate basic survival techniques for the outdoors; e.g., fire building, shelter building, sending rescue signals, securing water and food
5.1 demonstrate fundamental skills to:
5. demonstrate basic competencies
5.1.1 communicate
5.1.3 use numbers
5.1.2 manage information
5.1.4 think and solve problems
5.2.1 demonstrate positive attitudes and behaviours
5.2 demonstrate personal management skills to:
5.2.2 be responsible
5.2.4 learn continuously
5.2.3 be adaptable
5.2.5 work safely
5.3.1 work with others
5.3 demonstrate teamwork skills to:
5.3.2 participate in projects and tasks
6.1 recognize and then analyze the opportunities and barriers in the immediate environment
6. identify possible life roles related to the skills and content of this cluster
6.2 identify potential resources to minimize barriers and maximize opportunities
COURSE WLD2080: ANGLING & FISH MANAGEMENT PRACTICE
Level:
Intermediate
Prerequisite:
WLD1080: Angling & Fish Management Theory
Description:
Students demonstrate and apply the attitudes, skills and knowledge required for recreational fishing and in the management and conservation of fish resources.
Parameters:
Access to an outdoor wilderness environment and relevant government agencies. Access to instruction from an individual who is a certified instructor through the Alberta Conservation and Hunter Education Instructor's Association (AHEIA) is required.
The instructor and any students operating a motorized pleasure craft must be in possession of a valid Pleasure Craft Operators Card.
Supporting Course: HCS2020: First Aid/CPR with AED
Outcomes:
The student will:
1. demonstrate basic fishing techniques
1.2 demonstrate the nature and purpose of different angling techniques
1.1 demonstrate the use and care of common fishing equipment; e.g., fishing rods and reels, lines and knots, hooks and artificial lures, swivels and wire leaders, sinkers, down riggers and floats, netting, ice augers
1.3 demonstrate techniques related to the care of fish, including:
1.3.2 trophy fish
1.3.1 table fish
1.3.3 catch and release fish
2. demonstrate the personal and legal responsibilities of the sports person
1.4 demonstrate techniques for preparing and cooking table fish
2.1 demonstrate knowledge of the legal process, and government agencies in place, to create, change and enforce laws that influence the practices of the sports person
2.3 demonstrate knowledge of specific laws and/or regulations regarding trespassing and access to public and private land
2.2 demonstrate knowledge of federal, provincial and municipal laws and regulations that are relevant to a sports person in Alberta; e.g., laws that protect life and property, laws that protect and conserve wildlife, laws that govern the behaviour of the sports person, licensing requirements (Wildlife Identification Number) and opportunities (special draws, undersubscribed license).
2.4 demonstrate knowledge of the responsibilities and procedures related to reporting violations of the law and biological data to appropriate officials
3.1 demonstrate the use and care of basic equipment and personal gear used when fishing; e.g., clothing, bedding and tents, knives and axes, compass and maps, backpacks
3. demonstrate safe and ethical practices in the field
3.2 assemble and carry first-aid and survival kits
3.3 demonstrate the skills necessary for handling emergency situations in the outdoors
3.4 demonstrate procedures for examining someone who is hurt or suddenly becomes ill in the outdoors
3.6 demonstrate techniques for detecting, treating and preventing hypothermia
3.5 demonstrate emergency first-aid techniques; e.g., artificial respiration, control of bleeding from cuts, care for victims of shock or concussion, care of sprains, fractures and dislocations, treatment of burns, blisters and frostbite, care of animal and insect bites
3.7 demonstrate basic survival techniques for the outdoors; e.g., fire building, shelter building, sending rescue signals, securing water and food
4. demonstrate basic competencies
3.8 demonstrate safe practices for fishing and engaging in related outdoor activities; e.g., boat safety, ice safety, hook removal, bear safety
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.1 communicate
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.1.4 think and solve problems
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.2 be responsible
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.2.5 work safely
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
4.3.2 participate in projects and tasks
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
5.2 identify potential resources to minimize barriers and maximize opportunities
COURSE WLD2090: ISSUES IN WILDLIFE
Level:
Intermediate
Prerequisite:
None
Description:
Students examine a range of Canadian and global wildlife issues and present the results of research on one or more issues concerning wildlife in Canada.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. compare and contrast current Canadian and global wildlife issues and trends
1.1.1 loss and degradation of habitat
1.1 identify a range of Canadian wildlife issues and compare with similar issues in other parts of the world, including but not limited to:
1.1.2 subsistence and commercial trade
1.2 infer the impact of each of the issues on wildlife, humans and the environment
1.1.3 wildlife management including preservation, conservation and re-establishment of species and habitats
1.3 explain different philosophies, ethics and alternatives in regards to each of the issues
2.1 research a significant wildlife issue in Canada; e.g., identify key elements and stakeholders, distinguish among facts, opinions and beliefs, consider implications and consequences
2. research and defend a position associated with one or more current issues concerning wildlife in Alberta or Canada
2.2 describe different alternatives and consequences with respect to the issue and potential strategies for resolving the issue
2.4 compare the wildlife issue with similar issues in other parts of the world
2.3 explain a position with respect to the issue based on the evidence gathered
2.5 compare the goals and achievements of wildlife conservation groups with respect to the issue
3.1 demonstrate fundamental skills to:
3. demonstrate basic competencies
3.1.1 communicate
3.1.3 use numbers
3.1.2 manage information
3.1.4 think and solve problems
3.2.1 demonstrate positive attitudes and behaviours
3.2 demonstrate personal management skills to:
3.2.2 be responsible
3.2.4 learn continuously
3.2.3 be adaptable
3.2.5 work safely
3.3.1 work with others
3.3 demonstrate teamwork skills to:
3.3.2 participate in projects and tasks
4.1 recognize and then analyze the opportunities and barriers in the immediate environment
4. identify possible life roles related to the skills and content of this cluster
4.2 identify potential resources to minimize barriers and maximize opportunities
COURSE WLD2100: OUTDOOR COOKING PRACTICE
Level:
Intermediate
Prerequisite:
WLD1100: Outdoor Cooking Theory
Description:
Students demonstrate and apply the attitudes, skills and knowledge necessary for cooking in a variety of outdoor situations.
Parameters:
Access to outdoor cooking equipment and facilities.
Outcomes:
The student will:
1. demonstrate safety and sanitation in an outdoor cooking environment
1.2 demonstrate proper ways to purify water
1.1 identify the need for personal hygiene
1.3 demonstrate proper sanitization of equipment and workspace
1.5 practise appropriate workspace safety, including:
1.4 demonstrate the ability to leave food preparation area in an appropriate state
1.5.1 prevention of accidents
1.6 demonstrate proper ways to store food outdoors, addressing:
1.5.2 injury treatment
1.6.1 spoilage; e.g., appropriate cooling, appropriate containers, cross-contamination
1.7 demonstrate safe handling of tools, equipment and products
1.6.2 wildlife; e.g., hanging, bear-proof containers
2. apply knowledge and skills in planning, preparing and evaluating basic food recipes in an outdoor environment
2.1.1 fresh
2.1 identify appropriate foods related to the Eating Well with Canada's Food Guide, including:
2.1.2 frozen and/or preserved
2.2
identify length and type of excursion, including:
2.1.3 prepared
2.2.1 activities (number and length)
2.2.3 number of participants
2.2.2 facilities and equipment available
2.2.4 budget
2.3.1 nutrition
2.3 modify, prepare and evaluate foods and/or food preparation techniques to satisfy the demands of outdoor cooking, considering:
2.3.2 resources
2.3.4 special and religious dietary needs
2.3.3 palatability
2.3.5 safety
2.4.1 open fire, coals
2.4 demonstrate a variety of outdoor cooking methods, including:
2.4.2 gas; e.g., propane, white gas
2.5 evaluate menu, meal and preparation choices
2.4.3 alternative methods; e.g., solar, pit, smoking
3. demonstrate proper ways to manage, minimize, and contain waste in an outdoor environment
4.1 demonstrate fundamental skills to:
4. demonstrate basic competencies
4.1.1 communicate
4.1.3 use numbers
4.1.2 manage information
4.1.4 think and solve problems
4.2.1 demonstrate positive attitudes and behaviours
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.4 learn continuously
4.2.3 be adaptable
4.2.5 work safely
4.3.1 work with others
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
5. identify possible life roles related to the skills and content of this cluster
5.2 identify potential resources to minimize barriers and maximize opportunities
COURSE WLD2130: OUTDOOR EXCURSION
Level:
Intermediate
Prerequisites:
HCS2020: First Aid/CPR with AED
WLD1130: Outdoor Survival Skills
Description:
Students plan, prepare for and conduct an extended outdoor wilderness trip.
Note: WLD1130 Outdoor Survival Skills, WLD2130 Outdoor Excursion and WLD3130 Outdoor Leadership provide opportunities for wilderness interaction at a personal level. This course sequence should emphasize the development of skills that will enable students to safely observe and appreciate wildlife and habitat within one or more of Alberta's six natural regions.
Parameters:
Access to an outdoor wilderness environment and gear for outdoor expeditions. Because of the practical nature of this course, students must have a general knowledge of basic first-aid and survival techniques relevant to wilderness environments.
Teachers require current Standard First Aid—Level C CPR and AED certification. Training in first aid in the wilderness is recommended. Teachers may find it beneficial to access the services of a qualified outdoor guide in delivering components of this course.
Note:
Off-campus learning activities must be commensurate with previous levels of wilderness training and experience; day trips should precede extended overnight trips and experience in hardcover camping should precede softcover camping and/or emergency shelter camping opportunities.
Supporting Courses: TOU3120: Adventure & Ecotourism 3
WLD2100: Outdoor Cooking Practice
Outcomes:
The student will:
1. present a plan for an extended outdoor wilderness trip
1.2 incorporate guidelines for environmental awareness into trip planning and preparation; e.g., principles of ecotourism, consideration for the carrying capacity of the area, strategies for minimum impact land use
1.1 establish specific objectives for an outdoor wilderness trip; e.g., goals and expectations, length of trip, destination, general schedule and agenda
1.3 identify and obtain appropriate supplies, equipment and personal gear for the trip; e.g., water and food, tents, stoves, axe, first-aid and survival kits, clothing and foot wear, toiletries
1.5 conduct a pre-trip assessment of supplies, equipment and personal gear; e.g., compare to trip checklist, assess quality, quantity and condition, assess relative to weather and seasonal conditions, obtain missing and/or specialty items
1.4 devise a plan for weather and seasonal conditions; e.g., identify hazards particular to the area, listen to weather and news reports and forecasts
1.6 prepare supplies, equipment and personal gear for transportation
2. conduct, safely, an extended outdoor wilderness trip with minimal environmental impact
1.7 plan for courses of action to cope with potential emergency situations in the wilderness; e.g., extreme weather conditions, fire or flood, injury and illness
2.1 follow guidelines for safe outdoor travel; e.g., inform responsible person of travel plans, follow travel schedule as planned, use orientation and navigational skills, identify potential hazards and take necessary precautions, dress according to mode of travel, weather and season, watch for changes in weather conditions
2.3 follow minimal impact guidelines in establishing latrine location and toilet procedures, wash area and procedures, fire site and use, and methods of garbage and waste disposal
2.2 set up a wilderness camp site following guidelines for comfort, safety and least possible environmental impact; e.g., select camp site considering site exposure and drainage, access to water and firewood, impact on flora and fauna, proximity to potential dangers; erect tent or lean-to, assemble other amenities, protect food from wildlife and spoilage, protect equipment from the elements
2.4 comply with local, provincial and federal legislation relevant to the activities that are undertaken
2.6 demonstrate practical knowledge and skills in at least three areas relevant to wilderness interaction; e.g., plant or animal identification, animal track and scat identification, use of equipment, closed compass traverse, survival skills
2.5 assume outdoor camp duties on a rotational basis; e.g., meal preparation, camp maintenance and hygiene
2.7 monitor the activities of wildlife in the area and take precautions to avoid dangerous situations; e.g., observe animal behaviours, observe social patterns and relationships, identify wildlife hazards
2.9 follow appropriate procedures to break camp; e.g., pack supplies, equipment and personal gear, take down shelter, clean site
2.8 describe evidence of human impact on flora, fauna and/or natural habitat
3. conclude the wilderness trip and conduct a post trip assessment
3.2 analyze problems encountered and possible solutions or alternatives
3.1 compile observations and personal impressions
3.3 develop recommendations regarding future trips
4. demonstrate basic competencies
3.4 repair and evaluate equipment and prepare equipment for storage
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.1 communicate
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.1.4 think and solve problems
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.2 be responsible
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.2.5 work safely
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
4.3.2 participate in projects and tasks
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
5.2 identify potential resources to minimize barriers and maximize opportunities
COURSE WLD2910: WLD PROJECT B
Level:
Intermediate
Prerequisite:
None
Description:
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Parameters:
Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.
Project courses cannot be connected to other project courses or practicum courses.
All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.
Outcomes:
The teacher/student will:
1. identify the connection between this project course and two or more CTS courses
1.2 explain how these outcomes are being connected to the project and/or performance deliverables
1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
2. propose the project and/or performance
2.1.1 preparing a plan
2.1 identify the project and/or performance by:
2.1.2 clarifying the purposes
2.1.4 specifying time lines
2.1.3 defining the deliverables
2.1.5 explaining terminology, tools and processes
2.2 identify and comply with all related health and safety standards
2.1.6 defining resources; e.g., materials, costs, staffing
2.3 define assessment standards (indicators for success)
2.4 present the proposal and obtain necessary approvals
The student will:
3. meet goals as defined within the plan
3.2 monitor the project and/or performance and make necessary adjustments
3.1 complete the project and/or performance as outlined
3.3 present the project and/or performance, indicating the:
3.3.2 relationship of outcomes to goals originally set
3.3.1 outcomes attained
3.4 evaluate the project and/or performance, indicating the:
3.4.2 recommendations on how the project and/or performance could have been improved
3.4.1 processes and strategies used
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
5.2 identify potential resources to minimize barriers and maximize opportunities
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD2920: WLD PROJECT C
Level:
Intermediate
Prerequisite:
None
Description:
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Parameters:
Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.
Project courses cannot be connected to other project courses or practicum courses.
All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.
Outcomes:
The teacher/student will:
1. identify the connection between this project course and two or more CTS courses
1.2 explain how these outcomes are being connected to the project and/or performance deliverables
1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
2. propose the project and/or performance
2.1.1 preparing a plan
2.1 identify the project and/or performance by:
2.1.2 clarifying the purposes
2.1.4 specifying time lines
2.1.3 defining the deliverables
2.1.5 explaining terminology, tools and processes
2.2 identify and comply with all related health and safety standards
2.1.6 defining resources; e.g., materials, costs, staffing
2.3 define assessment standards (indicators for success)
2.4 present the proposal and obtain necessary approvals
The student will:
3. meet goals as defined within the plan
3.2 monitor the project and/or performance and make necessary adjustments
3.1 complete the project and/or performance as outlined
3.3 present the project and/or performance, indicating the:
3.3.2 relationship of outcomes to goals originally set
3.3.1 outcomes attained
3.4 evaluate the project and/or performance, indicating the:
3.4.2 recommendations on how the project and/or performance could have been improved
3.4.1 processes and strategies used
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. identify possible life roles related to the skills and content of this cluster
5.2 identify potential resources to minimize barriers and maximize opportunities
5.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD2950: WLD INTERMEDIATE PRACTICUM
Level:
Intermediate
Prerequisite:
None
Description:
Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.
Parameters:
This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any advanced (3XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.
Outcomes:
The student will:
1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
1.2 describe personal roles and responsibilities, including:
1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
1.2.1 key responsibilities
1.2.3 code of ethics and/or conduct
1.2.2 support functions/responsibilities/expectations
1.3 describe personal work responsibilities and categorize them as:
1.3.2 non-routine tasks; e.g., emergencies
1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
1.3.3 tasks requiring personal judgement
1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation
1.3.4 tasks requiring approval of a supervisor
2. analyze personal performance in relation to established standards
2.2 evaluate standards of performance in terms of:
2.1
evaluate application of the attitudes, skills and knowledge developed in related CTS courses
2.2.1 quality of work
2.3 evaluate adherence to workplace legislation related to health and safety
2.2.2 quantity of work
2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
2.4.2 interpersonal skills
2.4.1 training and certification
2.4.3 technical skills
2.4.4 ethics
3. demonstrate basic competencies
3.1.1 communicate
3.1 demonstrate fundamental skills to:
3.1.2 manage information
3.1.4 think and solve problems
3.1.3 use numbers
3.2 demonstrate personal management skills to:
3.2.2 be responsible
3.2.1 demonstrate positive attitudes and behaviours
3.2.3 be adaptable
3.2.5 work safely
3.2.4 learn continuously
3.3 demonstrate teamwork skills to:
3.3.2 participate in projects and tasks
3.3.1 work with others
4. identify possible life roles related to the skills and content of this cluster
4.2 identify potential resources to minimize barriers and maximize opportunities
4.1 recognize and then analyze the opportunities and barriers in the immediate environment
COURSE WLD3020: WILDLIFE PROTECTION & STEWARDSHIP
Level:
Advanced
Prerequisite:
None
Description:
Students examine how human populations and wildlife affect each other, and explore management strategies that enable humans and wildlife to coexist and individual and shared actions that foster environmental stewardship.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. describe ways in which human populations and wildlife affect each other
1.2 identify wildlife relationships expressed through art, literature, dance, music and drama
1.1 explain past and present influences of wildlife on cultures and societies; e.g., food, clothing, shelter, spiritual and aesthetic benefits, medicinal values, recreation and companionship
1.3 explain how social attitudes and values regarding wildlife have changed
2. describe and compare strategies used to manage wildlife spaces and species
1.4 identify positive and negative impacts of human populations on wildlife
2.1 explain how decisions involving Canada's wildlife are a shared responsibility of government agencies and landowners, and are influenced by transboundary concerns
2.3 describe two or more wildlife management strategies and related trade-offs or compromises
2.2 research decision-making processes that affect wildlife and the environment; e.g., political, economic, social, scientific
2.4 compare the contributions of different stakeholder groups that conduct management activities; e.g., government and nongovernment organizations, business and industry, landowners, individual citizens
3. demonstrate commitment to environmental responsibility through individual and shared actions
2.5 assess the impact of individual attitudes, actions and lifestyles on wildlife and habitat; e.g., conservation ethic, consumer practices, recreational choices
3.1 identify an individual action plan for managing wildlife that promotes the achievement of social, cultural, economic and environmental goals; e.g., individual and shared actions, leadership roles
3.3 research and describe an issue regarding the impact of lifestyle on wildlife; e.g., conduct research, develop a position, participate in debate
3.2 plan, conduct and assess a school-wide campaign to increase awareness of relationships between lifestyle, wildlife and the environment; e.g., establish goals, plan and conduct, assess results
3.4 identify ways in which individuals can influence public decisions that affect wildlife and the environment; e.g., voting, lobbying, seeking office, supporting compatible interest groups
4.1 demonstrate fundamental skills to:
4. demonstrate basic competencies
4.1.1 communicate
4.1.3 use numbers
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. create a transitional strategy to accommodate personal changes and build personal values
5.2 identify steps to achieve goals
5.1 identify short-term and long-term goals
COURSE WLD3040: WILDLIFE MANAGEMENT RESEARCH STUDY
Level:
Advanced
Prerequisite:
None
Description:
Students explain applications of the wildlife research process and conduct a research study on the management of a wildlife space or species.
Parameters:
Sample research articles, a science laboratory and/or an outdoor wilderness environment.
Note:
This course is a supporting course for WLD3050: Wildlife Management Principles and WLD3060: Wildlife Management Applications. It is recommended that students focus attention on a common theme (i.e., a space or species of particular relevance) throughout WLD3040, WLD3050 and WLD3060.
Outcomes:
The student will:
1. identify components of the wildlife research process and their application to a sample wildlife space or species
1.2 explain applications of the research process in finding answers to questions about wildlife spaces or species
1.1 identify and describe major stages and steps in the research process; e.g., defining a research problem, reviewing existing information, organizing information, proposing a plan for data collection, collecting data, analyzing/assessing data, drawing conclusions and making recommendations based on data, communicating results
1.3 relate the research process to an existing piece of wildlife research
2.1 identify a problem or question regarding a wildlife space or species; e.g., growth rate of a plant, bird preference for seed type, effect of light on plant growth, habitat preference of a mammal, overwintering of species, reproductive rate of composting worms
2. plan and conduct a research study on the management of a wildlife space or species
2.2 outline sources for background information about the problem or question; e.g., library, Internet, interview
2.4 plan and conduct a research study in an ethical manner, considering but not limited to:
2.3 propose a plan for conducting research related to the problem or question; e.g., research proposal, logistics, partnerships
2.4.1 assessment and minimization of potential sources of harm to study and non-study species
2.4.3 minimization of the frequency and duration of human observation
2.4.2 non-intrusive collection of samples; e.g., scat, cast-off hair, feathers, branches and leaves
2.4.4 minimization of disturbances that can lead to abandonment of the habitat
2.5 describe baseline and specific data, using a variety of information-gathering techniques; e.g., sampling and surveys, observation, measurement and estimation, experimentation
2.4.5 access to traditional/local knowledge and community values
2.6 analyze and interpret data and formulate further questions
2.8 communicate the results of his or her research
2.7 draw conclusions related to the problem or question; e.g., recommendations, management actions, further research
3. demonstrate basic competencies
3.1.1 communicate
3.1 demonstrate fundamental skills to:
3.1.2 manage information
3.1.4 think and solve problems
3.1.3 use numbers
3.2 demonstrate personal management skills to:
3.2.2 be responsible
3.2.1 demonstrate positive attitudes and behaviours
3.2.3 be adaptable
3.2.5 work safely
3.2.4 learn continuously
3.3 demonstrate teamwork skills to:
3.3.2 participate in projects and tasks
3.3.1 work with others
4. create a transitional strategy to accommodate personal changes and build personal values
4.2 identify steps to achieve goals
4.1 identify short-term and long-term goals
COURSE WLD3050: WILDLIFE MANAGEMENT PRINCIPLES
Level:
Advanced
Prerequisite:
None
Description:
Students examine the functions and processes of wildlife management and identify issues that may affect the development of a wildlife management plan.
Parameters:
Access to government and community agencies responsible for the sustainable management of spaces and species.
Note:
This course is a prerequisite for WLD3060: Wildlife Management Applications. It is recommended that students focus their attention on a common theme (i.e., a space or species of particular relevance) throughout WLD3050 and WLD3060.
Outcomes:
The student will:
1. describe the purpose and elements of wildlife management
1.2 explain the elements of wildlife management, including:
1.1 describe wildlife management as a process that ensures the long-term viability of spaces, species and ecosystems
1.2.1 preservation and re-establishment of threatened and endangered spaces and species
1.2.3 monitoring of all other spaces and species
1.2.2 conservation of all other spaces and species
1.3 analyze the relationships between wildlife research and wildlife management
2.1 explain how wildlife management programs and policies are developed through political, social, economic and scientific decisions
2. identify and explain the major components of a wildlife management plan
2.2 identify and describe the basic steps involved in developing a wildlife management plan; e.g., state goals and objectives, collect data and conduct research, gather government and nongovernment input, consider alternatives, consequences and potential conflicts, select a course of action, implement the action plan, monitor and evaluate outcomes, make recommendations and revisions
3.1 analyze a variety of issues and problems affecting the management of wildlife spaces and species, including but not limited to:
3. describe alternatives and consequences associated with current issues involving wildlife management
3.1.1 preservation versus conservation
3.1.3 political boundaries and the species and people involved
3.1.2 problems with an "ecosystem management" approach
3.1.4 legislation versus no legislation
3.1.6 the value of wildlife
3.1.5 public perception of wildlife management
3.1.7 environmental impact assessment plans and legislation
3.2 explain how philosophies and goals of different wildlife management practices are sometimes incompatible with each other, and how conflicts and trade-offs may occur
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. create a transitional strategy to accommodate personal changes and build personal values
5.2 identify steps to achieve goals
5.1 identify short-term and long-term goals
COURSE WLD3060: WILDLIFE MANAGEMENT APPLICATIONS
Level:
Advanced
Prerequisite:
WLD3050: Wildlife Management Principles
Description:
Students develop and present a plan for managing a wildlife space or species.
Parameters:
Access to government and community agencies responsible for the sustainable management of spaces and species.
Note:
It is recommended that students focus their attention on a common theme (i.e., a space or species of particular relevance) throughout WLD3050 and WLD3060.
Outcomes:
The student will:
1. explain the basic principles of wildlife management
1.2 explain how decisions involving wildlife in Canada are made by local, provincial and federal government agencies and private landowners
1.1 explain sustainable management within the context of wildlife spaces and species
1.3 identify local opportunities for consultation and public involvement in wildlife management decisions
2.1 identify short- and long-term goals for the management of a wildlife space or species
2. develop and present a wildlife management plan
2.2 identify scientific, economic and social factors that need to be addressed through the management plan
2.4 show that consultation with other resource users and public involvement has been incorporated in the planning process
2.3 describe the views of different stakeholders; e.g., recreational, environmental, aboriginal, commercial
2.5 identify possible approaches of achieving the management goals, and select a preferred approach
2.7 devise a set of actions and present the management plan; e.g., a general description and background, long-term management objectives, short-term management objectives, proposed standards and guidelines, a schedule of short-term management activities
2.6 describe permits, licenses or other legal agreements that may be required
2.8 prepare a map to accompany and elaborate on the management plan; e.g., boundaries, land cover and other resources in the area, physical features, history of past development, road access, proposed development activities
3. demonstrate basic competencies
2.9 describe techniques for monitoring the management plan to ensure that goals are being achieved
3.1 demonstrate fundamental skills to:
3.1.2 manage information
3.1.1 communicate
3.1.3
use numbers
3.1.4 think and solve problems
CTS, NAT: WLD3060 / 1
3.2 demonstrate personal management skills to:
3.2.2 be responsible
3.2.1 demonstrate positive attitudes and behaviours
3.2.3 be adaptable
3.2.5 work safely
3.2.4 learn continuously
3.3 demonstrate teamwork skills to:
3.3.2 participate in projects and tasks
3.3.1 work with others
4. create a transitional strategy to accommodate personal changes and build personal values
4.2 identify steps to achieve goals
4.1 identify short-term and long-term goals
COURSE WLD3090: ANALYZING ISSUES IN WILDLIFE
Level:
Advanced
Prerequisite:
WLD2090: Issues in Wildlife
Description:
Students examine the complexity of wildlife issues affecting Alberta and the rest of the world, and demonstrate individual and shared actions that foster the sustainable management of wildlife.
Parameters:
Access to relevant government and community resources.
Outcomes:
The student will:
1. identify and compare social, economic and environmental perspectives regarding a range of current wildlife issues
1.2 describe ways in which stakeholder groups make use of the judicial, legislative and regulatory systems in working toward their objectives
1.1 describe past and present trends in the recreational and/or commercial use of a wildlife space or species
1.3 analyze differing points of view regarding how, when and to what degree the space or species should be used
2. compare and contrast issues and trends involving wildlife in Canada with similar issues and trends in other parts of the world
1.4 analyze issues concerning the scientific, biological, aesthetic, economic and/or intrinsic value of the space or species
2.1 compare and contrast a Canadian issue involving wildlife with a similar issue in other parts of the world; e.g., habitat loss, distribution, diversity and abundance of species
2.3 infer the long-range effects of acquiring, protecting, improving and restoring wildlife habitat in Canada and other parts of the world
2.2 research the global impacts of the recreational and/or commercial use of a wildlife space or species; e.g., social and cultural, economic, environmental
3. present a plan of action for the sustainable management of wildlife
3.2 evaluate the goals and objectives of one or more wildlife conservation groups
3.1 compare and contrast different philosophies, ethics and alternatives regarding how best to ensure the health and viability of a wildlife space or species
3.3 identify and describe a global issue regarding the consumptive and/or non-consumptive use of wildlife; e.g., conduct research, develop a position, participate in debate
3.5 demonstrate responsible and ethical actions in relation to wildlife and the environment; e.g., personal actions, leadership roles
3.4 devise a plan for the use of wildlife; e.g., conduct research, generate alternatives, agree to a workable solution
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. create a transitional strategy to accommodate personal changes and build personal values
5.2 identify steps to achieve goals
5.1 identify short-term and long-term goals
COURSE WLD3130: OUTDOOR LEADERSHIP
Level:
Advanced
Prerequisite:
WLD2130: Outdoor Excursion
Description:
Students develop and demonstrate leadership attitudes, skills and knowledge in the planning and implementation of activities dealing with Outdoor Excursions.
Note:
WLD1130: Outdoor Survival Skills, WLD2130: Outdoor Excursion and WLD3130: Outdoor Leadership provide opportunities for wilderness interaction at a personal level. This course sequence should emphasize the development of skills that will enable students to safely observe and appreciate wildlife and habitat within one or more of Alberta's six natural regions.
Parameters:
Access to an outdoor wilderness environment and gear for outdoor expeditions. Because of the practical nature of this course, students must have a general knowledge of basic first-aid and survival techniques relevant to wilderness environments.
Teachers require current Standard First Aid—Level C CPR and AED certification. Training in First Aid in the Wilderness is recommended. Teachers may find it beneficial to access the services of a qualified outdoor guide in delivering components of this course.
Off-campus learning activities must be commensurate with previous levels of wilderness training and experience; day trips should precede extended overnight trips and experience in hardcover camping should precede potential softcover camping and/or emergency shelter camping opportunities.
Note:
WLD1130: Outdoor Survival Skills, WLD2130: Outdoor Excursion and WLD3130: Outdoor Leadership reflect the National Occupational Standards for Outdoor Guide (emerit) and address core skills in environmental awareness, camp and/or trip operation, safety and survival.
Supporting Course: TOU2120: Adventure & Ecotourism 2
Outcomes:
The student will:
1. demonstrate skill and judgment while planning and implementing outdoor experiences
1.2 apply environmentally responsible outdoor living and travelling skills in an expedition setting by demonstrating the use of personal and group gear, food preparation skills, route finding skills, travelling skills required for an expedition (e.g., canoeing, cycling, skiing) and minimum impact camping skills
1.1 apply planning and preparation skills developed in WLD1130 and WLD2130 by creating an itinerary and demonstrating en route organization, hazard evaluation, emergency response, and personal and group hygiene
1.3 apply his or her skills and make reasonable judgements in selecting and carrying out activities relative to individual skill level and the hazards involved by:
1.3.2 considering physical hazards such as terrain, plants, animals and weather
1.3.1 considering the abilities, needs and skill levels of participants
1.3.3 considering physiological hazards such as hypothermia, frostbite and dehydration
2.1 establish and address personal goals and challenges within the context of an outdoor expedition
2. demonstrate a positive self-concept and an appropriate regard for others in planning and implementing outdoor experiences
2.2 be aware of personal feelings, beliefs and expectations regarding outdoor experiences
3. demonstrate and apply skills in group problem solving, group living and group activities
2.3 be aware of and concerned about the needs, wants and welfare of others
3.1 demonstrate skill in cooperative outdoor living activities; e.g., activities related to food and shelter
3.3 demonstrate the ability to recognize decisions and establish rules that must be made to enhance the group experience
3.2 demonstrate skill in cooperative group recreational activities; e.g., group action in overcoming obstacles and cooperative action with partners
4. identify strategies for responding to environmental concerns; e.g., public policy, practices and regulations in Alberta that may help support the conservation of the province's resources
5.1 make realistic assessments of his or her outdoor skills and strive to improve those skills in areas of personal interest and enjoyment
5. develop and act on plans that will make personal growth a lifelong process
5.2 recognize limitations in knowledge of environments and actively strive to improve that knowledge
6. demonstrate basic competencies
5.3 develop and act on plans for self-improvement as part of an expanding, harmonious relationship with the world
6.1 demonstrate fundamental skills to:
6.1.2 manage information
6.1.1 communicate
6.1.3 use numbers
6.2 demonstrate personal management skills to:
6.1.4 think and solve problems
6.2.1 demonstrate positive attitudes and behaviours
6.2.3 be adaptable
6.2.2 be responsible
6.2.4 learn continuously
6.3 demonstrate teamwork skills to:
6.2.5 work safely
6.3.1 work with others
7. create a transitional strategy to accommodate personal changes and build personal values
6.3.2 participate in projects and tasks
7.1 identify short-term and long-term goals
7.2 identify steps to achieve goals
COURSE WLD3140: INTRODUCTION TO GUIDING
Level:
Advanced
Prerequisite:
WLD 3130: Outdoor Leadership
Description:
Students develop an understanding of elements associated with providing a guided experience; e.g., hunting, fishing, ecotourism.
Parameters:
Access to a licensed guide. Because of the nature of this course, students must have a general knowledge of basic first aid and survival techniques relevant to wilderness environments.
Outcomes:
The student will:
1. identify a variety of guiding experiences
1.2 identify public policies, regulations and legislation involved in providing guided experiences
1.1 identify a variety of organizations that provide guided services in Alberta; e.g., hunting, fishing, river, ecotourism
2. identify a variety factors that influence decisions regarding guided experiences
2.2 compare the expectations of different groups regarding guided experiences; e.g., families, adults, tourists
2.1 research and describe motivating factors and trends that affect the demand for guided experiences; e.g., leisure time, income, individual attributes
2.3 identify and explain factors that would limit participation in guided experiences
3.1 research and explain guiding competencies
3. identify the range of competencies required to provide a successful guided experience
3.2 identify a variety of guiding certifications, requirements and specialized skills required by professional guides
5. describe the roles and responsibilities of a guide
4. identify and describe the setting attributes (physical, social, economic and infrastructure) needed to provide a guided experience in a variety of situations; e.g., hunting, fishing, river, wildlife viewing
5.1 make a personal connection to a licensed, practising guide
6. research a variety of associations that support guiding experiences
5.2 experience the day-to-day activities of a practising guide; e.g., job shadow a practising guide for a day
6.1 research and describe business associations that promote and advocate guided experiences
6.3 research and describe post-secondary programs related to guiding
6.2 research and describe organizations that provide certification and accreditation for guides
7. demonstrate basic competencies
7.1.1 communicate
7.1 demonstrate fundamental skills to:
7.1.2 manage information
7.1.4 think and solve problems
7.1.3 use numbers
7.2 demonstrate personal management skills to:
7.2.2 be responsible
7.2.1 demonstrate positive attitudes and behaviours
7.2.3 be adaptable
7.2.5 work safely
7.2.4 learn continuously
7.3 demonstrate teamwork skills to:
7.3.2 participate in projects and tasks
7.3.1 work with others
8. create a transitional strategy to accommodate personal changes and build personal values
8.2 identify steps to achieve goals
8.1 identify short-term and long-term goals
COURSE WLD3910: WLD PROJECT D
Level:
Advanced
Prerequisite:
None
Description:
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Parameters:
Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.
Project courses cannot be connected to other project courses or practicum courses.
All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.
Outcomes:
The teacher/student will:
1. identify the connection between this project course and two or more CTS courses
1.2 explain how these outcomes are being connected to the project and/or performance deliverables
1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
2. propose the project and/or performance
2.1.1 preparing a plan
2.1 identify the project and/or performance by:
2.1.2 clarifying the purposes
2.1.4 specifying time lines
2.1.3 defining the deliverables
2.1.5 explaining terminology, tools and processes
2.2 identify and comply with all related health and safety standards
2.1.6 defining resources; e.g., materials, costs, staffing
2.3 define assessment standards (indicators for success)
2.4 present the proposal and obtain necessary approvals
The student will:
3. meet goals as defined within the plan
3.2 monitor the project and/or performance and make necessary adjustments
3.1 complete the project and/or performance as outlined
3.3 present the project and/or performance, indicating the:
3.3.2 relationship of outcomes to goals originally set
3.3.1 outcomes attained
3.4 evaluate the project and/or performance, indicating the:
3.4.2 recommendations on how the project and/or performance could have been improved
3.4.1 processes and strategies used
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. create a transitional strategy to accommodate personal changes and build personal values
5.2 identify steps to achieve goals
5.1 identify short-term and long-term goals
COURSE WLD3920: WLD PROJECT E
Level:
Advanced
Prerequisite:
None
Description:
Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.
Parameters:
Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.
Project courses cannot be connected to other project courses or practicum courses.
All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.
Outcomes:
The teacher/student will:
1. identify the connection between this project course and two or more CTS courses
1.2
1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
2. propose the project and/or performance
explain how these outcomes are being connected to the project and/or performance deliverables
2.1 identify the project and/or performance by:
2.1.2 clarifying the purposes
2.1.1 preparing a plan
2.1.3 defining the deliverables
2.1.5 explaining terminology, tools and processes
2.1.4 specifying time lines
2.1.6 defining resources; e.g., materials, costs, staffing
2.3 define assessment standards (indicators for success)
2.2 identify and comply with all related health and safety standards
2.4 present the proposal and obtain necessary approvals
The student will:
3. meet goals as defined within the plan
3.2 monitor the project and/or performance and make necessary adjustments
3.1 complete the project and/or performance as outlined
3.3 present the project and/or performance, indicating the:
3.3.2 relationship of outcomes to goals originally set
3.3.1 outcomes attained
3.4 evaluate the project and/or performance, indicating the:
3.4.2 recommendations on how the project and/or performance could have been improved
3.4.1 processes and strategies used
4. demonstrate basic competencies
4.1.1 communicate
4.1 demonstrate fundamental skills to:
4.1.2 manage information
4.1.4 think and solve problems
4.1.3 use numbers
4.2 demonstrate personal management skills to:
4.2.2 be responsible
4.2.1 demonstrate positive attitudes and behaviours
4.2.3 be adaptable
4.2.5 work safely
4.2.4 learn continuously
4.3 demonstrate teamwork skills to:
4.3.2 participate in projects and tasks
4.3.1 work with others
5. create a transitional strategy to accommodate personal changes and build personal values
5.2 identify steps to achieve goals
5.1 identify short-term and long-term goals
COURSE WLD3950: WLD ADVANCED PRACTICUM
Level:
Advanced
Prerequisite:
None
Description:
Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.
Parameters:
This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any introductory (1XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.
Outcomes:
The student will:
1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
1.2 describe personal roles and responsibilities, including:
1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
1.2.1 key responsibilities
1.2.3 code of ethics and/or conduct
1.2.2 support functions/responsibilities/expectations
1.3 describe personal work responsibilities and categorize them as:
1.3.2 non-routine tasks; e.g., emergencies
1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
1.3.3 tasks requiring personal judgement
1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation
1.3.4 tasks requiring approval of a supervisor
2. analyze personal performance in relation to established standards
2.2 evaluate standards of performance in terms of:
2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
2.2.1 quality of work
2.3 evaluate adherence to workplace legislation related to health and safety
2.2.2 quantity of work
2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
2.4.2 interpersonal skills
2.4.1 training and certification
2.4.3 technical skills
2.4.4 ethics
3. demonstrate basic competencies
3.1.1 communicate
3.1 demonstrate fundamental skills to:
3.1.2 manage information
3.1.4 think and solve problems
3.1.3 use numbers
3.2 demonstrate personal management skills to:
3.2.2 be responsible
3.2.1 demonstrate positive attitudes and behaviours
3.2.3 be adaptable
3.2.5 work safely
3.2.4 learn continuously
3.3 demonstrate teamwork skills to:
3.3.2 participate in projects and tasks
3.3.1 work with others
4. create a transitional strategy to accommodate personal changes and build personal values
4.2 identify steps to achieve goals
4.1 identify short-term and long-term goals | <urn:uuid:3b6becbb-960a-4910-8f00-6ddcb5873dfb> | CC-MAIN-2021-04 | https://education.alberta.ca/media/3255949/wld_pos.pdf | 2021-01-28T11:45:18+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00335.warc.gz | 298,415,807 | 24,272 | eng_Latn | eng_Latn | 0.97242 | eng_Latn | 0.979055 | [
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ArtsforLearning Online Curriculum
Unit 6 Authors and Actors
Part 2 Exploring
Unit 6: Lesson 11 Select Topic & Brainstorm Personal Narrative
Unit 6: Lesson 11 Select Topic & Brainstorm Personal Narrative
LITERACY OBJECTIVE
By the end of this lesson students will be able to develop an outline for a personal narrative.
LITERACY "I CAN" STATEMENTS
"I can develop an outline for my personal narrative."
LESSON OVERVIEW
STANDARDS ALIGNMENT
http://www.youngaudiences.org/book/export/html/850
TARGETED CCSS
Writing & Language
W 3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W 3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W 3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W 3.3c: Use temporal words and phrases to signal event order.
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 3.3d: Provide a sense of closure.
W 4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W 4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W 4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W 4.3c: Use a variety of transitional words and phrases to manage the sequence of events.
W 4.3e: Provide a conclusion that follows from the narrated experiences or events.
W 4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
W 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W 5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W 5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W 5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
W 5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W 5.3e: Provide a conclusion that follows from the narrated experiences or events.
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
L 3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
http://www.youngaudiences.org/book/export/html/850
Speaking & Listening
SL 3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL 3.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL 3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
SL 3.1d: Explain their own ideas and understanding in light of the discussion.
SL 4.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL 4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL 5.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
SL 5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL 5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL 5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
SECONDARY CCSS
None for this Lesson.
TEACHING RESOURCES
CLASSROOM CHARTS
-Unit Overview for Students
-Co-constructed Personal Narrative Rubric
A4L STUDENT NOTEBOOKS
-Brainstorms: Pages 4, 13, and 25
-My Personal Narrative Outline
-Writing: Pages 7, 9, 10, 18, 19, and 26
http://www.youngaudiences.org/book/export/html/850
LIFE & LEARNING SKILLS
Unit 6 includes the following Life & Learning Skills:
-Reflective thinking
-Critical and analytic thinking
-Creative problem-solving
-Collaboration Communication
DIFFERENTIATION OPTIONS
Differentiation Options will appear throughout the unit to suggest ways to scaffold or challenge student learning. Use the number of helping hands to select the level of differentiation that best supports student learning.
Highest level of scaffolding. Select this option if students are learning strategies for the first time, if the text is challenging for them, or if students require more guidance during activities. The Unit is written for the highest level of scaffolding.
Moderate scaffolding. Select this option if students require some support comprehending the text or navigating the activity.
Least amount of scaffolding/Extending the instruction. Select this option if students are ready to work more independently, move more quickly through the material, or are ready for additional challenge.
LEVERAGING MOMENTS
Key instructional steps where the arts are used to leverage literacy-learning (and vice versa) are marked with . Smaller leveraging moments also occur throughout the lessons.
STEP 1: INTRODUCE LESSON 11
Process: Begin the lesson by walking through the Unit Overview for Students. to review progress thus far. Give an overview of the lesson objectives. Select a topic for a personal http://www.youngaudiences.org/book/export/html/850
narrative and engage in a theater exercise to brainstorm the story; co-construct a personal narrative rubric.
Suggested Dialogue
Beginning The Writing Process
"The moment has finally arrived. You are going to take the skills you've gained as authors and actors and use them to write your own story. In the next series of lessons, you will draft, revise, and publish personal narratives and use theater exercises to help strengthen your story beginnings, descriptions, and story endings. Remember, we'll end our unit by publishing our work in a class book and presenting our stories in the Authors and Actors Performance for an audience."
"Today we are going to review the brainstorming you did around our three topics: "A time I broke the rules," "A time I lost something or someone special," and "A time I learned something about friendship," and pick one topic that you want to write a full narrative about. Then, we'll do a theater exercise called Walking Stories to help you think through the story you want to tell."
"By the end of today's lesson, you will be able to say, 'I can develop an outline for my personal narrative.'"
STEP 2: SELECT TOPIC FOR WRITING
Process: Guide students to review their brainstorms for the three topics explored in the unit by looking back through the brainstorming and writing they have done in their A4L Writer's Notebooks. Students select one topic and, within that topic, the one memory they want to write a full story about. This does not need to be the same memory they worked with earlier in the unit. Students should turn to page 29 in their A4L Writer's Notebooks, circle their topic, and record their memory. Tell students they will come back to brainstorm their story after they do the theater exercise Walking Stories.
STEP 3: DEVELOP STORY OUTLINE THROUGH A THEATER EXERCISE-WALKING STORIES
Process: Model the theater exercise and then lead students in Walking Stories. The purpose of this exercise is to help students develop their personal narratives from beginning to end on their feet-a "walking" story. By walking and talking, students orally narrate what happened, who was there, where they were, and how it felt in preparation for writing their stories. Read the menu below for the Walking Stories instructions.
The Walking Stories Exercise
Students line up along one side of a room and walk in unison to the other side and back. They walk back and forth two times, or set a timer for about two minutes. As students walk, they tell their stories.
http://www.youngaudiences.org/book/export/html/850
The reason they walk in unison is to avoid eye contact, which might make some students lose focus.
Students do the exercise three times:
First, a warm-up to get the story out, to get the sillies out, and to notice where there are story gaps or maybe too much information.
Second, a walk that helps students hone in on major plot points. After they complete this round, they should sit down where they are and start to make notes on page 29-My Personal Narrative Outline-in their A4L Writer's Notebook about what happened in the story.
Third, students go through the exercise, this time with prompting to focus on who's there, what people are saying, where they are, and what they see, hear, smell, taste, and feel. After this round, students sit down to add details and notes on pages 29-30 in the A4L Writer's Notebook.
The recommended space is the gym, cafeteria, cafetorium, large room, or move desks to have enough open space for students to walk back and forth. Students will need A4L Writer's Notebooks and pencils easily accessible. Have students plug their ears if they need help focusing.
Step Alternatives: Mini-Lesson On Transitions
If students would benefit from additional instruction on effectively using transitions when writing, pause here to incorporate a mini-lesson. Students can then develop their own transitions during the Walking Stories exercise.
Teaching Tip: Prompts For 3rd Round Of Story Walk
For the third round of the exercise, prompt students to focus on the following:
-What happens in your story?
-How do you feel?
-Get yourself closer to the story you want to tell.
-What are you feeling at different parts of your story?
-What do you hear?
-Who's there?
-What do you see?
-What do you feel?
-What do you smell?
-How were you feeling?
Use these prompts if students get stuck in Round 2 to keep them storytelling. Have students plug their ears if they need help focusing.
Suggested Dialogue
Introducing The Exercise
"Now that you know the topic and memory you want to write about, we're going to do a theater exercise called Walking Stories to help you think through the story. You'll walk from one side of the room to the other a couple of times (or until the timer rings), and as you walk, you'll talk out loud about what happened in your memory. We'll all do this at the same time. Everyone will walk together and talk http://www.youngaudiences.org/book/export/html/850
together. I'll show you what this looks like. (Model walking and talking the story back and forth.)"
"We'll do this three times. Once to get the stories out, the sillies out, and to notice where there are gaps in your story or too much information. Second, we'll do it again to hone in on what happened in your story. After that round, you'll sit down and make notes in your A4L Writer's Notebook on pages 29-30. Let's take a look at these pages. (Students open their A4L Writer's Notebooks.) You can see you have space to make notes about what happened at the beginning of your story, details and events throughout, and what happened at the end. We'll do the exercise a third time, and I'll prompt you to focus on details. You'll sit down again and add details to your story outline."
Transitioning To A Starting Place
"When I say 'Go,' walk to the wall and line up. Stand next to someone you won't be distracted by. You have 10 seconds. Go! 10-9-8-7-6-5-4-3-2-1. I'll know you're ready when it's silent."
Facilitating The Exercise
"When I say 'Go,' start your walking story. Start your story from the beginning, and try to get to the end by the time we need to stop. Go." (Students walk and story-tell.)
"Let's reflect. What was that like? (Perhaps 'weird,' 'hard to focus,' 'fun.') The goal of this theater exercise is to tell the story verbally and to find the major parts to write about--from the beginning to the end. You're writing about one event in your life. The story must have key events and details within those events. You may not be able to tell everything. Some parts are more or less important than others. This time, try to find and tell the juicy parts of your story--what do you really want your reader to know?"
"When I say 'Go,' start your walking story. Start from the beginning of your story and try to get to the end by the time we stop. Go." (Students walk and story-tell.)
Taking Notes In Story Outline
"Sit down where you are and make notes in your outline on pages 29-30 of your A4L Writer's Notebook. Before writers spend a lot of time and attention working on specific parts of their stories, they often write quickly to get the story out. Jot down what happens in your story. You do not need to write complete sentences--these are notes to yourself for writing a draft later." (Students write in their notebooks.)
Facilitating Students Walking And Story-Telling
"Now, we'll do the exercise one more time. This time, I want you to focus on the details of your story. Who's there? What are people saying? Where are you and what do you see? What do you see, smell, taste, and feel? Go." (Students walk and story-tell.)
"Sit down where you are and add details to your story outline on pages 29-30 of your A4L Writer's Notebook. You can add details to each part of the story, write in the margins, or make notes for yourself for later on."
http://www.youngaudiences.org/book/export/html/850
Facilitating Pair-Sharing Reflection
Right where you are, find a partner and sit. Tell your partner something you discovered during this exercise, something you really want to include in your story, or something you realized doesn't fit. You have 2 minutes. Go. (Give each partner 60 seconds to share.)
Transitioning To Desks
"In 10 seconds (or longer if the class is not in the classroom) let's return to our desks. 10-9-8-7-6-5..."
STEP 4: REVIEW & FINALIZE PERSONAL NARRATIVE RUBRIC
Process: Review the rubric created throughout the unit. Discuss the criteria and whether anything should be added or changed to reflect what students know about writing good personal narratives. Add in an "editing" section and tell students they will refer to this section after drafting and revising.
Incoporate additional criteria, such as sentence fluency or grammar, as appropriate. See sample Personal Narrative Rubric. Post the final rubric on wall as a reference and/or make a copy for each student.
Suggested Dialogue
Reviewing What We Learned
"Now that you have a draft outline of your story, let's review what we've learned about writing good personal narratives. Let's reread our rubric and see if there is anything we think we need to add or change to reflect all we now know about writing good personal narratives. We are also going to add an 'editing' section to our rubric. We'll refer to this section after drafting and revising our narratives. What do you think we should check for editing?" (Elicit ideas from students, such as checking for spelling and captialization, writing in complete sentences, and attending to punctuation. Review and finalize rubric.)
STEP 5: CLOSE LESSON 11
Process: Students return to their story outline and circle one word that represents the story they will write. Close the lesson with a Word Whip. Select a facilitation and variation option. Close lesson with a look forward describing the next lesson and an optional closing ritual.
Teaching Tip: Word Whip Facilitation & Variation Options http://www.youngaudiences.org/book/export/html/850
Facilitation Options
-Students are anywhere in the room-desks, reading area, open space-and everyone shares all at the same time on the count of three.
-Students stand in a circle and share one at a time.
-Students are at their desks and share one at a time, visually cued by the teacher.
Variations
-Students show a gesture without voice.
-Students say one word.
-Students say one word and show a gesture simultaneously.
Suggested Dialogue
Closing With A Word Whip
"Let's close with a Word Whip of something from your outline. Look at your story outline and circle one word that you think represents what you wrote. (Explain facilitation and variation selected for the Word Whip.) Let's begin."
Looking Forward
"When we come back together, we'll draft our stories."
Performing The Closing Ritual (Optional)
"To close our theater lessons, we'll appreciate our work and each other with a unified clap. On three we'll all clap once and say, 'Huh!' 1-2-3 (clap) Huh!"
CONGRATULATIONS ON COMPLETING LESSON 11! YOU ARE NOW READY TO MOVE ONTO LESSON 12 OF UNIT 6.
Is this Lesson Public or Members only?: Public http://www.youngaudiences.org/book/export/html/850 | <urn:uuid:ca8ef71a-e645-4f56-b429-3ae337f6786e> | CC-MAIN-2021-04 | https://www.youngaudiences.org/sites/default/files/Unit%206_%20Lesson%2011.pdf | 2021-01-28T12:47:30+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00336.warc.gz | 1,051,356,404 | 4,242 | eng_Latn | eng_Latn | 0.968664 | eng_Latn | 0.997618 | [
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Summer Enrichment Packet for Rising Algebra 1 Students
PRINCE GEORGE'S COUNTY PUBLIC SCHOOLS
Division of Academics Department of Curriculum and Instruction
BOARD OF EDUCATION OF
PRINCE GEORGE'S COUNTY, MARYLAND
Alvin Thornton, Ph.D., Chair
Edward Burroughs III, Vice-Chair, District 8
David Murray,
District 1
Joshua M. Thomas, District 2
Pamela Boozer-Strother, District 3
Bryan Swann, District 4
Raaheela Ahmed, District 5
Belinda Queen, District 6
K. Alexander Wallace, District 7
Sonya Williams, District 9
Curtis Valentine, M.P.P., Board Member Paul Monteiro, Board Member Sandra D. Shephard, Board Member Joshua Omolola, Student Board Member
Monica E. Goldson, Ed.D., Secretary/Treasurer and Chief Executive Officer
Kara Libby, Ed.D.
Chief Academic Officer
Judith J. White, Ed.D.
Director, Curriculum and Instruction
Ms. Stephanie McLeod
Instructional Supervisor, High School Mathematics
Note to Student: You've learned so much in Math 8, Foundations for Algebra, or Accelerated 2! It is important that you keep practicing your mathematical knowledge over the summer to be ready for Algebra I. In this packet, you will find weekly activities for the summer break.
Directions:
- Create a personal and fun math journal by stapling several pieces of paper together or use a notebook or binder with paper. Be creative and decorate the cover to show math in your world.
- Each journal entry should:
❖ Have the week number and the problem number.
❖ Have a clear and complete answer that explains your thinking.
❖ Be neat and organized.
Playing board and card games are a good way to reinforce basic computation skills and mathematical reasoning. Try to play board and card games at least once a week. Some suggested games to play are: Monopoly, Chess, War, Battleship, Mancala, Dominoes, Phase 10, Yahtzee, 24 Challenge, Sudoku, Connect Four, and Risk.
Where to Go to Get Help and Opportunities for Practice!
During the course of your math work this summer, you may need some assistance with deepening your understanding the skills and concepts. You also might want to get some more practice. Here are some sites you can visit online:
To get the exact definition of each standard, go to www.corestandards.org and search for the content standard (for example, HSF.BF.1.3).
Khan Academy has helpful videos and self-guided practice problems for every grade level. Go to www.khanacademy.org to get started.
Week 1
Domain: Functions
Standard: 8.F.1 – 8.F.2 – Define, evaluate, and compare
functions.
Directions:
Encryptions are used by spies, secret societies, and other organizations to transfer information without other people reading their messages. Secret codes can be created by a simple scheme of replacing letters with numbers. More complex codes replace letters with other letters. The code scheme is called a cipher and can be written as a list or table.
1. A letter-to-letter code can be represented in a graph. Create a key to determine the cipher represented in the graph below.
2. Use the code cipher from the previous page to code the message "The homework is on page fifty."
3. Use the cipher to decode the message "SLJ JCP FDSKU DW GOJEOPRW."
4. Create your own cipher code so that another letter replaces each letter.
5. Use your cipher to code the following message: "Summer Breaks are relaxing."
Week 2
Domain: Functions
Standard: 8.F.1 – 8.F.2 – Define, evaluate, and compare functions.
Directions:
As rules can be created to code a message in letters, you can write a rule that changes numbers into other numbers. Words, tables, and graphs can represent these rules. The rule "add one to each number" can be represented in other forms.
1. Represent the function in the other 3 forms.
.
2. Complete the table and graph y = x 2 + 2x +1
a.
c. Is it possible for two different inputs to give you the same output? Justify your answer.
3. Use the vocabulary words below to explain how the following real-life experience is like a function.
When you pick up a phone and dial 301-555-2612, you will get the Prince George's County Zoo. When you dial 301-222-3645, you will get the Prince George's County Museum. When you pick up the phone and dial a specific number, you will get only one business/resident.
domain range input output relation function
Week 3
Domain: Expressions and Equations
Standard: 8.EE.5 – 8.EE.6: relationships, lines, and linear equations.
Understand the connections between proportional
Standard: 8.EE.7 – 8.EE.8: Analyze and solve linear equations and pairs of simultaneous linear equations.
Directions: Jessie likes candles. She also likes mathematics and was thinking about using algebra to answer a question that she had about two of her candles. Her taller candle is 16 centimeters tall. For each hour it burns, the candle loses 2.5 centimeters in height. Her short candle is 12 centimeters tall and loses 1.5 centimeters in height for each hour that it burns.
Jessie needs your help to determine whether these two candles would ever reach the same height at the same time if allowed to burn the same length of time. She also wants to know what height the two candles would be at that time. If it is not possible, she wants to know why it could not happen and what would need to be true in order for them to be able to reach the same height. To help Jessie understand what you are doing, be sure to use multiple representations, justify your results, and explain your thinking.
Week 4
Domain:
Expressions and Equations
Standard: 8.EE.5 – 8.EE.6: Understand the connections between proportional and linear equations.
relationships, lines,
Standard: 8.EE.7 – 8.EE.8: Analyze and solve linear equations and pairs of simultaneous linear equations.
Directions: You have been selected by members of Team Cheetah to participate in a onemile race during
spirit week. A student from Team Gazelle will race against you. You are able to run 12 feet per second. Since the student from Team Gazelle runs 10 feet per second, you have been asked to let him have a 1,000-feet head start. If both of you maintain the estimated rates, would you be able to beat your opponent? Use at least 2 different methods to justify your conclusion.
Week 5
Domain: Statistics and Probability
Standard: 8.SP.1 – 8.SP.4: Investigate patterns of association
in bivariate data.
Directions: Is there an association between whether a middle or high school student plays a sport and whether he or she plays a musical instrument? To investigate, survey 25 people and record your results in the table below.
Summarize the data below.
Instrument
Sport
a. Of the middle and high school students you surveyed who play a sport, what proportion plays a musical instrument?
b. Of the middle and high school students you surveyed who do not play a sport, what proportion plays a musical instrument?
c. Based on your data, do you think there is an association between playing a sport and playing an instrument? Justify your reasoning.
d. Create another visual representation that could help you determine the association, if any, between playing a sport and playing a musical instrument.
Week 6
Domain: Expressions and Equations
Standard: 8.EE.5 – 8.EE.6: Understand the connections between
proportional relationships, lines, and linear equations.
Standard: 8.EE.7 – 8.EE.8: Analyze and solve linear equations and pairs of simultaneous linear equations.
Directions:
Read the problem below.
The figure below shows the lines l and m described by the equations 4x - y = a and y = 2x + b, respectively for some constants a and b. The two lines intersect at the point (p, q).
1. Interpret a and b in terms of the graphs of the equations.
2. Using a pencil, place the tip of your pencil at point (p, q) and trace line l to the point whose x-coordinate is p + 2. Using a pen, do the same for line m. Determine the difference between the y-coordinates for lines l and m.
Week 7
Domain: Expressions and Equations
Standard: 8.EE.5 – 8.EE.6: Understand the connections between
proportional relationships, lines, and linear equations.
Standard: 8.EE.7 – 8.EE.8: simultaneous linear equations.
Analyze and solve linear equations and pairs of
1. Find the linear equations for L1 and L2.
2. Find two additional points, one that lies on L1 and one that lies on L2.
Algebra I – Unit 1 Preview
Domain: Number System
Standard:
A.CED.1
– Create equations that describe numbers or relationships.
A.SSE.1 – Interpret the structure of expressions.
Sean has been assigned the following linear equations and inequality word problems. Help him solve each problem below by using the five-step plan below.
1. Drawing a sketch (if necessary)
3. Setting up an equation or inequality
2. Defining a variable
4. Solving the equation or inequality
5. Making sure you answer the question
1. The sum of 38 and twice a number is 124. Find the number.
2. The sum of two consecutive integers is less than 83. Find the pair of integers with the greatest sum.
3. A rectangle is 12m longer than it is wide. Its perimeter is 68m. Find the length and width of the rectangle.
4. Alex has twice as much money as Jennifer. Jennifer has $6 less than Shannon. Together they have $54. How much money does each have?
5. There are three exams in a marking period. A student received grades of 75 and 81 on the first two exams. What grade must the student earn on the last exam to get an average of no less than 80 for the marking period?
Rising Algebra 1 Summer Enrichment Packet | <urn:uuid:693abf9f-b9b1-4e32-8fc7-fb148f6ace49> | CC-MAIN-2021-04 | https://ektron.pgcps.org/Homework-Packets/content/Summer-Enrichment-Packets/Packets/High/Mathematics/Algebra-1-Enrichment-Packet-Summer-2020/ | 2021-01-28T12:56:53+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00337.warc.gz | 301,875,941 | 2,264 | eng_Latn | eng_Latn | 0.929364 | eng_Latn | 0.996114 | [
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GRE quantitative course
www.zabanik.ir
March 2019
Basic Arithmetic concepts
- The Number Line
- Absolute Value
- Addition, Subtraction, Multiplication, Division
- Integers
- Exponents and Roots
- Squares and Square Roots
- Order of operations
For questions in the Quantitative Comparison format ("Quantity A" and "Quantity B" given), the answer choices are always as follows:
(A) Quantity A is greater.
(B) Quantity B is greater.
(C) The two quantities are equal.
(D) The relationship cannot be determined from the information given.
The word number always means real numbers.
In mathematics, a real number is a value of a continuous quantity that can represent a distance along a line.
Signed numbers
For any number a, exactly one of the following is true:
- a is negative
- a = 0
- a is positive
The absolute value:
|3| = 3
|-3| = 3
Basic Operations
$$23 ÷ 10 = 2.3 = 23 10 = 2 3 10$$
$$n ÷ m, n = mq + r$$
$$23 ÷ 10, 23 = 10(2) + 3$$
The quotient is 2 and there is a remainder of 3.
Divide by zero:
- 0 ÷ 7 = 0
- 7 ÷ 0 is meaningless
The product of 0 and any number is 0
The product of an even number of negative factors is positive
The product of an odd number of negative factors is positive
To find the sum of positive and negative number, find the difference of their absolute values and use the sign of number with the larger absolute value.
The sum of two positive number is positive
The sub of two negative number is negative
More Example:
To subtract signed numbers, change the problem to an addition problem, by changing the sign of what is being subtracted, and use the last tip.
2 + (-6) = -4
2 + (6) = 8
-2 + (6) = 4
-2 + (-6) = -8
Integers Numbers
Consecutive integers are two or more integers written in sequence in which each integer is 1 more than the preceding integer.
24, 25, 26 -3,-2 -3,-2, -1, 0 n, n +1, n +2, n +3
The answer is A
If x and y are integers, the largest value is 3 + 6 = 9.
However, although x + y is to be an integer, neither x nor y must be. If x = 3.8 and y = 6.2, then x + y = 10.
CAUTION
Never assume that number means integer: 3 is not the only number between 2 and 4; there are Infinitely many, including 2.5, 3.99, π
The answer is A
The answer is E
If a and b are integers, the following four terms are synonymous:
a
is a divisor
of
b
= 3 is a divisor
of 12
a
is a factor
of
b
= 3 is a factor
of 12
b
is divisible
by
a
= 12 is divisible
by 3
b
is multiple
of
a
= 12 is multiple
of 3
They all mean that when b is divided by a there is no remainder (or, more precisely, the remainder is 0). For example:30/6 = 5
The only positive divisor of 1 is 1.
All other positive integers have at least 2 positive divisors: 1 and itself, and possibly many more. For example, 6 is divisible by 1 and 6, as well as 2 and 3.
7 is divisible only by 1 and 7. Positive integers, such as 7, that have exactly 2 positive divisors are called prime numbers or primes.
Positive integers greater than 1 that are not prime are called composite numbers.
The least common multiple (LCM) of two or more integers is the smallest positive integer that is a multiple of each of them. For example, the LCM of 6 and 10 is 30.
(کوچکترین مضرب مشترک )
The greatest common factor (GCF) or greatest common divisor (GCD) of two or more integers is the largest integer that is a factor of each of them. For example, the only positive integers that are factors of both 6 and 10 are 1 and 2, so the GCF of 6 and 10 is 2.
The product of the GCF and LCM of two numbers is equal to the product of the two numbers.
GCF (a and b) × LCM (a and b) = a × b
Example:
a
= 15,
b
= 10
The answer is 1.190
Exponents and Roots
In the expression 2 3 , 2 is called the base and 3 is the exponent.
Laws of exponents
Example:
7 5 × 5 7 = ?
None of the rules applies to this expressions
The answer is 50
The answer is A
Squares and Square Roots
5 2 = 25
√81
= 9
For any positive numbers a and b:
√𝒂𝒃= √𝒂 × √𝒃
√
𝒂
𝒃
= √𝒂
√𝒃
The answer is D
Order of operations
Parentheses, Exponents, Multiplication and Division, Addition and Subtraction
The answer is B | <urn:uuid:545b481d-ae4a-4c4b-a633-4d40887947ce> | CC-MAIN-2021-04 | https://www.zabanik.ir/GRE_Quant/GRE_Quant01.pdf | 2021-01-28T12:20:27+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00343.warc.gz | 1,055,886,300 | 1,227 | eng_Latn | eng_Latn | 0.965452 | eng_Latn | 0.994209 | [
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NATIONAL SENIOR CERTIFICATE
GRADE 12
AGRICULTURAL SCIENCES P1
FEBRUARY/MARCH 2015
This question paper consists of 15 pages.
MARKS: 150
TIME: 2½ hours
INSTRUCTIONS AND INFORMATION
1. This question paper consists of TWO sections, namely SECTION A and SECTION B.
2. Answer ALL the questions in the ANSWER BOOK.
3. Start EACH question on a NEW page.
4. Number the answers correctly according to the numbering system used in this question paper.
5. You may use a non-programmable calculator.
6. Show ALL the calculations, including formulae, where applicable.
7. Write neatly and legibly.
SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (1.1.1–1.1.10) in the ANSWER BOOK, for example 1.1.11 D.
D Double cervix
1.1.1 The chemical symbol for the mineral element responsible for the formation of haemoglobin in the red blood cells:
A Ca
B P
C Na
D Fe
1.1.2 The process that involves the transporting of water and nutrient molecules from the small intestines into the bloodstream:
A Mastication
B Absorption
C Digestion
D Assimilation
1.1.3 The animal with the highest protein requirements:
A Old ewe during the rainy season
B Bull in the off-season
C Dried-off sow
D Dairy cow in milk
1.1.4 As the environmental temperature increases above the normal comfort levels, ruminant animals tend to …
A eat less and drink more water.
B eat more and drink less water.
C eat more and drink more water.
D eat less and drink less water.
1.1.5 A cow abandons her calf immediately after birth. This condition can be directly linked to inadequate …
A mothering instincts.
B conducive climatic conditions.
C handling.
D management.
1.1.6 An example of a congenital defect:
A A broken penis
B Cystic ovaries
C Impotence
1.1.7 The supplementing of the nutritional element, ..., is represented in the diagram below.
A antibiotics
C licks
B soluble vitamins mixed with water
D growth stimulants
1.1.8 The correct way to handle chickens includes the following:
(i) Chase and grab chickens.
(iii) Grab a chicken by the wings or tail.
(ii) Move chickens gently into a tight group.
(iv) Hold the chicken firmly, but not too tight, for it to feel secure.
(v) Grab chickens by their feet.
Choose the CORRECT combination:
A (ii), (iii) and (v)
C (ii), (iv) and (v)
B (i), (iii) and (iv)
D (ii), (iii) and (iv)
1.1.9 A process where superior cows are treated with hormones to produce many more ova during a single oestrus cycle:
A Superovulation
C Flushing
B Synchronisation
D Steaming up
1.1.10 The membrane surrounding the foetus responsible for the removal of urine:
A Placenta
C Amnion
B Chorion
D
Allantois (10 x 2)
(20)
1.2 Indicate whether each of the descriptions in COLUMN B applies to A ONLY, B ONLY, BOTH A AND B or NONE of the items in COLUMN A. Write A only, B only, both A and B or none next to the question number (1.2.1 to 1.2.5) in the ANSWER BOOK, for example 1.2.6 B only.
Example: 1.2.6
Answer: 1.2.6 B only
(5 x 2) (10)
1.3 Give ONE word/term/phrase for each of the following descriptions. Write only the word/term/phrase next to the question number (1.3.1–1.3.5) in the ANSWER BOOK.
1.3.1 The index used to determine the quality of a protein in a feed
1.3.2 A mineral deficiency that is responsible for parakeratosis in pigs
1.3.3 A board with handholds that is used to handle pigs
1.3.4 The process whereby eggs are produced by the ovary
1.3.5 The type of cloning used to generate an embryo which is implanted in the uterus of a cow (5 x 2) (10)
1.4 Change the UNDERLINED WORD(S) in each of the following statements to make them TRUE. Write only the answer next to the question number (1.4.1–1.4.5) in the ANSWER BOOK.
1.4.1 The Punnett square is a method used to determine the combined ratio of two feed components to get a required nutrient value.
1.4.2 A production ration that provides just enough nutrients to keep an animal alive and in the same condition.
1.4.3 The colon is a part of the digestive system where undigested food is finally stored before it passes through the anus.
1.4.4 The part of the sperm cell that facilitates penetration into the ovum is called the mid-piece.
1.4.5 Flushing is the implantation of an already fertilised egg cell from a superior animal into a recipient animal. (5 x 1)
(5)
TOTAL SECTION A: 45
SECTION B
Start this question on a NEW page.
QUESTION 2: ANIMAL NUTRITION
2.1 The diagrams below represent the alimentary canals of two farm animals.
DIAGRAM 1
DIAGRAM 2
2.1.1 Complete the table below by writing down the answers to (a), (b), (c) and (d). Write only the word next to the question number (2.1.1 (a)–(d)) in the ANSWER BOOK.
2.1.2 Indicate the letter (A–E) and the name of the part where hydrochloric acid is secreted in DIAGRAM 1 above.
(4)
(2)
2.2 Fodder-flow planning provides for own feed production, available feeds and the nutrient requirements of animals in a production system.
2.2.1 Define the concept fodder flow. (2)
2.2.2 Explain the following aspects when planning a fodder flow:
(a) Economic viability (2)
(b) Sustainability (2)
2.3 A heifer was fed with 25 kg feed with a moisture content of 15%. This heifer excreted 8 kg dry manure.
2.3.1 Calculate the digestibility coefficiency of the feed. (5)
2.3.2 Explain the implication of the digestibility coefficiency in QUESTION 2.3.1. (2)
2.4 The table below indicates rations and their respective nutritive ratio (NR) values.
2.4.1 Indicate the ration (A or B) which will be more suitable for:
(a)
Fattening old ewes
(1)
(b) Ewes in the last 4 weeks of pregnancy (1)
(c)
2.4.2 Give a reason for the answer to QUESTION 2.4.1(a). (1)
2.4.3 Identify the ration above that contains the highest levels of the following feeds:
(a)
(b)
Fish meal
(1)
2.4.4
Describe the implication of the nutritive ratio in ration
B.
2.5 The diagram below represents a form of mineral supplementation in cattle.
2.5.1
Indicate the mineral supplementation method represented in the diagram above.
(2)
(1)
QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL
Start this question on a NEW page.
3.1 The illustrations below indicate two animal production systems.
A: RURAL CATTLE HERDING
B: CATTLE IN A FEEDLOT
3.1.1 Identify the animal production systems represented by A and B in the above illustrations. (2)
3.1.2 Compare the following aspects of the animal production systems illustrated above:
(a) Capital investment
(2)
(b) Area of land occupied
(2)
3.1.3 Give TWO examples of intensive production systems for poultry. (2)
3.2 Below is a list of structures or practices that are used in the handling and management of farm animals in an animal production system.
*
A dairy parlour
* A single strand of movable electrical wire
* A rope with a halter to tie animals to a pole
* A separate crush
* Ostriches/Geese and donkeys
Indicate which of the items above are the most suitable for each of the following situations:
3.2.1 A temporary structure for dairy cattle to utilise planted pastures (1)
3.2.2 To contain animals in a small area
(1)
3.2.3 To inseminate Holstein cows (1)
3.2.4 To protect sheep against small predators, stray dogs and intruders (1)
3.3 Solar radiation is a major cause of heat stress and it increases the body temperature of farm animals. When farm animals are stressed their production also decreases.
3.3.1 Suggest THREE measures that a farmer can take to reduce heat stress in cattle under intensive production conditions.
3.3.2 Describe the correlation between high environmental temperature and feed intake in animals not adapted to hot environmental conditions.
3.4 During an experiment a group of heifers was injected with a growth stimulant to test the effectiveness of the newly-developed stimulant. The results of the growth response in the heifers in the experiment were tabulated in the table below.
3.4.1 Draw a line graph to illustrate the volume of growth stimulant and the growth response of these heifers. (6)
3.4.2 Name TWO growth stimulants used in animal production systems. (2)
3.4.3 Determine the growth response of the heifers at a growth stimulant application of 15 ml. (1)
(3)
(2)
3.5 The schematic representation below shows the life cycle of a parasite.
Egg
Egg
containing
miracidium
Miracidium
penetrating
snail shell
Stages in
snail
Redia
Metacercaria
Cercaria
QUESTION 4: ANIMAL REPRODUCTION
Start this question on a NEW page.
4.1 The diagram below represents the reproductive system of a farm animal.
.
4.1.1 Indicate the process that takes place in part D
4.1.2
Identify parts
A,
B
and
E.
4.1.3 Name and explain TWO congenital defects of part D that lead to infertility.
4.1.4 State TWO functions of part C.
(1)
(3)
(4)
(2)
4.2 Cows normally allow mating when they are in oestrus.
4.2.1 Define the term oestrus. (2)
4.2.2 State THREE visible signs of oestrus in cows. (3)
4.2.3 Indicate THREE practical methods a farmer can use to assist with the identification of cows on heat.
(3)
4.3 A non-pregnant cow was isolated from the rest of the herd for a research programme. Blood samples were taken daily from the cow to analyse the oestrogen and progesterone levels over a period of 22 days. The results were recorded and presented graphically as shown below.
4.3.1 Identify the most suitable day for the farmer to release the cow to mate with a bull. (1)
4.3.2 Give TWO reasons for the answer to QUESTION 4.3.1. (2)
4.3.3 Indicate the day on which ovulation might have taken place. (1)
4.3.4 Name the stage of oestrus when progesterone is at its highest level. (1)
4.3.5 Deduce whether the cow has become pregnant. Motivate the answer. (3)
4.4 Currently modern technologies like artificial insemination (AI), synchronisation of oestrus and embryo transfer (ET) are used by farmers to enhance faster and better production, productivity and genetic superiority in farm animals.
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ArtsforLearning Online Curriculum
Unit 6 Authors and Actors
Part 3 Sharing
Unit 6: Lesson 16
Rehearse Statues for Authors and Actors Performance
Unit 6: Lesson 16 Rehearse Statues For Authors And Actors Performance
LITERACY OBJECTIVE
By the end of this lesson students will be able to create statues that effectively represent pieces of writing.
LITERACY "I CAN" STATEMENTS
"I can create statues that represent pieces of writing."
LESSON OVERVIEW
http://www.youngaudiences.org/book/export/html/856
STANDARDS ALIGNMENT
TARGETED CCSS
Reading: Literature
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL 3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Speaking & Listening
SL 3.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL 4.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 5.1a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL 5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SECONDARY CCSS
None for this lesson.
http://www.youngaudiences.org/book/export/html/856
TEACHING RESOURCES
CLASSROOM CHARTS
-Dynamic Performance Guidelines
A4L WRITER'S NOTEBOOK
-Final Personal Narratives
STUDENT MATERIALS
-Authors & Actors Performance Scripts
LIFE & LEARNING SKILLS
Unit 6 includes the following Life & Learning Skills:
-Reflective thinking
-Critical and analytic thinking
-Creative problem-solving
-Collaboration Communication
DIFFERENTIATION OPTIONS
Differentiation Options will appear throughout the unit to suggest ways to scaffold or challenge student learning. Use the number of helping hands to select the level of differentiation that best supports student learning.
Highest level of scaffolding. Select this option if students are learning strategies for the first time, if the text is challenging for them, or if students require more guidance during activities. The Unit is written for the highest level of scaffolding.
Moderate scaffolding. Select this option if students require some support comprehending the text or navigating the activity.
http://www.youngaudiences.org/book/export/html/856
Least amount of scaffolding/Extending the instruction. Select this option if students are ready to work more independently, move more quickly through the material, or are ready for additional challenge.
LEVERAGING MOMENTS
Key instructional steps where the arts are used to leverage literacy-learning (and vice versa) are marked with
. Smaller leveraging moments also occur throughout the lessons.
STEP 1: INTRODUCE LESSON 16
Process: Give an overview of the lesson objectives. Rehearse statues for the performance. Tell students they will be up on their feet for the next series of lessons, rehearsing and refining their Authors and Actors Performance. Give students an overview of what their performance will look like and how the rehearsal process will be broken into three parts. Today, they will learn how to create statues for the performance and work in groups to rehearse.
Prepare rehearsal space for groups and modeling space for statues instruction. Rehearsal space can be open space with all the desks moved or small pockets of space throughout the room.
ELL Support
Encourage students to review the "Word Bank" and visual icons on the wall in preparation for this activity.
Suggested Dialogue
PROVIDING AN OVERVIEW OF THE REHEARSAL PROCESS
"For the next lessons, we will be up on our feet, planning and rehearsing for our Authors and Actors Performance. First, I'll tell you what the final performance will look like so you have an idea of where you're headed. The performance will combine these two elements that we've already done before":
1. "The way we ended each writing topic and technique with a stomp and saying the topic."
2. "The 'Endings' presentations where you read with statues."
"Each of you will hold your story in your hand and read from the page - you don't need to memorize your selection - with your group in statues during the reading. The idea is to see your story brought to http://www.youngaudiences.org/book/export/html/856
life on stage."
"The rehearsal process is broken into three parts":
Part 1: "Creating statues for each author's section in your group"
Part 2: "Creating a dramatic beginning and ending for your group's performance; working on projection--speaking with a loud, clear, supported voice for the audience to hear"
Part 3: "Putting it all together so each part flows into the next, and you can easily be heard by the audience"
"Today we'll start with Part One--creating statues for each author's section in your group. I'll model statue options for your performance, and then you'll rehearse independently with your group to create statues for each author. At the end of class, you'll present."
STEP 2: MODEL HOW TO CREATE STATUES FOR AUTHORS' SECTIONS
Process: Show students the Dynamic Performance Guidelines. Post a shorthand version on the wall for students to reference as they rehearse (see menu below). Model statue options with the ending that the class constructed, from "Best Friends." Use four student volunteers. Recreate the statues from the endings lessons and refine them to include the Dynamic Performance Guidelines.
Timing for modeling is 10 minutes.
DYNAMIC PERFORMANCE GUIDELINES
Actor Tools for Performance:
-Actors use voice, body and imagination to perform
-Project with loud, clear, supported voice
-Keep your body open to the audience
Statues must have:
http://www.youngaudiences.org/book/export/html/856
-Big body shapes and facial expression
-2 or more levels
Statue Options:
-Statues can represent what's happening, the feeling you get from the story, or specific words and phrases
-Statues can take the form of emotions, ideas, objects, human or animal characters, setting details, etc.
-Actors can be the same statue representing the same thing
-Actors can be different statues representing different things
Where do we all go? Options:
-Authors and actors can place themselves in any order that works for the group
-When it's an author's turn to read, s/he will stand wherever s/he is in the group and read her/his section aloud with a big voice - projecting
Suggested Dialogue
GUIDING DYNAMIC STAGE PICTURES
"To create dynamic stage pictures, we'll use the following dynamic performance guidelines for statues."
Actor Tools for Performance:
-Actors use voice, body, and imagination to perform. Those will be our only tools for performance. No props, costumes, or chairs.
-Projection, which means you speak with a loud, clear, supported voice.
-Keep your body open to the audience--no backs to the audience.
-Statue Requirements
-Big body shapes and facial expression
-Two or more levels--some actors low to the ground, some actors in the middle, and some actors on a high level. The reason for levels is to create an interesting picture for the audience rather than having all actors standing in a line on the same level.
http://www.youngaudiences.org/book/export/html/856
Statue Options:
-Statues can represent what's happening, the feeling you get from the story, or specific words and phrases.
-Statues can take the form of emotions, ideas, objects, human or animal characters, setting details, etc.
-Actors can be the same statue representing the same thing
-Actors can be different statues representing different things]
There are also two ways we can go about the performance. Let's choose one:
1. Authors and actors can place themselves in any order that works for the group; for example, sequential order of the readings or random order
2. When it's an author's turn to read, the author will stand in the group and read the section aloud with a big voice--projecting.
"Let's practice with our ending for 'Best Friends,' this time incorporating the Dynamic Performance Guidelines. May I have four volunteers?" (Re-create the statues for the ending. Revise statues to include levels, big body shapes, and facial expression. Try another version with some of the other elements--maybe emotions, if that wasn't shown--or a specific word.)
"Let's appreciate our volunteer actors with a 1-2-3 (clap) Huh!"
STEP 3: GROUPS REHEARSE
Process: Point groups to rehearsal space. Save 15 minutes of class time for groups to show their statues. This motivates students to work within a given time frame. Feel free to set a timer for yourself and the students, with a 5- or 10-minute warning of time remaining before presenting.
TEACHING TIP: COACHING STUDENT ACTORS
Terms:When rehearsing, coach students toward acting choices rather than directing or telling them what to create.
-Coaching guides an actor to discover and express a unique interpretation of text and character. During rehearsal, coach students.
-Directing unifies individual elements of a production into a cohesive whole. When putting it all together, direct students.
http://www.youngaudiences.org/book/export/html/856
How to Coach:Reframe "telling" statements to questions that prompt students to think through and solve dramatic problems independently. For example:
-Instead of, "I can only see your back. Turn around and face the audience."
-Ask, "How can you open your body up to the audience?"
Suggested Dialogue
SETTING UP STUDENTS REHEARSALS
"For the rest of class, you will rehearse with your group to create statues for each author's section. Review the order of each author. Start with the first author. Create statues using the Dynamic Performance Guidelines posted on the wall. Your goal is to create statues for each author. We will present our statues to each other during the last 15 minutes of class."
(Transition to rehearsal spaces.)
"Let me tell you where I want each group to rehearse. Wait until I've told all groups and said 'Go' before you move. Group 1, you will rehearse here." (Go to area in the room or point. Continue process for all groups.)
"You have 30 minutes" (Customize this time limit if necessary) "to create all your statues. Go." (Groups rehearse. Circulate about the room. Coach students to make dynamic statues.)
STEP 4: GROUPS PRESENT STATUES
Process: Guide groups to present statues. The purpose of presenting is to share work along the way and to motivate students to work within a given time frame. Presentation process options are listed below. Make selections based on time. Appreciate each group with a 1-2-3 (clap) Huh!
PRESENTATION
Each group shows statues while the author is reading. Coach authors to project--"Use your big voice,"
"Speak so the audience can hear."
http://www.youngaudiences.org/book/export/html/856
If time is short, groups show statues only.
Space Options:
-Scattered--Groups present in their rehearsal spots facing the center of the room so most audience members can see
-Round robin--The audience rotates to each presentation group
-Traditional--Groups present in a performance space with audience in front of them
STEP 5: CLOSE LESSON 16
Process: Close lesson with a look forward and an optional closing ritual.
Suggested Dialogue
LOOKING FORWARD
"When we come back together, we'll add dramatic beginnings, endings, and smooth transitions."
PERFORMING THE CLOSING RITUAL (OPTIONAL)
"To close our theater lessons, we'll appreciate our work and each other with a unified clap. On three we'll all clap once and say, 'Huh!' 1-2-3 (clap) Huh!"
CONGRATULATIONS ON COMPLETING LESSON 16! YOU ARE NOW READY TO MOVE ONTO LESSON 17 OF UNIT 6.
http://www.youngaudiences.org/book/export/html/856
Is this Lesson Public or Members only?: Members Only http://www.youngaudiences.org/book/export/html/856
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Daily Skill Building: Vocabulary Placement
One of the strengths of homeschooling is being able to design lessons based upon your child's needs rather than being locked into a specific grade level.
The grade levels indicated on the cover of our Daily Skill Building Series are for general reference only.
You can use these placement tests to decide which level of Daily Skill Building: Vocabulary to begin using with your child. (The Spelling Companion uses the same words presented in the Vocabulary volume and adds synonyms and antonyms.)
PLEASE NOTE: It is fine to begin with a grade level that includes some words that your child already knows. Often, students are familiar with words—but cannot explain what they mean. Learning proper definitions is an important part of developing communication skills. They will expand their word knowledge further when they learn synonyms and antonyms as well.
batch
a group or collection produced at the same time a steep rock face sneaky or cunning
heap
thankful dirty
an untidy pile
drenched
priced reasonably thoroughly wet to avoid by a sudden, quick movement
exhausted
happening quickly extremely tired; worn out
recently made or harvested
splendid
magnificent or grand; excellent shy; reluctant to draw attention to oneself protected from danger
snare
near or close to an open area of land
a trap, often a noose, for catching birds or small animals; to trap
curious
eager to know or learn tear down
more than enough
decay
to become decomposed; rot scare
sad because one is alone
nibble
the lowest part or bottom of something to take small bites
on guard against danger; cautious
strand
to observe or become aware of to leave in a helpless position; to abandon
to gather together; assemble
shirk
```
spoiled; no longer good or healthy neglect quickly and eagerly consume
```
peril
danger or the threat of danger to work to achieve a result
persistent and unchanging
vacant
bother someone or something repeatedly and without stopping to sense the presence of
having no contents; empty; void
typical
characteristic or distinctive to identify as something or someone previously seen, known, etc.; realize something that is advantageous or good; a payment or gift
valiant
lacking social graces or manners boldly courageous; brave; stout-hearted; worthy; excellent
free from error or defect; precise; exact
concur
to argue over the terms of a purchase or agreement to agree
unfriendly
legibly
able to be read or interpreted heavy, difficult breathing at risk for harm
exert
to pledge; devote able to move easily and gracefully to expend physical or mental effort
hoax
regret; guilt a joke, prank, or something that is false
overwhelm with fear
diminish
to decrease in number to demand something
to grasp or to take control of
retaliate
in keeping with the latest trends strangely abnormal and unexpected to pay back harm with harm
inept
break or rest from something that is challenging or tedious clumsy; without skill motivates a desired action
optimistic
isolated or alone hopeful; looking toward a good future
great; large
gaudy
tasteless; overdone; flashy to the extreme polite; considerate
highly intelligent
chagrin
possessing all possible knowledge moving from one place to another being upset or embarrassed by an unexpected turn of events
multiplicity
innocent and honest; simple and potentially unwise numerous amount
slanted or twisted
vacillate
rough or annoying given at great cost to waver or falter
negligent
a failure to properly care for able to be predicted wanted or able to meet a need
nonchalance
creating or building something without concern rigidly holding to standards or rules
superficial
meets the stated needs questioning; inclined to investigate on the surface; without depth
patronize
spirit of friendship and mutual affection to slyly hint or suggest (usually something negative) treat as inferior
acquiesce
experienced or skillful person in a particular area accede; consent
open-ended; freedom without guidelines
agrarian
free of charge obliterate; to destroy entirely so that nothing remains
related to agriculture
minutiae
tiny details lies meant to hurt another person's reputation lovely to see or imagine
colloquial
welcoming to strangers or guests informal way of speaking; slang easily changeable
batch
a group or collection produced at the same time a steep rock face
sneaky or cunning
heap
thankful dirty
an untidy pile
drenched
priced reasonably thoroughly wet
to avoid by a sudden, quick movement
exhausted
happening quickly extremely tired; worn out
recently made or harvested
splendid
magnificent or grand; excellent shy; reluctant to draw attention to oneself protected from danger
snare
near or close to an open area of land
a trap, often a noose, for catching birds or small animals; to trap
curious
eager to know or learn tear down
more than enough
decay
to become decomposed; rot scare
sad because one is alone
nibble
the lowest part or bottom of something to take small bites
on guard against danger; cautious
strand
to observe or become aware of to leave in a helpless position; to abandon
to gather together; assemble
shirk
spoiled; no longer good or healthy neglect
quickly and eagerly consume
peril
danger or the threat of danger to work to achieve a result
persistent and unchanging
vacant
bother someone or something repeatedly and without stopping to sense the presence of having no contents; empty; void
typical
characteristic or distinctive
to identify as something or someone previously seen, known, etc.; realize something that is advantageous or good; a payment or gift
valiant
lacking social graces or manners boldly courageous; brave; stout-hearted; worthy; excellent
free from error or defect; precise; exact
concur
to argue over the terms of a purchase or agreement
to agree
unfriendly
legibly
able to be read or interpreted heavy, difficult breathing
at risk for harm
exert
to pledge; devote able to move easily and gracefully
to expend physical or mental effort
hoax
regret; guilt a joke, prank, or something that is false
overwhelm with fear
diminish
to decrease in number to demand something
to grasp or to take control of
retaliate
in keeping with the latest trends strangely abnormal and unexpected
to pay back harm with harm
inept
clumsy; without skill break or rest from something that is challenging or tedious
motivates a desired action
optimistic
isolated or alone hopeful; looking toward a good future
great; large
gaudy
tasteless; overdone; flashy to the extreme polite; considerate
highly intelligent
chagrin
possessing all possible knowledge moving from one place to another
being upset or embarrassed by an unexpected turn of events
multiplicity
innocent and honest; simple and potentially unwise
numerous amount
slanted or twisted
vacillate
rough or annoying given at great cost
to waver or falter
negligent
a failure to properly care for able to be predicted wanted or able to meet a need
nonchalance
creating or building something without concern
rigidly holding to standards or rules
superficial
meets the stated needs questioning; inclined to investigate on the surface; without depth
patronize
spirit of friendship and mutual affection to slyly hint or suggest (usually something negative)
treat as inferior
acquiesce
experienced or skillful person in a particular area accede; consent
open-ended; freedom without guidelines
agrarian
free of charge obliterate; to destroy entirely so that nothing remains
related to agriculture
minutiae
tiny details
lies meant to hurt another person's reputation lovely to see or imagine
colloquial
welcoming to strangers or guests informal way of speaking; slang
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ISSN: 2394-3696 Website: ijiert.org
VOLUME 7, ISSUE 12, Dec.-2020
PROBLEMS IN LISTENING ENGLISH
AKABIROVA MEHRINISO BAXTIYOROVNA
Teachers of English Languages, Russian Faculty English Languages Department Samarkand State University
KURBANOVA UGILOY AXROROVNA
Teachers of English Languages, Russian Faculty English Languages Department Samarkand State University
ABSTARCT
Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties.
KEYWORDS: listening, misinterpretation, listening comprehension, strategies, difficulties.
INTRODUCTION
The review of literature indicated that when teachers are aware of students' learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve
their listening comprehension abilities. Listening comprehension is one of those skills that you simply can't put your finger on. It seems to be easy enough for some. For others, it's a nightmare. Why is this so?
A number of factors contribute to the extent to which an ESL student is able to understand an audio recording in English. Some of these factors may be characteristics we can attribute to the students themselves, things like working memory, anxiety or mental blocks. Other factors deal with characteristics of the audio track, things like length and complexity. Finally, others are specifically related to the task at hand, things like time pressure and note taking. But to answer the question, let's address some specific reasons your ESL students are having such a hard time with their listening tasks.
Most students with listening comprehension issues get stuck trying to understand every single word.
They try to figure out the meaning of just one word, and before they know it, the recording is finished, and they've missed most of it. Graham (2006) said that there are some other factors that increase learners' listening comprehension problems such as restricted vocabulary, poor grammar, and misinterpretations about listening tasks. According to Seferoglu and Uzakgoren (2004), some other listening comprehension problems are related to the kind of listening materials. The researchers emphasized that listening is not of great importance and teachers do not teach listening strategies to their learners. Bloomfield et al. (2010) and Walker (2014) expressed that one of the serious problems of listening comprehension is related to the pronunciation of words that is different from the way they appear in print. Due to the fact that the spoken language varies to the form of the written language, the recognition of words that make the oral speech can create some difficulties for students. According to Vandergrift (2007) and Walker (2014), in addition to identify the words despite their unfamiliar pronunciation, students should try to decide which linguistic part belongs to which word. Prosodic features of spoken language like where the stress falls, weak forms and strong forms of words, and intonation also impact the comprehension of oral text.
Some students say that as they've mostly been exposed to American English, they don't understand the British English accent, or vice versa.
A whole other problem is when they don't understand certain foreign accents, i.e. an Italian/French/Korean person speaking English. Depending on the class, you could choose one of two paths. You could focus on the accent they need to grasp. I would recommend this, for example, if you have a group preparing to sit for
ISSN: 2394-3696 Website: ijiert.org
VOLUME 7, ISSUE 12, Dec.-2020
any of the Cambridge ESOL exams. Most of the audio features British English, and your students need to train their ears for this particular accent because their exam score depends on it. The next route is to give them as much variety as possible. In real life, students will encounter people from a variety of backgrounds, and they'll need a great deal of flexibility if they want to interact or do business with people from all over the world. This is one aspect of the problem above that all people speaking a foreign language have experienced at one time or another. This often happens when you hear a word you half remember and find you have completely lost the thread of what was being said by the time you remember what it means, but can also happen with words you are trying to work out that sound similar to something in your language, words you are trying to work out from the context or words you have heard many times before and are trying to guess the meaning of once and for all. In individual listening you can cut down on this problem with vocabulary pre-teach and by getting students to talk about the same topic first to bring the relevant vocabulary for that topic area nearer the front of their brain. You could also use a listening that is in shorter segments or use the pause button to give their brains a chance to catch up, but teaching them the skill of coping with the multiple demands of listening and working out what words mean is not so easy. One training method is to use a listening or two to get them to concentrate just on guessing words from context. Another is to load up the tasks even more by adding a logic puzzle or listening and writing task, so that just listening and trying to remember words seems like an easier option. Finally, spend a lot of time revising vocabulary and doing skills work where they come into contact with it and use it, and show students how to do the same in their own time, so that the amount of half remembered vocabulary is much less.
This is again one that anyone who has lived in a foreign country knows well- you are doing fine with the conversation or movie until your brain seems to reach saturation point and from then on nothing goes in until you escape to the toilet for 10 minutes. The first thing you'll need to bear in mind is to build up the length of the texts you use (or the lengths between pauses) over the course in exactly the same way as you build up the difficulty of the texts and tasks. You can make the first time they listen to a longer text a success and therefore a confidence booster by doing it in a part of the lesson and part of the day when they are most alert, by not overloading their brains with new language beforehand, and by giving them a break or easy activity before they start. You can build up their stamina by also making the speaking tasks longer and longer during the term, and they can practice the same thing outside class by watching an English movie with subtitles and taking the subtitles off for longer and longer periods each time. Being able to cope with background noise is another skill that does not easily transfer from L1 and builds up along with students' listening and general language skills. As well as making sure the tape doesn't have lots of hiss or worse (e.g. by recording tape to tape at normal speed not double speed, by using the original or by adjusting the bass and treble) and choosing a recording with no street noise etc, you also need to cut down on noise inside and outside the classroom. Plan listening for when you know it will be quiet outside, e.g. not at lunchtime or when the class next door is also doing a listening. Cut down on noise inside the classroom by doing the first task with books closed and pens down. Boost their confidence by letting them do the same listening on headphones and showing them how much easier it is. Finally, when they start to get used to it, give them an additional challenge by using a recording with background noise such as a cocktail party conversation.
REFERENCES
1) Abdalhamid, F. (2012). Listening Comprehension Strategies of Arabic-Speaking ESL Learners. Master's Dissertation
2) , Department of English, Colorado State University, Fort Collins, Colorado.
3) Bacon, S. M. (1992). The Relationship between Gender, Comprehension, Processing Strategies, and Cognitive and Affective Response in Foreign Language Listening. The Modern Language Journal, 76(2), 160-178. http://dx.doi.org/10.1111/j.1540-4781.1992.tb01096.x
4) Conrad, L. (1989). The Effects of Time-Compressed Speech on Listening Comprehension. Studies in Second Language Acquisition, 11, 1-16. http://dx.doi.org/10.1017/S0272263100007804 Coskun, A. (2010).
5) The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas-ROYAL (Research on Youth and Language), 4(1), 35-50. | <urn:uuid:836fec7c-c45a-4d69-8e93-cc498edf0335> | CC-MAIN-2021-04 | https://www.ijiert.org/admin/papers/1607913568_Volume%207,%20Issue%2012.pdf | 2021-01-28T11:36:23+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00342.warc.gz | 827,183,234 | 1,848 | eng_Latn | eng_Latn | 0.997129 | eng_Latn | 0.997552 | [
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Flipgrid Tutorial 1st Hour
❖ What is Flipgrid?
- Flipgrid is an online tool that you will use to video record yourself playing your assignments for Mr. K and Mr. Miller to listen to.
- No one else will see or hear your playing except your teachers.
❖ What device can I use it on?
- Mobile phone yours or a parent
■ Parents: flipgrid leaves no videos on your phone, nor does it allow your child to access anything except what Mr. K and Mr. Miller put in for responses.
- Android Tablet or ipad
- Laptop computer with a front camera
❖ How do I use Flipgrid?
- For a mobile device:
■ Search "Flipgrid" on the Play or Apple store. Its free.
■ Launch Flipgrid
■ Enter the code inside the brackets [mcb1stperiod] Do not enter the brackets.
■ It will ask you to authenticate. Tap the button "Login with Google"
* Use your school email [8digit student ID]@student.vanburenschools.net Do not enter the brackets
* If you do not see your email address on your phone tap "add an account" then tap that account.
■ Tap the assignment.
■ Record yourself tap the camera to start and stop
■ When you are done, tap the green arrow to listen to your recording. If you don't like it, tap the back arrow and record again. If you like it tap the green arrow.
■ Take a selfie of yourself, or your dog or your fish……
■ If you like it tap the green arrow, if not tap the back and do again.
■ Wait for it to upload the video
- Using Flipgrid on a laptop computer or desktop with a camera.
■ Open up your browser and go to flipgrid.com
* Follow all the above directions after "Launch Flipgrid"
Your first assignment is to tell us the title of the last movie you watched. This is to be sure you can get on flipgrid. Your first graded assignment is due next week. DO THE TEST ONE BY THIS FRIDAY SO YOU ARE SURE YOU KNOW HOW TO WORK
WHAT IS FLIPGRID?
Parents and Guardians:
Flipgrid is an app and web service that allows for discussion on specific topics. It uses your phone, tablet or computer's front camera to record a video of the person speaking or playing. In band we are using it so students can record themselves performing their playing assignments. Students log in using their school email. They will enter a predetermined code (see back of this sheet). This will take them to a list of assignments we want them to do. Flipgrid is safe and works with 99% of devices that have a camera.
There are several advantages to this:
1. By using flipgrid at no time will your child have access to anything on the web except what Mr. Miller and Mr. K put on the system.
2. Students can play the assignment as many times as they want until they are satisfied with their performance, or just need more tries.
3. It eliminates the fear of performing in front of others. Mr. K and Mr. Miller want to assess how well students perform, not how well they deal with fear of playing in front of others.
4. There is a feedback function in flipgrid. We will be providing feedback on specific qualities of performance. This is sent directly to the student via their student email address.
5. Students can resubmit an assignment at any time up to a set date to go for proficiency. We are assessing on standards, not on a timeline. Please help them to get the first submission done early so that they have time to practice and correct anything needed to reach proficiency.
6. If your child does not have a smartphone, we ask you to allow them to use yours. If that is not acceptable to you, we have limited capability to have students use a band room computer. Using a band room computer will also be done for students who play tuba, baritone that cannot go home.
7. Flipgrid can be used on a tablet or computer that has a front camera such as a laptop or desktop with a webcam.
If you have any questions, please feel free to email Mr. Miller email@example.com or Mr. Kasperski firstname.lastname@example.org or call the band office at 734-697-9171 X3060 | <urn:uuid:e06f80a7-0d17-4344-821f-06788827c26f> | CC-MAIN-2021-04 | https://www.bellevillebands.org/uploads/2/8/2/8/28289759/flipgrid_1st_hour.pdf | 2021-01-28T12:42:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704843561.95/warc/CC-MAIN-20210128102756-20210128132756-00343.warc.gz | 674,927,603 | 927 | eng_Latn | eng_Latn | 0.995579 | eng_Latn | 0.998382 | [
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NUMBER – PLACE VALUE
YEAR 4 MATHS CURRICULUM
Outlined below is the Year 4 Maths Curriculum which includes details of both the National Curriculum and the KPS Curriculum. The first column indicates what we have to teach with guidance for this given in the second column. The third column enhances the first by outlining our expectations based on our knowledge of the children of KPS and what we want them to learn and our expectations for their achievement and attainment.
(including time)
Programmes of Study STATUTORY
Pupils should be taught to:
[x] recognise and show, using diagrams, families of common equivalent fractions
[x] count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
[x] solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
[x] add and subtract fractions with the same denominator
[x] recognise and write decimal equivalents of any number of tenths or hundredths
[x] recognise and write decimal equivalents to 4 1 , 2 1 , 4 3
[x] find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
[x] round decimals with one decimal place to the nearest whole number
[x] compare numbers with the same number of decimal places up to two decimal places solve simple measure and money problems involving fractions and decimals to two decimal places.
Notes and Guidance NON STATUTORY
Pupils should connect hundredths to tenths and place value and decimal measure.
They extend the use of the number line to connect fractions, numbers and measures.
Pupils understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths.
Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, 9 6 = 3 2 or 4 1 = 8 2 ).
Pupils continue to practise adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole.
Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions.
Pupils' understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100.
They practise counting using simple fractions and decimals, both forwards and backwards.
Pupils learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in several ways, such as on number lines.
Kexborough Primary School OUR EXPECTATIONS AND NON NEGOTIABLES
Decimals should be introduced in Year 4 and chn's understanding aided with apparatus such a counting sticks and diagrams. In 'real life' contexts, the chn should be taught to recognise simple equivalence of decimals and fractions (Eg. ½, ¼ ¾ & tenths).
Using the support of diagrams and pictures where necessary, chn should be taught to recognise and find simple fractions that are several parts of a whole and mixed numbers. Their recognition of the equivalence of simple fractions should be developed from Year 3, in investigations and collaborative work.
MEASUREMENT
GEOMETRY – PROPS OF SHAPE
Programmes of Study STATUTORY
Pupils should be taught to:
[x] Convert between different units of measure [for example, kilometre to metre; hour to minute]
[x] measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
[x] find the area of rectilinear shapes by counting squares
[x] estimate, compare and calculate different measures, including money in pounds and pence
[x] read, write and convert time between analogue and digital 12- and 24-hour clocks
[x] solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.
Pupils should be taught to:
[x] compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
[x] identify acute and obtuse angles and compare and order angles up to two right angles by size
[x] identify lines of symmetry in 2-D shapes presented in different orientations
[x] complete a simple symmetric figure with respect to a specific line of symmetry.
Notes and Guidance NON STATUTORY
Pupils build on their understanding of place value and decimal notation to record metric measures, including money.
They use multiplication to convert from larger to smaller units.
Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit.
They relate area to arrays and multiplication.
Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium).
Pupils compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular.
Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.
Kexborough Primary School OUR EXPECTATIONS AND NON NEGOTIABLES
It is essential that measures always be taught in real life contexts, with chn applying their knowledge to investigating and solving problems.
They should be encouraged to work in collaboration, using all four operations to solve problems to involving one or more step.
Chn should be provided with opportunities to draw reflective symmetry involving shapes of an appropriate level of complexity.
Building on their shape knowledge from KS1 and Year 3, chn should be able to classify polygons using criteria such as number of right angles, regular/irregular, lines of symmetry.
GEOMETRY – POS AND DIR
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You may find this interesting!
Parteen National School Parteen Co. Clare
www.parteenschool.ie firstname.lastname@example.org
(061) 340457
Principal: Gerard Ruane
Deputy Principal: Mairéad Guckian
Jobs at Home for Children
Age 2 and 3
Assist in making their beds
Pick up playthings with your supervision
Take their dirty laundry to the laundry basket
Fill a pet's water and food bowls (with supervision)
Help a parent clean up spills and dirt
Dust
Age 4 and 5
Get dressed with minimal parental help
Make their bed with minimal parental help
Bring their things from the car to the house
Pick up their toys
Wash hands
Set the table with supervision
Clear the table with supervision
Help a parent prepare food
Help a parent carry in the lighter groceries
Sort colors for the laundry
Match socks after clothing is washed
Answer the phone with parental assistance
Be responsible for a pet's food and water bowl
Dust with supervision
Hang up towels in the bathroom
Clean their room with supervision
Clean floors with a dry mop
Make their bed every day
Brush teeth
Comb hair
Choose the day's outfit and get dressed
Write thank you notes with supervision
Be responsible for a pet's food, water and exercise
Vacuum individual rooms
Wet mop individual rooms
Dust individual rooms
Fold laundry with supervision
Put their laundry in their drawers and closets
Put away dishes from the dishwasher
Help prepare food with supervision
Clean their room when asked
Empty indoor trash cans
Answer the phone with supervision
Age 6 and 7
Take care of personal hygiene
Keep bedroom clean
Be responsible for homework
Be responsible for belongings
Write thank you notes for gifts
Wake up using an alarm clock
Wash dishes
Wash the family car with supervision
Prepare a few easy meals on their own
Clean the bathroom with supervision
Rake leaves
Learn to use the washer and dryer
Put all laundry away with supervision
Take the trash can to the curb for pick up
Test smoke alarms once a month with supervision
Screen phone calls using caller ID and answer when appropriate
Age 12 and 13
Take care of personal hygiene, belongings and homework
Write invitations and thank you notes
Set their alarm clock
Maintain personal items, such as recharging batteries
Change bed sheets
Keep their rooms tidy and do a biannual deep cleaning
Change light bulbs
Change the vacuum bag
Dust, vacuum, clean bathrooms and do dishes
Age 8-11
Clean mirrors
Mow the lawn with supervision
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Grade 8
Going Through Puberty
Learner Outcomes
W-8.3 Recognize and accept that individuals experience different rates of physical, emotional, sexual and social development
W-8.4 Develop personal strategies to deal with pressures to have a certain look/lifestyle; e.g. accept individual look
This lesson addresses all of the specific outcomes listed above. Instruction in human sexuality (bolded and italicized outcomes) requires schools to provide notice to parents about the learning outcomes, topics and resources.
How To Use
This lesson plan contains several activities to achieve the learner outcomes above. You may choose to do some or all of the activities, based on the needs of your students and the time available. Some of the activities build on the ones that come before them, but all can be used individually.
For a quick lesson, combine activities A, C and F.
Classroom Activities & Timing
A. Ground Rules (5-10 minutes)
B. Footprints (15-20 minutes)
C. Coping with Puberty Changes Role Play (30-45 minutes)
D. Coping with Puberty Changes Kahoot! Quiz (20-25 minutes)
E. Ask an Adult Interview
See also the Differing Abilities lesson plans on Puberty.
F. Question Box (5-10 minutes)
Required Materials
CARDS: Role Play Characters
KAHOOT! QUIZand ANSWER KEY: Grade 8 Coping with Puberty
Changes
HANDOUT: Ask an Adult
MATERIALS: Paper in various colours, scissors
Background Information for Teachers
Inclusive Language
Language is complex, evolving and powerful. In these lessons, genderneutral language is used to be inclusive of all students, including those with diverse gender identities and sexual orientations. This includes the use of 'they' as a singular gender-neutral pronoun. The lesson plans use the terms 'male' and 'female' when referring to biological sex (sex assigned at birth), such as when discussing reproductive anatomy. A person's reproductive system can be male, female or intersex (not clearly defined as either male or female).
People are assigned a sex at birth based on their reproductive anatomy. Sex assigned at birth is independent of gender identity. Gender identity is a person's internal sense of identity as female, male, both or neither, regardless of their biological sex assigned at birth.
For many people, their gender matches the sex they were assigned at birth (cisgender). Others may identify as being transgender or gender diverse if their gender identity does not match the sex they were assigned at birth. A person's gender identity can be girl, woman, boy, man, transgender, gender fluid, gender queer, agender or others. The intention in this material is to use language that reflects these many possibilities.
Puberty
Puberty is a time of rapid growth and development. Each individual experiences the changes of puberty at a unique rate. Often, the differences between students in the same grade 8 classroom can be remarkable. It is important to help students recognize and accept that these differences are normal and to encourage them to accept their own rate of physical, emotional, sexual and social development.
For more detail on puberty changes, see the lesson plans for Grade 4 or Grade 7.
Typical changes of puberty
*Breast development is related to an increase in the hormone estrogen. Males normally produce some estrogen in the adrenal glands and testes. Nearly one in two males experiences temporary enlargement of the breasts during puberty.
A. Ground Rules
Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can help ensure a successful lesson.
B. Footprints
This activity provides students with an opportunity to visualize that each person is an individual and accept that differences between individuals are expected.
1. Ask students to choose a piece of coloured paper.
2. Ask students to trace an outline of their shoe on the piece of paper. This step can be completed independently or with a partner.
3. Have students cut out their footprint.
4. Have students use large printing to write the word "Me" on their footprint.
5. Encourage students to write words that describe themselves in small text on the rest of the space on the footprint. Encourage them to use words that describe all aspects of themselves, not just their appearance.
6. Provide a place in the classroom for each student to display the finished footprint.
7. Ask students to consider these questions but not answer them out loud:
- Do you ever wonder if you look as good as or better than someone else?
- Do you compare your grades to someone else in the class?
- Do you compare what you have to what someone else has?
- Do you ever look at a picture of someone and compare yourself to that person?
8. Ask the students to notice how they felt when considering these questions. Share that scientists think we compare ourselves to others when we aren't able to evaluate ourselves, our opinions or abilities.
9. Ask the class to share their thoughts on the following questions. Some possible answers are included.
Is comparing yourself to other people healthy or unhealthy? Why?
- Sometimes comparing yourself to others can be motivating or inspiring, but other times it can cause you to feel negatively about yourself
What makes people feel good about themselves?
- Doing something well
- Being kind, helpful or thoughtful
- Taking part in enjoyable activities
- Having supportive friends or family
What can people do to feel better about themselves?
- Try new experiences
- Work hard at accomplishing tasks you enjoy
- Learn from failure
- Take pride in success
- Take breaks from social media and technology
- Evaluate what you are comparing yourself too- if it's a photo, it is likely not real
- Focus on yourself and comparing yourself to you
- Focus on what you have done or learned and the difference from when you started to where you are now
- When you see others who are 'better' than you, let them inspire or motivate you
- Appreciate what you have more than focusing on what you don't have
- Practice mindfulness techniques
What can people do to help others feel better about themselves?
- Give sincere compliments
- Be kind, helpful and thoughtful
C. Coping with Changes Role Play
Students explore different ways to cope with puberty changes and how people may experience puberty changes at different times than their peers.
1. Divide the class into groups of 2 or 3.
2. Give each group a set of Role Play Characters cards. Have each student take one of the cards and fill it out. For groups of 2, both students can work together to fill out the third card.
3. Give students time to fill in their cards with the information required. They should list at least 2 items for each part. Remind the group that they are playing a character, so they don't need to use personal information.
4. Ask the group to make up a skit that tells the story of these 3 friends and the puberty changes they are experiencing. During the skit, they each must mention at least 3 of the things they wrote on their card. Circulate around the room to listen to the conversations.
5. Have each group present their skit to you while the other groups rehearse.
6. As a class, debrief using the following discussion questions:
- What are some ways to cope with feeling different from your friends?
- What role do teasing and bullying play in puberty?
- How can kids make coping with puberty easier for each other? Do you do these things? Why or why not?
D. Coping with Puberty Changes Kahoot! Quiz
This quiz can be a great review, wrap-up of the unit or a fun energizer in between other activities. For more information on using Kahoot!, visit getkahoot.com
1. Open the Kahoot! Quiz: Grade 8 Coping with Puberty Changes
2. As a class, answer the quiz questions and discuss the answers together. You can play the quiz in individual or team mode.
E. Ask an Adult Interview
Students interview a supportive adult to find out a time when they struggled with comparing themselves to others and how they coped with the situation.
Keep in mind that not all students have equal opportunities for open discussion with family or other adults in their life. Although it is best for students to complete this assignment with a supportive parent or guardian,
it may not be possible. Be sensitive to the needs of your students and recognize that completion of this assignment may not always be possible.
Due to the sensitive nature of human sexuality topics, it is recommended that homework is reviewed or discussed but not graded.
1. Invite students to interview a parent, guardian or other supportive adult using the questions on the Ask an Adult handout.
2. During the next class, ask the students to discuss the following question:
- What did you learn about handling difficult emotions?
F. Question Box
Answer any questions from the question box in the previous lesson. Have students submit any new questions and address them next class.
Addressing the questions at the next class allows you time to review the questions and prepare responses.
Self-Reflection
During the lesson, were:
- ground rules being followed?
- good practices established regarding group work and discussion?
What will you change for future classes with this group?
What will you change for future use of this lesson?
Student Assessment
During the lesson, did students:
Knowledge:
- recognize that people go through puberty at different times and rates?
Skills:
- verbalize positive qualities in self and others?
Attitudes:
- understand that each person is unique?
- accept that it is normal for teens to have different rates of puberty development?
- accept that differences between individuals are normal?
Role A
You started puberty in grade 4 and are almost done. It was hard to be the biggest kid in grade 5, but now you have noticed that lots of other kids are catching up to you.
The changes you like the most about yourself are:
The changes you have been teased about are:
You wish that:
Role B
You started puberty last year. You were starting to wonder if you would ever go through puberty, but now that it has started, you are mostly glad.
The biggest changes you have noticed so far are:
You are worried others will tease you about these changes:
You wonder if:
Role C
You haven't started puberty yet. You don't like feeling like such a little kid, but you know there is nothing you can do to speed up puberty.
You are most looking forward to these changes:
You have noticed that other kids get teased about:
You hope that:
ANSWER KEY: Grade 8 Going through Puberty Quiz Correct answers are in bold text.
1. Does everyone go through puberty?
- Yes
- No
Although everyone goes through puberty, the age they start and how long it takes varies widely between individuals.
2. Is it typical for many females to be taller than many males in grade 8?
- Yes, because females often start puberty earlier.
- No, usually in grade 8 males are taller.
The average age for starting puberty is 8-13 for females and 9-14 for males. Males have a higher average height by the end of puberty.
3. Is it better to start puberty earlier or later?
- Better earlier
- Better later
- Not better either way
- Better to never start puberty
Being different in body changes is not something that can be judged as good or bad. No one has control over when or how these changes occur. It's like the colour of your eyes or how fast your hair grows. Even if it would be easier to change at the same time or in the same way as your friends, differences are a normal part of life.
4. If you start puberty earlier, you will end up:
- smaller than everyone else.
- bigger than everyone else.
- exactly the same as everyone else.
- who knows? When you start puberty doesn't affect your size.
How and when we grow is not something anyone has control over, it is determined by genes. Whether you start your growth spurt earlier or later will not affect how big or small you will be in the future.
5. When you start puberty is determined by:
- how much spinach you eat
- your genes
- your hair colour
- how many push-ups you do
You cannot control when you start puberty, it is controlled by your genes that tell your brain and body when to start releasing the hormones that start puberty.
6. During puberty, everyone grows hair in some new places, like:
- underarms
- face and chest
- genitals
- arms and legs
While all these changes are true for males, females don't generally grow hair on their face and chest during puberty.
7. During puberty, oil and sweat glands become more active which means:
- body odour increases
- deodorant and more frequent showering/bathing is needed
- acne on the face and body is likely
- hair needs washing more often
All of these changes are typical for males and females during puberty.
8. In males, physical changes of puberty can include:
- voice changes
- larger muscles
- temporary breast swelling
- wider hips
Males generally get wider shoulders, not wider hips during puberty. Temporary swelling of breast tissue is very common in males and usually goes away on its own.
9. In females, physical changes of puberty can include:
- larger testicles
- growing taller
- gaining body fat, especially on breasts, hips and thighs
- wider hips
At first the body fat may be deposited all over the body, but later it will start to be more concentrated on the breasts, hips and thighs. Wider hips are the body's way of preparing for pregnancy and birth later in life.
10. It is perfectly fine to tease someone about the changes in their body due to puberty.
- True
- False
No one can control the physical changes they are experiencing in puberty. Most kids feel a little awkward or clumsy when some parts of their bodies are growing faster than other parts. One day you may look in the mirror and enjoy seeing the changes and another day you may not be so happy about them. You are not a finished product in puberty and for a while you will look very different than how you will end up. Puberty is not a time to judge or worry about your physical appearance, it is a time to be amazed at the many changes your body is going through as you are growing up. That is why teasing about body changes is especially unfair and hurtful.
11. Certain body types are better than others.
- True
- False
People are naturally predisposed to have different body types. When something in nature is 'predisposed', it's not in anyone's control—it's like eye colour. Eating well and being active are most important. No matter what people think, one body type is not better than another - just different. Saying someone is 'bigger' or 'smaller', 'shorter' or 'taller', should only be a way to describe a body type, never a way to judge a person as 'good' or 'bad', as if they were doing something 'right' or 'wrong'. This would be the same as judging someone because of their eye or skin colour. It is not correct or fair.
12. The changes of puberty are more than just changes to the body.
- True
- False
People go through social, emotional and cognitive changes during puberty. Although these changes can't always be seen by others, they are just as real as the physical changes.
Name: ____________________
Ask an Adult
Instructions
1. Take this handout home. Share it with a parent, grandparent, guardian, family member or other adult you feel comfortable talking to. Ask that person if you can complete it together.
2. Schedule at least half an hour for the interview. Give the adult this handout so that they can think about their answers before the interview.
3. Conduct the interview using the questions provided.
Questions
Tell me about a time when you felt bad or inferior in comparison with others.
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Johnny Appleseed
Characters
Narrator
Thomas
Johnny Appleseed
Jane
Elizabeth
Little Thundercloud
Setting
This reader's theater begins in Longmeadow, Massachusetts, in 1786, at the home of Nathaniel and Lucy Chapman and their family of 12 children. Down a dirt trail from the house is an apple orchard planted by 12-year-old Johnny. The trees are full of big, red apples.
Act 1
Narrator:
Elizabeth:
Johnny:
Elizabeth:
Johnny:
As the sun rises over the Chapman house, Johnny is sitting on the front steps. With 11 siblings, this is the only time it is quiet and he can think. Johnny is thinking about what he wants to do with his life. His older sister, Elizabeth, comes out to join him.
What are you doin' out here all by yourself, Johnny? The sun's only barely comin' up. You'll catch your death of cold!
I'm just thinkin', Elizabeth. Don't you ever just like to sit and think about life?
With all the commotion from our little brothers and sisters, it's hard even to hear yourself think around here!
I know what you mean. I'm lookin' forward to the day when I can be out on my own. Seems more and more people are movin' from New England and headin' west to settle. It makes you wonder what life is like out there, and what it would be like to be a true pioneer.
7
Elizabeth:
That's crazy, Johnny. How would you take care of yourself out there alone? Where would you live? Wouldn't you be scared to be on your own?
Johnny:
Elizabeth:
Johnny:
Narrator:
Johnny:
Elizabeth:
I don't think so. I think I'd do just fine. I'm comfortable when I go out into the wilderness. I enjoy being around animals and nature. In fact, that's where I am most at home.
Really?
Yes. Nature is just about perfect. Look at this here apple, would you? What could be more perfect than that?
Johnny really does love nature. In the years to come, he learns everything he can about plants. He studies how trees grow. And, just for fun, he plants apple orchards all over his hometown. Everyone tells Johnny that his trees grow the best apples they had every tasted. Johnny realizes what he has to do.
Elizabeth, I've finally decided to leave home. I'm ready to explore the Western frontier.
Oh, Johnny, you've been talkin' about bein' a pioneer on the Western frontier for years
now. But all you ever do is wander around here barefoot, talkin' to critters and tending to those apple trees of yours. If you leave home, what ever will you do?
Johnny:
Narrator:
I'm not sure yet, Elizabeth, but I know I'll make something of my life.
Act 2
The next morning, Johnny sets out on his own. He travels by canoe sometimes. Other times, he travels by foot—always barefoot! His clothes are made from flour sacks and he owns no shoes. For a hat, he wears a tin pot that he uses to cook his meals. He carries no weapons. All he takes with him is a bag filled with apple seeds that he had gotten from the cider mill. They were the same seeds that grew those great apple trees back home. When he gets to Ohio, he decides to scatter some seeds in a clearing. He is so happy that, while he plants the seeds, he sings out loud a joyful song.
Song: John Jacob Jingleheimer Schmidt
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Tips on
Coping With Economic Insecurity: Caring For Kids
Here are some things you can do to help provide the stability and reassurance that children need to get them (and you) through tough times:
1
Talk honestly in ways that children can understand.
Children don't need to know (and probably won't understand) the details of your finances. What concerns them are the ways that their lives are changing (e.g., "I never get my favorite dessert anymore," or "We moved and I don't have my own room anymore," etc.). So when you talk with them, focus on the changes they see.
Give children real information about what will continue and what will stop.
Tell children about anticipated changes before they happen so they have time to adjust.
Let children know that you recognize what has changed and understand that changes can be hard. Explain that changes are a part of life and everything will be okay. If needed, give children an opportunity to vent their frustrations.
Point out the things that have stayed the same (e.g., "We don't live in the same place, but we still have your teddy bear and favorite toy and each other," or "You don't go to day care anymore, but we still have play dates with your day care friends").
Point out the benefits of change (e.g., "You don't have your own room anymore, but now that we live at grandma's house you get to spend more time with her and eat her special cookies!").
Reassure children that your love for them will never change. To a child, your reassurance provides a sense of safety and security.
2
3
4
Minimize changes.
Preserve as many of your daily routines as you can. Keep children's regular bedtimes, naptime, and mealtimes. Take special care to preserve family rituals like sleeping with a favorite stuffed animal, reading aloud before bed, or saying grace before meals.
Recognize that children have attachments to the people at their day care, so if you stop using child care, duplicate some of the things they liked doing there, like art projects, story time, or playing dress up. Consider arranging play dates so they can see their day care friends.
Limit your child's exposure to your stress.
Avoid having adult discussions or arguments about money in front of your children. Even those who are too young to understand the conversation will pick up on the stress in your voice and facial expressions.
At the end of a stressful day, compose yourself before entering your home. Sit a moment in the car with relaxing music, take deep breaths on the walk home from the bus stop, or take the final five minutes of a subway ride to plan how you will greet your children to let them know you love them.
Children will follow your emotional lead; your response to financial challenges provides the most powerful model that your children will see. As much as is possible, let that model be calm and reassuring.
Teach children about money.
Pay with cash so children can see the full transaction. Let them help you count out dollars so they see what things cost.
When children ask for things, let them know how many days or how many hours of work it would take you to earn the money needed to pay for the item. Those hours are hours that you wouldn't be able to spend with them.
Help your child make a bank (out of recycled materials – any container with a slot cut in the top can be a bank). Let them decorate it and give them a few pennies to put in to get them started. When the bank is full, help your child take it to the bank to open a savings account.
From about age 5, provide children with a weekly allowance. Divide the amount into several coins so they can physically put part into their savings bank and keep some to spend. Require them to pay for special requests from their allowance.
5
Prioritize the basics.
Save money and eat healthier by avoiding processed or pre-prepared foods. Know which foods you can dilute (e.g., fruit juice) and what should never be diluted (e.g., infant formula).
Spend time together as a family. Do chores together as a team. Find cheap or free family activities (plant vegetables, play soccer or catch, have a family video night or make your own videos, go to free events at the local library or museum, etc.).
The most important things you can give a child are your ATTENTION, LOVE, & SUPPORT
NOTICE THE CHANGES
As you think through a typical day, what kinds of things have changed for your children:
To learn more, watch A Place of Our Own on your local public television station and visit the Web site at www.aplaceofourown.org
A production of KCET/Los Angeles in association with Sesame Workshop. A production of KCET/Los Angeles in association with 44 Blue Productions, Inc. © 2009 Community Television of Southern California. All rights reserved. | <urn:uuid:2bffc5b6-4707-420d-923a-cbd3706cf572> | CC-MAIN-2017-30 | http://aplaceofourown.org/downloads/1836_eng_caringforkids.pdf | 2017-07-24T10:43:54Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00379.warc.gz | 19,779,964 | 1,015 | eng_Latn | eng_Latn | 0.99888 | eng_Latn | 0.99888 | [
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Some diseases and conditions put children at risk for kidney disease. A urine test is used to check for kidney disease before symptoms appear. Read more to learn about risk factors, the urine test, and treatment for kidney disease.
How do I know if my child is at risk for kidney disease?
Your child may be at risk for kidney disease if he or she:
n is overweight
n has pain in the back, side, or lower belly
n complains of burning or pain when urinating, has changes in the urine, or often wets his or her pants
n has unexplained fever
n has swelling in the feet, ankles, or legs
n wakes up with swollen eyelids
n becomes dehydrated often
n has a family member with kidney disease
Other conditions that may put your child at increased risk for kidney disease include:
n SGA (small for gestational age) or born premature
n a growth disorder
n diabetes
n high blood pressure
n rickets (soft bones caused by too little vitamin D)
n other conditions that run in families, such as polycystic kidney disease, Alport Syndrome, or heart disease
What do the kidneys do?An icon showing two kidneys
Your child has two kidneys. Their main job is to filter wastes and extra water from the blood. Wastes and water pass through the kidneys and leave the body as urine. The kidneys also make hormones that help the body make blood and keep the bones strong.
What is kidney disease?An icon showing a medical clip board
Infections or other health problems can cause kidney disease. When a child has kidney disease, the kidneys may not work normally. This may lead to a harmful buildup of wastes in the body.
How can I find out if my child has kidney disease?An icon of a stethescope
A urine test can be used to check for kidney disease if your child is at risk. Testing is important because early kidney disease often has no symptoms. Your child will urinate in a cup, and the sample will be tested for kidney disease.
What does the urine test look for?An icon of a drop.
The urine test checks for albumin. Albumin is a protein in your child's blood that is too big to pass through healthy kidneys. If your child's kidneys are damaged, small amounts of albumin can pass into the urine through the kidneys. In general, the more albumin there is in the urine, the more damaged the kidneys are.
What does high urine albumin mean?An icon of a cup
A high urine albumin level may mean that your child has kidney disease. Your health care provider may do other tests for kidney disease, including a blood test, which checks how well the kidneys are filtering.
Can kidney disease be treated?An icon of a health professional
Kidney disease has many possible causes. The first step is to learn the cause of the kidney disease. Medicine and other treatments usually can't undo the damage that has been done, but they may help prevent more harm. Your provider may ask you to take your child to a nephrologist—a doctor who treats patients with kidney disease.
For more information:
About kidney disease in children
Call the National Kidney and Urologic Diseases Information Clearinghouse toll free at 1-800-891-5390 or go online at www.kidney.niddk.nih.gov/ kudiseases/topics/children.asp.
About kidney disease
Call the National Kidney Disease Education Program toll free at 1-866-4 KIDNEY (1-866-454-3639) or go online at www.nkdep.nih.gov.
Participants in clinical trials can play a more active role in their own health care, gain access to new research treatments before they are widely available, and help others by contributing to medical research. For more information, visit www.clinicaltrials.gov.Logo of the Department of Health and Human ServicesLogo of the National Institute of Diabetes and Digestive and Kidney DiseasesLogo of the National Kidney Disease Education Program
The National Kidney Disease Education Program (NKDEP) works to improve the understanding, detection, and management of kidney disease. NKDEP is a program of the National Institutes of Health (NIH).
www.nkdep.nih.gov | <urn:uuid:87910a3b-54ea-43de-b627-938925bc8833> | CC-MAIN-2017-30 | https://www.niddk.nih.gov/health-information/health-communication-programs/nkdep/a-z/risk-kidney-disease/Documents/child-risk-kidney-disease-508.pdf | 2017-07-24T10:49:19Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00380.warc.gz | 800,967,414 | 877 | eng_Latn | eng_Latn | 0.979727 | eng_Latn | 0.995918 | [
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Let's Celebrate: A Guide to Special Occasions
From picnics and pool parties to annual traditions like trick-or-treating and holiday parties, special occasions can play host to a number of allergens that can cause life-threatening allergic reactions (anaphylaxis) in certain children. Avoidance of those allergic triggers is the critical first step in managing life-threatening allergies, but allergens are not always obvious, and accidental exposure may still happen.
Participating in special occasions can often be overwhelming and stressful for a child with potentially lifethreatening allergies and for their parents or caregivers, friends and party chaperones. The good news is that, with a little planning ahead, parties and other special occasions don't have to be something to dread.
Get Informed!
Be well-versed on your child's potentially life-threatening allergy. Anaphylaxis is a life-threatening allergic reaction that happens when someone comes into contact with a food or other trigger that they are allergic to. Some of the most common items that can cause a reaction include foods like cow's milk, eggs and peanuts; insect stings; medications; and latex (like in balloons or gloves used for cleaning or serving food).
Below are some simple steps that you can take to help you to prepare for special occasions.
Plan Ahead!
* Alert the party host to a child's potentially life-threatening allergies ahead of time and offer to provide food that is safe for the child to eat
* Encourage children to speak up and inform friends and party chaperones about their potentially lifethreatening allergies, triggers that they need to avoid, how to recognize the signs and symptoms of anaphylaxis and when they should get an adult in case of an emergency
* Make sure other adults are aware of your child's potentially life-threatening allergy (e.g., parents, party hosts, babysitters, etc.)
* Offer to chaperone at the event and keep a close eye on potential allergic triggers. Plus, the host will appreciate the extra adult help!
* Don't let children share food or drinks with friends
* Tell children to wash their hands well with soap and water, before and after eating and playing
* Try not to make the child feel different than the other children, but instead work with the party host to organize activities that allow them to join in
* Be on the look-out for insects and places where they gather (e.g., bee hives, ant farms) if an event takes place outside
* Remind a child not to wander off if they suspect symptoms are beginning
* Ensure that the child has an Anaphylaxis Action Plan that has been reviewed with the parents and a health care professional
* Make sure that parents or caregivers and/or the child with potentially life-threatening allergies have two epinephrine auto-injectors on hand for response to potential life-threatening allergic reactions
For more information about severe allergies, visit EpiPen.ca. | <urn:uuid:affd7ed3-9330-4438-85ca-a28408cad6da> | CC-MAIN-2017-30 | http://epipen.ca/sites/default/themes/epipen/pdf/Epi_pdf_Special_Celebrations.pdf | 2017-07-24T10:53:24Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00381.warc.gz | 100,210,650 | 610 | eng_Latn | eng_Latn | 0.998562 | eng_Latn | 0.998562 | [
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Vesturbyggð School Policy
November 2014
While deciding the 2014 budget, the town council of Vesturbyggð recently approved a plan according to which a school policy project would be drafted for the municipality. Work on the project commenced early in 2015. The policy encompasses preschool, elementary school and music school, and is shaped in accordance with laws on preschools and elementary schools. Ingvar Sigurgeirsson, professor at the University of Iceland, served as coordinator for the project and conducted preliminary interviews with school staff, students and parents in order to initiate the policy making process. Moreover, a project management team was organized, comprised of members of the education committee. The following individuals sat on the committee up until June 2014: Gerður Björk Sveinsdóttir, chairman, Leifur Ragnar Jónsson, Jóhann Pétur Ágústsson, Hjörtur Sigurðsson and Friðbjörg Mattíasdóttir. As of the new election year, the committee is composed of Gerður Björk Sveinsdóttir, chairman, Hjörtur Sigurðsson, Guðrún Eggertsdóttir, Þórður Sveinsson and Birna Friðbjört Hannesdóttir Stephensen. Ásthildur Struludóttir, Vesturbyggð town mayor, has also worked with the group.
Schools are at the heart of every society and citizens should be able to pride themselves in activities that take place within the schools. Furthermore, requirements should be in place that ensure that schools are ambitious, and keep pace with the developments of society and general advancements. In choosing where to live, the quality of schools is a major concern. Outstanding schools provide municipalities a competitive edge. Vesturbyggð should run outstanding schools. The population of Vesturbyggð has rapidly grown in recent years to which the preschools and elementary schools have responded by increasing the size of staff and facilities. The town council has unanimously agreed that the municipality's schools take priority in the budgets. School funding in the municipality has been considerably expanded with improvements in facilities and technology. However, the most significant element is a fruitful school-parent cooperation; that parents actively participate in their children's schooling and that they are aware of what takes place in the schools. In this way, we build an ambitious and successful school environment.
Ásthildur Sturludóttir
Contents
Priority Projects
The most significant aspects of Vesturbyggð's educational matters, are the following
- Improve working conditions in preschools, bolster their professionalism and increase positions of trained specialists.
- Strengthen cooperation between the schools and parents, and strengthen their relationship to the community.
- Complete necessary school construction projects.
- Systematically utilise the schools' possibilities of consolidation with students' interest in mind.
- Improve communications and facilitate positive school spirit. Specifically, deliberate ways to facilitate solidarity between students of diverse backgrounds.
-
Strengthen communication and trust between the educational committee and schools.
- Strengthen music education by merging the music school and the elementary school, ensuring that music and singing become integrated in the school work.
Vision of the Future
The municipality's goal is to operate schools in the area that fulfil the strictest quality demands, where everyone involved works collectively toward diverse, creative, ambitious and successful schooling. The wellbeing of staff and students is an absolute priority. Rich emphasis is placed on outstanding working conditions and facilities, politeness, mutual respect, equality and human rights, cooperation and democracy.
Basic Elements of the New Policy
School staff will systematically work towards implementing the basic elements of the new educational policy.
Ways
- Reading, reading comprehension and literacy take precedence across entire schooling.
- School staff continuously seeks to facilitate democracy and inform students about the significance of democracy.
- Students are offered diverse opportunities to work with creative and comprehensive subject matter.
- Equality is ensured across the board. Respect is shown to students' backgrounds and the diversity of backgrounds is considered a resource for the school work. Equal rights education is systematically woven into school curricula.
- Multiculturalism is viewed as a social asset which is consistently utilised throughout the school work.
- Sustainability is a guiding light in all school work. The students' sense of respect and responsibility with regard to their environment is bolstered by means of active participation in environmental projects.
- Ways to increase students' wellbeing and health are constantly sought.
Key Competencies
Key Competencies, as defined in the new national curriculum, takes precedence in schools in Vesturbyggð. Key competencies concern all subjects and age levels, to the extent that students' abilities and development allow. In addition to key competencies, an emphasis is placed on cultivating students' dexterity and diligence in their work and studies.
Ways
- Reading, reading comprehension and literacy takes priority over other school matters.
- Students receive systematic training in expression and communication, debate and discussion.
- Students are offered numerous opportunities to apply creative and critical thinking. They are offered a chance to grapple with challenging assignments.
- Cooperative procedures are a red thread though the entire school work. Students learn to work with others and participate in diverse cooperative projects.
- Students learn to engage with varying media, e.g. film, slides, drama and websites.
- Students make plans, set aims and participate in evaluation and assessment of their performances.
- Emphasis is placed on cultivating diligence and good attendance.
- Emphasis is placed on utilizing information technology in the school work and the schools strive to attain a leading position in that regard.
Pedagogy, Education and Teaching
Schooling in Vesturbyggð is based on the ideology of inclusive education. The schools strive to create the best possible learning and development conditions for all students, whether disabled or not and regardless of their backgrounds. Diverse teaching methods and Individualised learning take precedence and social goals are no less at the forefront. The schools will systematically encourage students to actively participate and take responsibility over their learning. An emphasis is placed on wellbeing, exercise and activities that create stability and safety.
Ways
- Art and creativity are inseparable aspects of everyday school work.
- The natural sciences and mathematics will be given increased weight in the studies.
- Music and singing will be emphasised further in the school work.
- Outdoor teaching and field trips will become regular parts of the school work.
- Emphasis is placed on formative assessment, which will be woven into the school work in purposeful ways.
- Regarding communication, the schools base their approach on the ideas of restitution theory as well as on social goals that are prioritised at given age level.
- Elective subjects in the upper levels will be considerably bolstered and interest topics will become a regular part of the school work.
- The role of meaningful subject matter will be increased. For example, varying practical projects, vocational training, projects that revolve around everyday life and life skill education.
- An effort will be made to boost information technology and work with diverse media.
- The schools will attain an outstanding position regarding distance learning.
Students
Vesturbyggð schools emphasise students' wellbeing, fruitful communication, mutual respect and students' responsibility over their own studies relative to their personal development. It is imperative that students are able to express their views on the schooling and that their voices are heard.
Ways
- Clear and coherent rules which students participate in determining.
- Systematic work toward bolstering self-respect and responsibility.
- The studies are structured in terms of diversity and student participation.
- Students receive numerous independent projects to work on and complete.
- Class and focus group meetings are regularly held with the students in which their views are sought and where findings are then used to improve the school work.
- Systematic work to undermine bullying.
- The schools have effective prevention programs.
Staff
The schools' desired goal is to possess at each time a team of well-educated, interested and ambitious staff, who strive for professionalism in their work. The schools seek to provide the staff the best possible working conditions and offer them opportunities to influence the school work.
Ways
- Increasing the number of professionally trained staff will be a priority in the coming years.
- The schools will make an effort to close the gender gap by, among other things, encourage males to apply for positions.
- Regular staff interviews will be conducted.
- Creating the best possible working condition and fostering wellbeing for the staff is a top priority.
- The schools must systematically work toward creating solidarity and a positive spirit among the staff.
- Study visits to other schools are regularly available for the staff.
- Staff will receive continuous support for professional development and lifelong education.
Parents
Cooperation with parents and homes is the cornerstone of school work. The children's wellbeing is the joint goal of both the schools and the homes. Strengthening cooperation with parents on all levels of schooling must become a top priority for the coming years.
Ways
- Aim toward active parent cooperation across all levels of schooling.
- Parents should be able to access readily available information concerning school work, e.g. through comprehensive websites, parent newsletters, parent interviews, computer communications, regular school visits and meetings.
- Brain storming sessions will be held regularly with parents in which their ideas of the schooling are sought.
- Parents are encouraged to visit the school as often as they can and acquaint themselves with school work and directly participate in it.
- The schools must systematically work toward creating an inclusive environment for parents of children with a foreign background.
School Development
A powerful and continuous aspiration for development marks a good school. An emphasis is put on making developmental work a regular feature of everyday school work. In this context, the school work basis itself on the concept of the professional learning community.
Ways
- The schools must create conditions for the staff which allows them to work on sophisticated school development projects.
- The school curricula are under continuous revision.
- The schools utilise theoretically recognised methods for internal evaluation and base their reform policies on them.
- Reform policies will be available at each time in which priority projects are defined.
The School and Local Community
The main goal of schooling is to prepare students for an active engagement in society. Consequently, it is imperative that the school is actively connected to its environment – nature, economic life and culture. The schools should give special attention to strengthening students' knowledge and understanding of the area's history and environment, economic life, human endeavours and nature.
Ways
- History, nature, geography, human life and culture in the area features prominently in the schools' curricula. Example of emphasised subject matters: Life at sea, fishing, agriculture, fish farming and processing, tourism, trade history, Látrabjarg cliffs, cliff birdlife, cliff descent by rope, the Saga of Gísli Súrsson, Hrafna-Flóki, Jón from Vör, Kristján Davíðsson.
- Students work on numerous assignments outside of the school walls, by means of observations, surveys and interviews. An emphasis is placed on outside teaching, field trips, nature study and visits to places of work.
- Students contribute to society through innovative projects, special efforts tasks, service education and projects associated with environmental education and sustainability.
- Emphasis is put on seeking cooperation with, and contributions from businesses, social organisations and institutions.
- School work is made tangible and visible in society.
- Vocational education is made a priority.
- Ways are sought to involve senior citizens in cooperative projects with the schools.
Facilities
In the coming years, an effort will be made to ensure that the school housing and environment lives up to the strictest requirements.
Ways
- As soon as conditions allow, a new preschool will be raised in Patreskfjörður.
- School housing, play areas and facilities will be ceaselessly improved.
- The educational environment is comfortable and encouraging, and students and staff will contribute to shaping it.
- Computer equipment must live up to the highest standards at each given time.
- Safety requirements must be met and accessibility regularly checked.
- The treatment of facilities should everywhere be exemplary.
Cooperation of Schools and School Levels
It is imperative that staff on both school levels work in close cooperation based on the premises of both levels. The schools must ensure continuity in the children's education with the goal in mind of making the transition between school levels easier.
Ways
- Strengthen cooperation between preschool and elementary school.
- Consistency and continuity characterises the school curricula and almanacs of preschools and elementary schools.
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Newsletter
WONALANCET OUT DOOR CLUB
November 2001
Caring for the Sandwich Range since 1892
Walden Reconstruction Completed
In mid-August, the WODC trail crew finished its last week on Walden Trail, marking the completion of the five-year restoration of the entire trail. During their ten week internship with the WODC, the crew members built approximately 150 rock steps, five water bars, 100 feet of side-hill trail, and uncounted finishing touches, all designed to restore the illusion of a simple path through the woods. In fact, foot paths are rarely simple (or cheap), particularly those that receive as much traffic as the top mile of Walden, which provides access to the summit of Mt. Passaconaway, a popular "four thousand footer."
Although the pace of work can vary greatly from week to week, the overall average proved to be consistent, allowing the crew to complete the project with a few days to spare. This allowed for a little extra bonus work -- replacing the rotted puncheons at Camp Rich with stepping stones and cleaning all the water bars from there to the summit of Mt. Passaconaway.
The table opposite page 5 summarizes the funding and accomplishments of this lengthy project. Had the WODC been paying a nominal rate for all crew time, as well as for planning and support by the Trails Committee and other volunteers, the project would have cost approximately $130,000. Thanks to support from the National Recreational Trails Funds, the US Forest Service, and 8,366 volunteers hours, the total cost to the WODC was only $14,150 over five years.
The Walden project began in 1997 with 28 rock steps built by the Sandwich Range Conservation Association. This first year served largely to illustrate the magnitude of the project, so a full season crew was planned for 1998 but was delayed until 1999, in large measure because of the efforts required to clear trails after the '98 ice storm. Despite excellent progress in 1999, much remained to be done. Fortunately, the season's progress, together with a detailed log of the remaining work, allowed an accurate estimate of the remaining work: two more years.
This year's crew followed the same model as the previous two years: a four-person crew recruited through the Student Conservation Association with an experienced Trails Committee member (Chris Conrod) as the leader. The crew worked five days each week, camping in the woods about ½ mile below Camp Rich and staying at Mead Base each weekend. Although they serve as volunteers, the crew members do receive free housing, a weekly susbsistence allowance and a modest educational grant. The grant helps to offset the summer income that college-age crew members would normally require.
While each of us will draw our own conclusions from these numbers, one thing is clear. We need to be alert to the early signs of trail erosion and take prompt action. Although the location and soil conditions on Walden Trail made it particularly vulnerable to erosion, proper trail tending and early intervention could have greatly reduced the magnitude and cost of the required work. When detected at an early stage, a simple water bar or a few rock steps can avoid the need for more expensive repairs in the future.
With the restoration of Walden Trail essentially complete, the key responsibility for its ongoing health is now in the hands of its new adopters, David and CC White. Although David and CC have another major project completing their new homestead in Sandwich, they bring high standards and devotion to their important role as WODC adopters. Walden trail is in good hands, especially because David and CC know they can call for help whenever they need it!
Mary Anderson, Christine Scheele, Dave Straw and Dan Nafziger comprised the WODC Walden Trail Crew. Tom Okie researched and published a report on the history of Mead Base for the Sandwich Historical Society.
CREW HOUSING NEEDED
Although Mead Base might be available for housing next year's trail crew, WODC would like to find quarters in or near Wonalancet. Such an arrangement would reduce the crew's daily commute and more easily allow them to participate in community affairs. We need housing for a crew leader, May 16 - October 3; and four crew members, May 30 - August 14. We ask anyone who can offer a suggestion regarding local housing to contact Trails Chairman Peter Smart at 323-8827 or firstname.lastname@example.org. To learn more about our summer trail crew program, visit www.wodc.org and click on "Trail Maintenance" or either of the crew photos.
Trails, from page 1
The Trails Committee welcomes new adopters on three other trails. Kevin and Karen Coffey, from Madison, are the new adopters on the wonderful Bennett Street Trail. George and Jean Hurley, now living in the Wonalancet home of the late Phyllis French, join us as co-adopters on the Wonalancet Range Trail. Tom and Athena Holtey, living at "Green Shutters," are coadopters on the Square Ledge Trail, raising the hopes of long-time adopter John Mersfelder that the war on hobble bush might actually be winnable!
Other Activities
On New Hampshire Trails Day (July 21) a good turnout of 24 folks made excellent progress cleaning water bars and cutting brush, followed by a great swim and cook-out at Dick Daniels's pond.
May 19 was a very successful trailclearing day, with 31 people helping to clear blow-downs and brush as a prelude to a wonderful potluck supper hosted by Nancy and John Boettiger.
On September 28 seven volunteers participated in the annual "Sleepermania" weekend, cutting brush throughout the trail and building 13 rock steps to stabilize an eroding pitch on East Sleeper. Entertainment was provided by Chris Conrod in the form of an exploding Svea stove.
Fourteen people attended the final trail day on October 13, with half the group doing brushing on Old Mast Road and Square Ledge Trail while the others built four rock steps and two water bars on Blueberry Ledge Trail. The day (and the season) were officially closed with a traditional Pizza Barn supper.
The Newsletter is published twice each year by the Wonalancet Out Door Club. Submissions for inclusion in future issues should be sent to:
WODC Newsletter Editor HCR 64 Box 248 Wonalancet, NH 03897 Or, email@example.com
WODC was established in 1892 for maintaining trails, promoting conservation, and social recreation.
WODC web site: www.wodc.org
Printed on 100% post-consumer, processed chlorine free, non-de-inked, recycled paper.
This photo was taken by Larry Labrie just seconds before the Editor's stove suffered an explosive death, resulting in a posthumous renaming to "Vesuvius". Evelyn is proudly displaying some new toilet paper she received as a gift; Fred is enjoying a little extra something in his Postum; Doug, the psychic emergency guru, senses impending doom; Peter shows off a stew pot addition he snared on the hike up; Judy apparently has already had enough spiked Postum; and the Editor cooks his last meal on an old friend.
The Svea's Final Moments
The accompanying 2001 Work Summary gives an overview of the time devoted to each trail, including the independent work reported by adopters. Walden Trail leads the list with over 2700 hours, and an additional 825 hours were spent on other trails.
Plans for 2002
Based on strong support and full funding from the 2001 Annual Meeting, the Trails Committee is working on a new trail crew model consisting of SCA volunteers and an SCA leader. Although the leader would ideally be a prior crew member or WODC volunteer, we've encountered very few candidates over a five-year period. Instead, we'll be recruiting an SCA Conservation Associate (CA) with the experience and aptitude required for the job. Unlike the 11-week crew positions, the CA position can be up to six months, and provides additional benefits commensurate with the experience and responsibility that the position entails.
Although Walden Trail was the single largest trail project we faced, there are other trails-in-trouble (like Lawrence), and numerous smaller projects, such as the replacement of rotting log water bars on Dicey's Mill Trail, new erosion problems on Blueberry Ledge Trail, and the completion of new water bars on Old Mast Road. These are above and beyond the regular maintenance required just to clean the hundreds of water bars on WODC Trails.
The crew leader will tentatively start in mid-May, allowing him or her to participate in early trail days and develop a working relationship with the WODC. The leader may also conduct a complete trail inventory, thereby becoming familiar with the trails and helping to identify projects for the crew later in the season. When the full crew arrives they'll start with a range of basic maintenance, such as water bar clearing and major brushing projects, and gradually progress to more ambitious erosion control tasks, such as rock steps and water bars. Other projects may also be included as suggested by WODC members or by the crew itself. The full crew will depart just before Annual Meeting, with the leader staying an additional six weeks to assist with other projects.
We need your help!
Anyone with suggested crew projects is encouraged to send them to Trails Chairperson Peter Smart at firstname.lastname@example.org or 603-323-8827. If you have ideas for more general (non-trail) projects for the final weeks, please contact WODC president John Boettiger at email@example.com or 603323-8812. We would also like to hear from anyone with ideas for crew housing in the Wonalancet area. Although we hope that Mead Base will remain a viable housing option, we would also like to explore options closer to Wonalancet that would immerse the crew more fully in the day-today activities surrounding our trail system.
Peter Smart
323-8827, firstname.lastname@example.org
WODC Trails Chair
ANNUAL MEETING REPORT
3
The Club's 110th Annual Meeting at the Wonalancet Chapel on August 19 was preceded by an unusually sumptuous potluck supper and social gathering. Attendance estimates hovered in the range of 50 to 70 people.
By meeting time some had departed for other occupations, but 40 people, a reputable number of stalwarts, remained for the business of the evening, including Terry Miller, ranger for the Saco district of the White Mountain National Forest. Longtime active members of WODC were recognized for national awards they received earlier in the year: George Zink from the U.S. Forest Service, and Fred Lavigne and Evelyn McKinnon from The Wilderness Society.
These three trail work days, which have typically drawn about twenty-five or more people, are of enormous value to the ongoing work of our trail adopters, co-adopters, Trails Committee members and summer trail crew. As Peter emphasized, there is great need for added volunteer labor to sustain WODC's high (and widely recognized) standards of trail maintenance. As the number of hikers increases, erosion control becomes a larger issue. The prolific spread of hobble bush and other undergrowth after the ice storm has also dramatically increased the need for effective trail brushing.
Peter Smart, WODC's Trails Chair, offered a well-documented summary of the past year's work on the trails, highlighted by completion of the three-year restoration of Walden Trail. Chris Conrod's exemplary tenure as summer crew chief for three years was roundly applauded. Two general WODC-sponsored trail work days were held and drew a fine turnout of trail adopters and other Club volunteers: the first an early-season occasion on May 19; the second our traditional mid-summer work on New Hampshire Trails Day, this year on July 21. A third trail work day is to occur on October 13.
By popular demand, another Winter Potluck and WODC History Night will be held at the Benz Center on Saturday, January 19. The potluck dinner will begin at 5:30 pm, and the history discussion at 7 pm. Many topics of WODC history have not yet been explored, including past feats of trailwork and shelter work.
On February 9 at 10:00 am, Rick Van de Poll will lead a snowshoe walk to observe animal tracks and discuss their winter activities and habitats on one of the SPNHF land tracts near Wonalancet. This walk is sponsored jointly by WODC and SPNHF. The meeting place will be publicized by both organizations during January, or for more information contact Judith Reardon at 323-8827.
An exhibit on the history of WODC maps and related photographs and watercolor paintings accompanied the potluck supper in the Chapel Grove, and is described elsewhere in this issue.
Shannon Spencer reported that the Club's membership had grown over the past year to 347, from 308 the previous year. In addition to new members, renewal rates are encouragingly high.
Doug McVicar distributed a descriptive sheet and questionnaire concerning possible re-publication of WODC's historically significant 1901 Guide to Wonalancet and
The Club's Treasurer, Tom Rogers, distributed the final report for FY 2000, a year-to-date balance sheet for 2001, and the Executive Committee's proposed budget for 2002. It was noted that membership income is at an all-time high, thanks to increasing dues levels of returning members, to the membership growth, and in no small measure to a generous gift from Al and Gail Gerrish of Center Harbor and Boulder, Colorado. The proposed budget for FY 2002 was discussed, amended to allow the Executive and Trails Committees more discretion in hiring a trails crew chief next summer, and approved.
ACTIVITIES REPORT
WODC members do many impromptu excursions on skis and snowshoes during the winter, all of which depend on the right snow conditions and weather conditions to make them appealing. Therefore, rather than planning them for a fixed date, we urge everyone to email the WODC website ( if you are planning (or looking for) a winter trip and want company. Thursday or Friday night we will try to list destinations and meeting times that people have told us about for the upcoming weekend. It might help people get together for some enjoyable expeditions.
Other winter events not sponsored by WODC but of interest to our members are: Green Mountain Conservation Group's
Judy Reardon described the past year's Club activities, including hikes in winter as well as summer, several potluck suppers after trail work days and in honor of the summer crew, and two particularly successful and well attended events, a Winter Potluck and discussion in March and a Wonalancet History Night in early August.
the Sandwich Range. The Guide has two end-paper maps and is richly illustrated with period photographs and reproductions of watercolors by William Paskell. Vividly written, it offers a fascinating sense of the community of Wonalancet, the origins and early development of the Club, and the mountains and trails as they existed a century ago. The Executive Committee is actively exploring the prospects for its reproduction, and we expect to offer it for sale at a modest price in a few months.
The slate of officers for the calendar year 2002 presented by the Executive Committee was approved: President, John Boettiger; Vice-Presidents Doug McVicar and Judy Reardon; Secretary, Sharon Nothnagle; and Treasurer, Dick Daniels.
The evening concluded with an informal report on "the state of the forest" by USFS district ranger Terry Miller, including information about the recent fire on Mt. Paugus, the forthcoming dismantling and memorialization of the shelters, clarification of camping policy and policy concerning rock climbing in Wilderness areas.
John Boettiger annual meeting on Saturday evening, January 26, the Lake Chocorua sled dog races on January 26 and 27, the Wellinghurst cross-country ski races at King Pine ski area on February 10, the Sandwich 60 sled dog race on February 16, and the Great Glen-to-Bretton Woods ski racing and touring event on March 10. Also, the Tamworth Outing Club is sponsoring the Wonalancet Wander on February 23: an 11 km "flat and fast" freestyle race, starting from the Steele's field near Wonalancet Chapel. Starting times are 10 am for ages 13 and under, and 11 am for ages 14 and over. For more information, contact Paul King at 603-3237450 or email@example.com.
Judith Reardon
SHORT STUFF
Vandalism in Wilderness
Hikers and campers in designated Wilderness areas of the Sandwich Range are typically well informed and respectful of USFS regulations and "leave no trace" practices. It is painful to find exceptions. As we were doing additional trail work this fall on Blueberry Ledge Trail, it became clear that someone has again – within the past year – been cutting down live trees alongside the trail, near the ledges. This is vandalism, manifestly inconsistent with the wilderness values to which WODC is committed and clearly illegal under regulations long established by the Forest Service. It has occurred on several occasions over the past few years in the same general area along the blueberry ledges. The motivation may have been to improve a view, but whatever the reason and whoever is responsible, it must be publicly clear that WODC regards such action as unauthorized and destructive.
Honor and Respect
Good friend and invaluable trail worker Larry Labrie suggested that we print the following quote by Wolf Song, an Abenaki. We feel that it is especially appropriate in light of the preceding piece. – Ed.
"To honor and respect means to think of the land and the water and plants and animals who live here as having a right equal to our own to be here. We are not the supreme and all-knowing beings, living at the top of the pinnacle of evolution, but in fact we are members of the sacred hoop of life, along with the trees and rocks, the coyotes and the eagles and fish and toads, that each fulfills its purpose. They each perform their given task in the sacred hoop, and we have one too."
Winter Calendar
January 19: WODC Potluck and History Night, 5:30 pm at the Benz Center, Sandwich.
January 26: Green Mountain Conservation Group, fourth annual meeting. 6:00 pm at Runnells Hall, Chocorua.
January 26-27: Tamworth Outing Club sponsors the Lake Chocorua sled dog races.
February 9: A snowshoe hike with ecologist Rick Van de Poll, co-sponsored by WODC and SPNHF. 10:00 am at Peter Pohl's in North Sandwich.
February 10: Wellinghurst cross-country ski races at King Pine Ski Area.
February 16: The Sandwich 60 sled dog race.
February 23: Tamworth Outing Club sponsors crosscountry ski races in Wonalancet. Start times: 10:00 am for 13 and under, 11:00 am for 14 and over.
MAP HISTORY PROJECT
Annual meeting attendees enjoyed a special bonus this year. Not only did we have the usual fine food and sparkling conversation but there in the shelter of the grove stretched a row of bulletin boards, twenty-five feet in length, adorned with photographs, maps and other documents depicting ninety-five years of the Club's service in guiding the hiking public through the local mountains.
Not satisfied with this laudable feat, John assembled the collection and a considerable amount of research into a thirty-two page booklet, Trail Maps of the Wonalancet Out Door Club – A History: 1901 - 1995. Therein lies a concise but detailed account of WODC's century-long venture in publishing ten maps and two guides. Including two schematics from the Watermans' Forest and Crag, the volume contains eight reprints of area maps, numerous pages from the WODC 1901 Guide and other illustrations.
This collection was the product of John Boettiger's efforts in foraging through the scattered WODC records and visiting every local resident he thought might have some memorabilia, either affectionately displayed in their home or long forgotten in an attic trunk (most likely the impetus for his article on page 5). John's crusade paid off, for the display not only edified many current members, it jogged the memories of the veterans. Recollections abounded and anecdotes freely flowed as we admired the array of Wonalancet artifacts.
Wrapped around these graphics is a textual interpretation recounting the various people and circumstances that effected creation of the maps. The chronicle spans the entire period from Kate Sleeper's first visit to Birch Intervale to the ultimate product of Mike Bromberg's response to George Zink's 1987 plea for a new map. It includes accounts of the efforts of local cartographers such as McKey, Childs, Walker and Ellis.
So, what's next, you ask? Executive Committee member Doug McVicar is looking into the possibility of publishing a reprint of the 1901 Guide to Wonalancet and the Sandwich Range of New Hampshire. This is the Club's first known publication and, in addition to twenty striking illustrations, contains two maps of the immediate area. The Guide's text describes many local attractions – some that no longer exist, some which have become largely forgotten secrets, and many that are familiar to today's reader.
Trail Maps of the Wonalancet Out Door Club is available for the remarkably low price of five dollars, post paid. Copies can be ordered by using the merchandise order form in this newsletter, by downloading an order form on the internet at www.wodc.org or by contacting WODC Member Services, HCR 64 Box 248, Wonalancet, NH 03897.
Doug's initial reports are promising. The task now before us is to further define and consider the various publishing options before making a final decision. We hope to be able to announce a publication date in the next newsletter.
Wonalancet Out Door Club – Merchandise & New Member Order Form
Please mail completed form and payment to:
WODC Member ServicesHCR 64, Box 248 Wonalancet, NH 03897
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Gift Memberships
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Do your holiday shopping here.
It's a quick and easy way to fill stockings and support the care of the Sandwich Range trails. Please consider gift memberships to WODC. They are the perfect way to show both your holiday spirit and advocacy of public land stewardship.
Trail Maps of WODC – A History: 1901 1995. "lost trail" seekers.
New, an illustrated history by John Boettiger with many reprints of past club trail maps. Excellent for history buffs and $5.00 WODC Trail Map and Guide. The ultimate authority for hiking in the Sandwich Range. Folded, with tyvek pouch:$5.00 Flat, for mounting:$7.00
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WONALANCET
FOUNDED 1892
WODC Patches. Perfect for packs, shirts and hats. $3.00
WODC T-shirts. More stylish than anything at Eddie Bean or L. L. Bauer.
Heather grey cotton:
$14.00
Navy blue CoolMax:
$16.00
WODC Newsletter Back Issues. The last
thirteen issues available as a set: $10.00
Don't forget to visit our web site:
www.wodc.org
SRCA=Sandwich Range Conservation Association
Notes:
SCA=Student Conservation Association
NRTF=National Recreational Trails Fund (from gasoline tax)
USFS Funding for 2000-2001 represents use of Mead Base for crew housing
Earlier log steps & water bars by the USFS not included in above totals
A WALK IN THE FOREST WITH TERRY MILLER
5
Who'd have thought we would be talking about fire in the wilderness here in what is often referred to as an "asbestos forest", the White Mountains? Actually there were two wilderness fires this summer, one on Mt. Madison, literally right on the Great Gulf Wilderness boundary, and one on Mt. Paugus, a quarter mile into the Sandwich Range Wilderness. Both were lightning strikes during the August drought.
close. Our trail crews are at work dismantling and removing shelters at Camp Heermance, Camp Rich, and Camp Shehadi this fall. When I visited with the State Historic Preservation Officer in Concord last month, she was pleased with efforts made to work with interested parties on a balanced solution for removing the shelters while recognizing their historical value.
The Paugus fire burned in deep duff and threw up a lot of smoke that was visible from Chocorua Lake and Route 16, hence generating a lot of public concern. Although it burned for a week before being detected, its size at containment was less than ¾ acre. In the end, our fire suppression actions were probably based more on allaying public concern than preventing resource damage. The fire never constituted a real threat to life or property and it is arguable that the fire was perhaps even beneficial to the forest ecosystem, of which fire is a natural component.
Shelters will be dismantled and removed, the sites rehabilitated, historical documentation compiled, and interpretive signs installed to memorialize the shelters and Wonalancet valley and promote primitive camping skills. My thanks to the many interested people, especially George Zink and Louise Tallman, who helped us to resolve historical and wilderness issues in a way that respects both.
Another issue that has cropped up is rock climbing and fixed anchors in wilderness. A ticket was issued to one climber this summer who installed fixed anchors on a ledge using an electric drill within the SRW, prompting us to look more closely at the overall issue of fixed anchors in the Wilderness.
volunteer and partner participation in the White Mountains.
We were pleased to be able to construct a new "bin-batch" composting toilet system at Flat Mountain Pond this summer to facilitate more efficient management of waste at that shelter site. I know that Dean Yoshina and Dave Neely of the Saco Ranger District were pleased with the interest and cooperation of WODC members and local landowners in the airlift of materials needed for that improvement.
Forest Plan revision goes on and this winter will see us working with local public planning groups to begin developing alternatives for the Environmental Impact Statement. For more information about these monthly meetings, visit the Forest website at http://www.fs.fed.us/r9/white/.
Finally, I want to congratulate the WODC, particularly Chris Conrod and Peter Smart and the Trails Committee for the completed trail work by SCA on Walden Trail. This was an outstanding project involving many people and considerable effort. Great work!
As you read this, a significant chapter in the Sandwich history book comes to a
The new Chief of the Forest Service, Dale Bosworth, visited New Hampshire in September and briefly stopped at Russell Colbath House on the Kancamagus Highway. On very short notice, John Boettiger and other WODC members were able to meet him during his brief stop and, in a note to me after his visit, his secretary noted how impressed the Chief was with
All this is prompting a worthwhile dialogue on the role of fire in the wilderness, an interesting topic to consider in the Forest Plan revision and whenever we get around to updating the Sandwich Range Wilderness Management Plan. I have appreciated the interest and advice of WODC members on the Paugus fire. Should we look at fire differently in the wilderness? What do you think?
In this time when our lives and the world seem to be changing so rapidly, isn't it reassuring to know that timeless places like the Sandwich Range exist? My thanks to you all for your tireless dedication to preserving this magnificent area. I welcome your thoughts and can be reached by e-mail at: firstname.lastname@example.org.
Terry Miller, Saco District Ranger
Wonalancet and WODC Archives: Discovery, Organization and Care
They are all over the place, in more homes, nooks and crannies than we know or imagine: in attics and closets, under beds, in sheds and barns, in living memories; sometimes framed and mounted or carefully organized on shelves or disks or in file cabinets, more often in cardboard boxes or old trunks behind hip walls; sometimes well preserved, sometimes damp and moldering.
and the Chapel, to find a place for them that is secure, climate controlled for preservation, and supervised for appropriate use. Some of that material has been collected, and has a home in local libraries and historical societies. So to a degree the task is to learn and systematize, to come to know what we have already, more or less, in hand.
We need to collect and organize the interwoven archives of Wonalancet, WODC
undertake that larger project, people with enthusiasm and a keen nose. We need to be able to assure those who would offer access to their shelves, boxes and barns that whatever they would give or loan would be cared for properly, used responsibly and permanently preserved.
I write of the history of Wonalancet and WODC, the people, the Intervale, the Chapel, the farms and inns, the Post Office and the surrounding mountains and trails. Minutes, guides, maps, reports and other formal documents are necessary, but as important are letters, books, diaries and journals, pamphlets, photographs and paintings; personal accounts of trail work and legislative advocacy, life on the farms; the stories of those who explored, sustained, threatened, protected and nourished the community, the valley and the forest.
But the larger and more difficult job is to find, collect, preserve and organize what we don't have, or one might say optimistically, what we don't know we have (and more ominously, what may be disappearing). There are individuals and families who want to offer such material, others surely who don't even know they have it.
My own recent work on the history of WODC maps and map-making brought home to me what should have been obvious. If one wants to find, one has to search (and prepare to recognize the significance of what one finds). We need people to
The stuff of Wonalancet and WODC history is here, or rather here and there and God knows where. The Executive Committee of WODC is discussing the employment and/or the availability of a volunteer archivist or two. We have begun conversations with Bob Cottrell of the Remick Museum; George and Sally Zink, who have long collected and worked on a local history; and leaders of the Tamworth and Sandwich libraries and historical societies. Please consider this article an invitation to join that conversation. Call me at 323-8812 or Doug McVicar at 323-7302, or write a note to email@example.com .
John Boettiger
Our Federal Eagle Spreads Its Wing over the Flat Mountain Country
Firstly, The Stand of Spruce on Sandwich Dome. It is late morning of a September day in 1912. There is a note of autumn on the air even in the dimness of the stand of tall spruce that rises above the path up the mountain. We are standing by a spring that rises gently, without a bubble, from the very root of a mast-high tree, a spring that rises secretly, steadily, a delight to the eyes and a refreshment to lips dry with the climb. All around us are first-growth spruce, hundreds on hundreds of them, their great trunks all purplish brown in the shadowed woods. – "Seven Wonders of Sandwich" Old Home Day Address of Cornelius Weygandt, August 20, 1930.
But Parker-Young had a bigger vision than just war profits. The best butt logs of spruce could be sent around to their mill in Lisbon, a major producer of piano soundboards. Lesser spruce was sawn into lumber needed for the house construction boom of the 1920s. When choice hardwoods fell under the ax, those were sawn too. Within the forest products industry the Beebe River operation must have been a winner, because while the price of pulpwood dropped sharply after the war and stayed down for a decade and a half, lumber stuck near its highest value.
Sequestered on a high plateau suspended between Sandwich Dome and the stout West Spur of Whiteface, the Flat Mountain forests enclosed a jewel-like string of ponds, home of legendary native trout. By the time of the Civil War most of the trout had been fished out, but the towering virgin forest remained to thrill the occasional visitor. The Appalachian Mountain Club's 1916 Guide to Paths in the White Mountains and Adjacent Regions invited hikers onto the slopes overlooking Flat Mountain Pond: "The chief charm of this region is the fine virgin forest."
Clear, fine-grain spruce was a critical war material. The aircraft of World War I were built almost entirely of this strong yet light wood. The Parker-Young Company must have seen an opportunity on the slopes around Flat Mountain Pond. They bought the entire tract from Publishers Paper Company in 1917 and hastily built a sawmill at Beebe River in Campton, alongside a major rail route to Boston. From this strong foothold they drove a logging railroad up the Beebe River valley, plowed across Sandwich Notch, spiked the virgin forest and began clearcutting. By 1918 the rails reached the West Spur of Whiteface, eighteen miles from Beebe River and one-third of a mile above it.
The logging methods of Parker-Young were no better and no worse than the abysmal standard of the industry. A U.S. Forest Service circular described it this way: "When the logging is complete, the slope has been shaved as by a razor, and the débris is left in inextricable confusion. . . . [Fire] almost invariably follows."
Yet even as the 1916 Guide went to press, the moment had come for the deep woods to feel the impact of events around the world. Europe had set itself on fire; and Europe's war was pushing prices rapidly upward in the United States. In New Hampshire, the price of spruce lumber more than doubled by the end of the war.
When the war ended, this mill claimed to have cut more than one quarter of all the airplane stock produced in New England.
By the summer of 1923 most of the slopes in Flat Mountain country had been mined clean of lumber. With spruce prices spiking up and wages slightly lower, perhaps it was enhanced profits that motivated Parker-Young to cut close to the railway tracks and heap the slash within range of sparks from the engines – a violation of New Hampshire law. The telephone line that had been put in for emergency communication was not repaired when it broke down. And even during June and early July, when no rain fell for six weeks, the company ran its trains under the blazing sun instead of following the preferred practice of operating at night when the mountainsides were cool.
The next day was Friday the thirteenth. Management directed that all the horses in camp be harnessed and led down the trail to Sandwich and safety. Meanwhile, the men cleared a fire line to protect Camps 11 and 12. Apparently unaware of the danger, they went back into the camps over the noon hour for their dinner. After eating, they
Camp 7 today.
returned to the fire line and observed that the breeze, which had been gently restraining the flames, was gone. Dead calm. Then the wind suddenly rose up with gale force and – as it often does in the mountains – blew from the opposite direction. Within minutes the windwhipped flames had jumped the fire line and transformed the whole "protected" area, including the two camps, into an inferno. Walls of flames encircled the men.
Meanwhile residents of Waterville Valley and Sandwich watched anxiously as the conflagration loomed nearby. Appalling tales were told by the routed firefighters who were stumbling out of the woods. Fear-filled rumors swirled around the forest.
At least one hundred men had been on that fire line. Some ran. Some plunged into the ponds. Some pressed themselves down to the ground trying to find a breathing space beneath the impenetrable mass of smoke. Saturday's Concord Monitor ran the fire as its top story: "Mountain Fire Rages. Reported Loss of Life Unconfirmed – State Alarmed." A helpless company official told the press, ". . . the fire could not be considered under control and . . . the only thing which could check the flames was rain."
Then a miracle happened. Early Sunday morning an unforecast shower began to fall. By afternoon the rainfall had become heavy; two inches poured
Under these conditions, a fire was almost inevitable. Yet when it struck early on the afternoon of July 12, it was oddly unexpected. Company managers quickly gathered men from the mill to form a "posse" of impromptu firefighters. But without a functional telephone the men had no way to call down a train to take them to the fire site. Arriving hours later, they worked all night and managed to save Camp 10 at the southern tip of the Flat Mountain Ponds.
down on the mountains, extinguishing the fire at last. Nature saved the company that had abused it so vilely. Every firefighter escaped, except one. Thirty-five hundred acres were immolated – but the monetary loss was minimal because the company had already stripped this land of all merchantable timber. A p p a r e n t l y unrepentant, Parker-Young plunged ahead. Even another major fire the next summer did not deter them from their goal of removing the last stick of spruce and getting out for good – which they did in March 1925. A correspondent from the Boston Herald who rode the Beebe River Railroad one month later reported a disheartening vision of "mile after mile of pathetically denuded mountain side" and "a wilderness of stones, charred logs and blackened rubbish."
surrounded this devastation on three sides, must have been looking on in horror. Nothing of this sort had happened – or would ever happen – on land in the White Mountains while under Forest Service administration. In 1930 a U.S. Forest Ranger met with a representative of the new owner, Draper Corporation. Draper had purchased the land with the intention of harvesting remaining pockets of virgin hardwoods, but the Depression had sent their woodland operations into a state of economic suspended animation. Draper suggested a price of $25 per acre. The government made a preliminary survey and concluded the land was worth only $5. But even at the government price there was not enough public money appropriated to make the purchase.
Meanwhile personnel of the United States Forest Service, whose land
Forest Service land buyers had always been on a Spartan diet. For several years after the passage of the Weeks Act in 1911
Congresshad appropriated $2 million per year for National Forest acquisition in the entire eastern United States. Funding temporarily ceased during the World War, and then resumed at a greatly reduced rate. U n d e r P r e s i d e n t Harding, notorious for his mismanagement of natural resources, and President Coolidge, notorious for his parsimony and antipathy toward public enterprise, annual appropriations were reduced to as little as $450,000. President Hoover, a more competent manager, restored appropriations to the original level of $2 million.
During the 1920s the feeling was widespread among American conservationists that the government was not doing enough to protect forest lands. May 1928 issue of Nature Magazine.
By election day 1932, the American people, sapped by everworsening economic conditions, were looking for a change. Franklin Roosevelt offered a whole New Deal of changes. One of the very first was a change i n f o r e s t r y appropriations. To get the unemployed back to work, he proposed a sweeping program of
7
Roosevelt took pride in his knowledge of forestry. As Governor of New York he had fostered state conservation programs. He enjoyed managing his own timberlands at Hyde Park. A few weeks after his election he requested the director of the New York Division of Lands and Forests to prepare a plan of forest land purchase on a scale never before contemplated. Three days after Christmas the plan was submitted. It identified acquisitions in 24 states, totaling more than $17 million. Roosevelt was ready.
reforestation and timberland improvements.
On March 4, 1933, he gave his famous inaugural address, boldly calling forth the courage of the American people: " . . . let me assert my firm belief that the only thing we have to fear is fear itself." The speech is a model of oratory and of leadership, but it contains very few words about specific programs. One exception is a crystal clear promise to undertake "greatly needed projects to stimulate and reorganize the use of natural resources." On March 31 Congress passed Roosevelt's public works law. Under this authority he issued an executive order releasing $20 million for purchase of forest lands. A few weeks later, back in New Hampshire, we find Forest Supervisor James E. Scott writing to Draper Corporation, "We are now in a position to deal with you for all of your lands within our boundary. . . ."
The officers and directors of Draper Corporation were eager to sell, and soon agreed on a purchase price of $5.40 per acre. Forest Service staff guided them through the complex but thorough acquisition process. The pile of paperwork they left behind could easily obscure the passionate sense of mission that drove the building of national forests. Buried in a routine business letter from Scott to Draper is this gem-like summation of the public land credo: "I believe . . . that no individual or corporation can afford to own this class of land. . . . [Yet] Somebody must own it; and the people as a whole, through their Federal Government, can afford to own it, – first, because their carrying charges are very much less, – second, because they can think and figure in terms of perpetual ownership and long-time benefits rather than reasonably prompt returns, – and finally, because they can take into account many aesthetic and other intangible values which are decidedly worth reckoning from the public standpoint but which bring no rewards whatever to investments of private capital." Amen.
THE OUTLOOK
An open forum for ideas and observations
REWILDING
Slowly the stump rises, heaving up heavily, water cascading off. It hobbles up onto its knees, then lifts first one and then the other long front leg, unfolding them out forward, and then back down into the water.
I'm halfway along the almost mile-long pond. Open-eyed dozing, my mind is a blank. Ten steps ahead, Luna, my half yellow lab-half greyhound, halts a second and looks out into the next little bay, walks forward a few steps, then stops again. I'm musing that Luna sees as much beauty here as I do. Still walking, I look out onto this piece of water. The surface is still, gun-metal blue, opaque. Labrador tea runs almost to the pond's edge, then sphagnum mosses, wet, brilliant green velvet that extend out into the water. My eyes drift over the surface to a dark brown stump fifty feet out. The stump has a big oval coming off each side at its top where branches had been sawed off. My gaze lingers on the stump. With a jolt I feel the stump looking back at me.
Range Wilderness, 25,000 acres that will no longer feel the bite of the saw. But the Sandwich Range was almost denied the protection it now has as part of the National Wilderness Preservation System. The original Wilderness Act, passed by Congress in 1964, contained language which defined wilderness as "an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain." That was laudatory language, but it was used by the Forest Service to limit consideration of lands for wilderness designation to the remaining large tracts of roadless areas in the western U.S. Adopting what became to be known as the "purity standard," the Forest Service, and even some conservation groups, argued that the intention of congress had been to exclude any area whose timber had been cut, or which had otherwise been historically impacted by man, from protection as Wilderness.
The stump articulates into a cow moose. I Snap Luna onto his lead – there could be a calf close by – and we both watch the moose look us over, then turn and splosh a couple hundred yards across the pond and head up into the hillside mix of white birch and spruce.
The hike up had commenced with a mile and a half through private timberland, then crossed the Whiteface River which was running strong, even in July, with its memories of snowmelt. Once over wet boulders, the trail turned left and climbed up, tracking the river. A fiberglass post with the words "Wilderness Area" spelled out in vertical black letters marked simply what had been a great change in course by the ship of state. Wilderness: Is there any more exciting word in the English language? An impulse seized me and I yielded to it. I walked over to the sign and I kissed it. I bet I had not been the first to do so.
This is Flat Mountain Pond, and it is held in the hollow of three hills. One is unnamed, the second is named Flat Mountain, and the third, directly across from it, is named Flat Mountain. Yankee frugality extends to names.
Flat Mountain Pond and much of the trail up to it is in the Sandwich
Part of my hike had been a sidetrack up the drainage of Flat Mountain Pond to another, smaller pond and the stream that fed them both. The trail, not shown on my map, turned out to be much wider than the main trail, and nicely graded as it climbed higher. In places, flattened logs of a like size had been set into the soggy ground. Some of these logs sported the heads of iron spikes. But it wasn't until I saw the ten-foot long steel rail that I realized I had been walking up the long abandoned railroad spur that had taken the timber out of these hills so many years back. So no, this was not land "untrammeled by man." It had been trammeled pretty hard.
The eastern wilderness advocates eventually prevailed here. And though they protected less land than they set out to, the Sandwich Range Wilderness was established as part of our federal system. In doing so, these advocates also put forth a more hopeful vision of the forest's future and, indeed, our own future. Given enough time the land can heal its wounds, the rapacious engines of the past can disappear forever into the mud, and we humans can change how we value a small mountain pond and the life that surrounds it.
Kevin Coffey | <urn:uuid:e5847fe4-8494-4af4-826f-8f7fa003e2b8> | CC-MAIN-2017-30 | http://wodc.org/newsletter/2001-11.pdf | 2017-07-24T10:42:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00381.warc.gz | 352,660,705 | 10,041 | eng_Latn | eng_Latn | 0.993083 | eng_Latn | 0.998666 | [
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Date:
Release Date:
Contact:
Phone:
Genesee County Health Department
Mark Valacak, M.P.H., Health Officer
Gary K. Johnson, M.D., M.P.H., Medical Director
September 25, 2015
For Immediate Release
End Date:
Almeta Milow, RN Public Health Nursing Supervisor
(810) 257-3619
Re:
Newborn Screening Month
The Genesee County Health Department reminds you that September is Newborn Screening Month. Newborn screenings are tests that check for diseases or disorders in newborn babies. Most tests are done before the baby leaves the hospital.
Newborn screenings let doctors find problems early and start treatment to keep the baby healthy. They don't cause any harm or risk to the baby.
All states require newborn screening. But, the number and types of tests vary from state to state. Depending on your family health history, you may want to ask for extra tests.
Most newborn screening tests use a few drops of blood taken from the heel of the baby's foot. The same sample of blood can be used to test for many different diseases, including:
-
Hypothyroid disorder –
The thyroid is a gland in the neck that makes hormones.
Hypothyroid disorder can cause problems with growth and development, but it can be treated if it's found early.
- PKU (phenylketonuria) - PKU means babies can't process certain foods and must be fed special formula. It can cause intellectual disability (mental skills that are below average) if it's not treated early.
Better Life Through Better Health
Floyd J. McCree Courts & Human Services Building
630 S. Saginaw Street, Ste. 4
Burton Branch
G-3373 S. Saginaw Street
Flint, Michigan 48502-1540
Burton, Michigan 48529
Main Phone 810-257-3612
Visit us at: www.gchd.us
September 30, 2015
- Sickle cell disease – This is a serious blood disorder that can be watched and treated if it's found early.
- Hearing loss – A hearing test uses a small microphone or earphone to check how the baby responds to sounds. Finding out early if the baby has hearing loss can help reduce or avoid speech and language delays. If your hospital doesn't screen for hearing loss, make sure to have the baby's hearing checked within the first month. It's also important to have the baby's hearing checked regularly, since some hearing loss starts after the time when newborn screening tests are done.
- Heart defects – Heart defects (problems with the heart) can cause serious problems or death if they're not found and treated early. Testing for heart defects uses a small sensor that is placed on the baby's hand or food. The test is painless and only takes a few minutes.
If you are pregnant, talk with your doctor about newborn screening before your baby is born. Our motto is Better Life through Better Health. | <urn:uuid:fc256b44-1220-411d-8065-677b2baf6e25> | CC-MAIN-2017-30 | http://geneseehealth.org/wp-content/uploads/2016/06/Newborn_Screening_Month_915.pdf | 2017-07-24T10:28:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00383.warc.gz | 123,267,930 | 650 | eng_Latn | eng_Latn | 0.993944 | eng_Latn | 0.996916 | [
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The Nunne'hi Cherokee Legend
A 10 or 12 years old boy was playing one day near the river, shooting at a mark with his bow and arrows, until he became tired, and started to build a fish trap in the water. While he was piling up the stones in two long walls a man came and stood on the bank and asked him what he was doing. The boy told him, and the man said, "Well, that's pretty hard work and you ought to rest a while. Come and take a walk up the river."
The boy said, "No"; that he was going home to dinner soon. "Come right up to my house," said the stranger, and I'll give you a good dinner there and bring you home again in the morning."
So the boy went with him up the river until they came to a house, when they went in, and the man's wife and the other people there were very glad to see him, and gave him a fine dinner, and were very kind to him. While they were eating a man that the boy knew very well came in and spoke to him, so that he felt quite at home.
After dinner he played with the other children and slept there that night, and in the morning, after breakfast, the man got ready to take him home. They went down a path that had a cornfield on one side and a peach orchard fenced in on the other, until they came to another trail, and the man said, "Go along this trail across that ridge and you will come to the river road that will bring you straight to your home, and now I'll go back to the house." So the man went back to the house and the boy went on along the trail, but when he had gone a little way he looked back, and there was no cornfield or orchard or fence or house; nothing but trees on the mountain side.
He thought it very strange, but somehow he was not frightened, and went on until he came to the river trail in sight of his home. There were a great many people standing about talking, and when they saw him they ran toward him shouting, "Here he is! He is not drowned or killed in the mountains!"
They told him they had been hunting him ever since yesterday noon, and asked him where he had been. "A man took me over to his house just across the ridge, and I had a fine dinner and a good time with the children," said the boy, "I thought Udsi'skalä here" -- that was the name of the man he had seen at dinner -- "would tell you where I was."
But Udsi'skalä said, "I haven't seen you. I was out all day in my canoe hunting you. It was one of the Nunne'hi that made himself look like me."
Then his mother said, "You say you had dinner there?" "Yes, and I had plenty, too," said the boy; but his mother answered, "There is no house there -- only trees and rocks -- but we hear a drum sometimes in the big bald above. The people you saw were the Nunne'hi." | <urn:uuid:1c0d0e86-795c-4ff6-85b9-3eb3f7c0979f> | CC-MAIN-2017-30 | http://wolfememorial.com/wp-content/uploads/2014/11/The-Nunnehi.pdf | 2017-07-24T10:37:22Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00381.warc.gz | 352,952,741 | 653 | eng_Latn | eng_Latn | 0.999742 | eng_Latn | 0.999681 | [
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Genesee County Health Department
Genesee Health System
Michigan State
University Extension
Health Plan of Michigan
Youth Violence
Prevention Center of Michigan
Crim Fitness
Foundation
Safe and Active
Genesee for Everyone
Genesee Intermediate School District
Hurley Medical Center
YMCA of Greater
Flint
HealthPlus of Michigan
McLaren Health Plan
Mott Children's Health Center
Hamilton Community Health Network
Total Health Care
Priority Children
University of Michigan-Flint
Michigan State University
Genesee County
Parks
Flint River
Watershed Coalition
Blue Cross Blue
Shield of Michigan
Genesee County Community Action
Resource
Department
Flint Community
Schools
National Kidney
Foundation of
Michigan
Universal Kidney
Foundation
Flint Children's
Museum
Genesee County Community Members
Growing Healthy Children and Families in Genesee County through
SPROUT
STEERING PREVENTION-REDUCING OBESITY- UTILIZING TEAMWORK
Mission:
To improve the health and well-being of Genesee County children by addressing ways to reduce and prevent childhood obesity.
Vision:
Creating a community that fosters and supports healthy lifestyles for children and families.
MEDIA RELEASE
Date:
May 16, 2016
Release Date: For Immediate Release
End Date: May 31, 2016
Contact Person: Suzanne Cupal, MPH Public Health Superviser Genesee County Health Department
Phone:
(810) 768-7970
RE:
SPROUT Art Contest Winners
The SPROUT Coalition sponsored an art contest open to school age children in Prekindergarten through 8 th grades. Children in grades Pre-kindergarten through 3 rd grade were asked to answer the question, "What Does A Healthy Plate Look Like?" The students in grades 4 th -8 th grades submitted an original design that answers the question, "What Does A Healthy Community Look Like?"
Congratulations to the Winners:
Pre-K – 1 st
Grade
1 st Place – Levi Momch
2 nd Place – Joshiah Thomas
3 rd Place – Taniya Kenney
2 nd - 3 rd Grade
1 st Place – Masin Green
2
nd
Place – Joshua Momch
3 rd Place – Alisha Strong
4 th - 6 th Grade
1 st Place – Andre Johnson
2 nd Place – Dylan Petrowski
3
rd
Place – Amari Stuart
7 th - 8 th Grade
1 st Place – Sydney Clark
2 nd Place – Caleb Welch
3
rd
Place – Beylah Carver
The winner's art work will be on display at the Flint Children's Museum through the entire month of May. Afterwards, they will be on permanent display at the Genesee County Health Department.
Childhood obesity is entirely preventable. The SPROUT Coalition has launched a 5210 campaign to remind everyone of four simple steps that can help prevent childhood obesity. Every day:
5 - Eat 5 or more fruits and vegetables.
2 - Spend 2 hours or less on the computer or playing video games ("Screen Time").
1 - Be physically activite for at least one hour.
- and-
0 - Avoid sugary drinks. Drink more water & low-fat milk instead.
Winning entries will be used to continue to support the 5210 message in our community. The artwork submitted will be displayed in a gallery exhibit at the Flint Children's Museum next spring. A jingle and public service announcement contest for student groups will follow the art contest in January 2016.
The SPROUT Coalition is a group of community organizations, institutions and community members that have come together to address the issue of childhood obesity in Genesee County. Together we will improve the health and well-being of Genesee County children and families by raising awareness of this issue in our community. We are working to change the environments in which individuals make decisions about their health. By changing policies, we can provide access to healthy foods, provide safe places for children to play, promote community gardens, improve access to health care and promote healthy eating and active living.
Children need information and guidance to make informed decisions about food and exercise. The SPROUT Art Contest provides an opportunity for school, after-school and faith-based youth programs to share that information with students. If we keep our kids healthy now, it will alleviate a major burden on our health care system while giving millions of young people the opportunity to live longer, healthier lives. The SPROUT Coalition's vision is a community that fosters and supports healthy lifestyles for children and families. Visit the SPROUT website for more information about preventing childhood obesity www.sproutgc.org or The Genesee County Health Department's website at www.gchd.us
### | <urn:uuid:6ea4a2c5-a061-47f4-aa03-0a1c4bdf831a> | CC-MAIN-2017-30 | http://geneseehealth.org/wp-content/uploads/2016/06/SPROUT_Art_Contest_Media_Release_5_16_16.pdf | 2017-07-24T10:37:33Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00381.warc.gz | 127,872,239 | 997 | eng_Latn | eng_Latn | 0.932118 | eng_Latn | 0.987266 | [
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Key Targets
Aim to keep pigs within their thermoneutral zone in order to:
Maintain
fertility
throughout
the year
1
Maintain high feed intake and growth rates throughout the summer months 2
Heat stress (indoor herds)
Heat stress is caused when a pig's body temperature rises above certain limits; in these circumstances, the pig will first increase its respiration rate in an attempt to keep cool, then search for environmental opportunities for cooling, ie wallowing, soiling pen and lying in urine. If the pig cannot cool itself sufficiently it will collapse and, in the worst scenario, die.
Pigs subjected to high temperatures will have reduced growth rates (by up to 50g/d) and, in the breeding herd, farrowing rates could decline by as much as 25%, with litter size showing a small drop as well.
Heat stress must be avoided in order to prevent unnecessary suffering and reduced productivity
BUILDINGS
VENTILATION
Check roof insulation, it deteriorates with time. Good insulation will give both summer cooling and winter warming benefits to welfare and production
Thermal imaging can be used to map heat energy loss from pig buildings. AHDB Pork is able to provide this service, contact your regional KE Manager if you are interested
If heated creeps are used, they should be enclosed and insulated to minimise heat loss into the farrowing house
The temperature of creep areas should, ideally, be controlled and adjusted relative to the age and health of the piglets.
Ensure there are enough fans for the size and number of pigs housed; consider using supplementary fans for large pens which are reliant on natural ventilation
Clean and maintain fans and carry out regular checks between every batch, or at least quarterly, to ensure they are working properly
You can check how air is moving using a smoke plume.
ALARMS & EMERGENCY EQUIPMENT
Fit and test alarm systems that warn of rising building temperatures
Make sure there is adequate provision for emergencies (eg power failure) to prevent unnecessary pain or distress to pigs
Check that alarms and generators are in good working order and that all staff are aware of emergency procedures and contingency plans.
WATER
Ensure pigs have access to a supply of cool clean water at all times
The Defra Code of Recommendations for the Welfare of Livestock (pigs) provides the following recommendations, however, it is the responsibility of the pig keeper to make sure that they keep up to date with any changes or updates to the Code.
Make sure there are sufficient drinkers for the group and that they are all working properly. If in doubt, supply additional water in troughs
Pigs cannot sweat but can keep cool if their skin is damp. Provide areas of wet concrete or misters during hot periods.
MANAGEMENT GUIDELINES
BREEDING HERDS
Sows
Where possible, serve at either end of the day when it will be cooler
Maintain good hygiene, especially where sows have been wallowing, and ensure vulvas are clean pre-insemination
Have handwashing facilities and/or gloves readily available.
Boars
Heat stress tends to reduce the libido of boars and can reduce the viability of semen for up to eight weeks post heat stress
Record periods of hot weather on your calendar and remember to check semen quality for up to eight weeks after the last period of heat stress or ill health
Temperature control of AI doses is crucial as they can overheat quickly and become unviable. Ensure that doses are kept in an insulated container (16–18°C) until required for insemination and that they are shielded from direct sunlight.
LACTATING HERD
Feed sows twice a day and increase to three times a day midway through lactation, the larger meal in the evening.
Check trough hygiene at every feed as food can become stale and rancid very quickly during hot periods
SYSTEM
MINIMUM REQUIREMENT
Nipple (ration feeding)
Nipple (unrestricted feeding)
Trough (< 15 kg LW)
Minimum 0.8cm trough space/head
Trough (15–35 kg LW)
Minimum of 1.0cm trough space/head
1 per
pigs
10
1 per
pigs
15
DRY SOW HERD
Check water quality, availability and flow rate during peak demand; the flow rate should be 2–2.5 l/minute. If necessary, use the feed trough for supplementary water
Control supplementary heating in the farrowing house. This should only be necessary for the first 12 hours after farrowing depending on the piglets; if you have dimmers – use them, or replace with lower wattage bulbs
Creep areas should be covered and insulated to ensure that heat loss from the creeps does not overheat the sows
Fully enclosed creep showing sliding lid in open position to enable observation of piglets
Heat stress can bring about a deficiency of the hormones needed to support pregnancy
Where possible, make an area of wet concrete available for sows to lie on
Observe the lying area at different times of the day – do not force sows to lie in the sun or on warm straw bedding, and provide shade curtains if sunlight is streaming through into the pen.
GROWER AND FINISHER HERDS
Check water quality and ensure the flow rate is adequate:
Check that feed is fresh, as in warm weather it will become stale very quickly. Consider ordering less feed more frequently, particularly if bulk bins are exposed to direct sunlight
To help keep sows cool, it may be helpful to wet the sows' necks with cool water; however, ensure piglets do not get wet.
Reduce the stocking density where possible so that pigs are able to lie away from each other
Use foggers or misters if necessary to cool pigs.
© Agriculture and Horticulture Development Board 2017. No part of this publication may be reproduced in any material form (including by photocopy or storage in any medium by electronic means) or any copy or adaptation stored, published or distributed (by physical, electronic or other means) without the prior permission in writing of the Agriculture and Horticulture Development Board, other than by reproduction in an unmodified form for the sole purpose of use as an information resource when the Agriculture and Horticulture Development Board is clearly acknowledged as the source, or in accordance with the provisions of the Copyright, Designs and Patents Act 1988. All rights reserved.
While the Agriculture and Horticulture Development Board seeks to ensure that the information contained within this document is accurate at the time of printing, no warranty is given in respect thereof and, to the maximum extent permitted by law, the Agriculture and Horticulture Development Board accepts no liability for loss, damage or injury howsoever caused (including that caused by negligence) or suffered directly or indirectly in relation to information and opinions contained in or omitted from this document.
AHDB Pork is part of the Agriculture and Horticulture Development Board.
AHDB Pork, Stoneleigh Park, Kenilworth, Warwickshire, CV8 2TL
Email:
firstname.lastname@example.org
Visit:
pork.ahdb.org.uk/
Telephone:
024 7647 8793 | <urn:uuid:4d2a4340-6d3a-423d-af6c-c8411a9ad673> | CC-MAIN-2017-30 | http://pork.ahdb.org.uk/media/273328/afp03_health_heat-stress-indoor-herds_for-web_aw.pdf | 2017-07-24T10:41:53Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00382.warc.gz | 264,164,748 | 1,586 | eng_Latn | eng_Latn | 0.996132 | eng_Latn | 0.995962 | [
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NAME(S)__________________________________________________________________________________
PRESENTATION TITLE:______________________________________________________________________
AGE CATEGORY:
Junior
Senior
MAX TIME 12 MINUTES: Starting Time:_________ Finish Time:__________ Elapsed Time:___________
TYPE OF PRESENTATION:
Method Demonstration
Illustrated Talk
Public Speech
Each person evaluation an education presentation is to score all items in divisions I, II, III (see reverse side). It is important that each item be scored and additions be checked for accuracy. The scoring team should compare scores and arrive at a combined score for each presenter.
JUDGES' COMMENTS
POINTS TO CONSIDER IN SCORING
I. The 4-H Member (20 points)
A. Appearance - Neat, appropriate dress, good posture. Is the 4-H'er well groomed? (5 points)
B. Voice - Distinct, forceful, yet natural. Does the 4-H'er have a clear, reasonably strong voice with distinct enunciation? Is he/she enthusiastic? (5 points)
C. Poise - Calm, pleasant, confident. Does the 4-H'er keep his/ her composure even when something appears to go wrong or does go wrong? Does he/she have self-assurance, yet a pleasant manner? (5 points)
D. Grammar - Correct, well chosen words. Does he/she use correct grammar and choose words that make the meaning clear? (5 points)
II. Presentation (35 points)
A. Introduction - Effective, interesting. This is an explanation of the presentation, not an introduction of the 4-H'er. Does it get the attention of the audience? (5 points)
B. Method - Did the 4-H'er demonstrate when the illustrated talk would have enabled him/her to do a better job or vice versa? (5 points)
C. Verbal Presentation – Is the presentation well coordinated? Has the 4-H organized the presentation to create a smooth flow of information. If the 4-H member is doing a demonstration, does the explanation match the process? If information is given is it to fill time during the process; is it related to what is being shown? (5 points)
D. Teaching Aids - Posters, Equipment, illustrative aids, and supplies effective and well arranged. Did the 4-H'er choose the teaching aids that would best tell the story? Were they neat, concise and appropriate? (5 points)
E. Organization - Presentation well organized, clear and logical, not memorized. Is evidence shown that the 4-H'er has planned the presentation? (5 points)
F. Audience Appeal – Did the 4-H'er maintain the attention of the audience? If using visuals were they readable throughout the room? If they gave a speech, did they interact with the audience, use voice inflection, etc to keep interest. Was it something of interest? (5 points)
G. Summary - Are key points summarized? (5 points)
III. Subject Matter (45 points)
A. Selection of Subject (15 points)
1. Reason for Choice - Why did the 4-H'er choose this particular subject? This can be implied in talk. (5 points)
2. One Basic Theme - Is the presentation confined to one theme or is it so broad in scope that it cannot be covered in the allotted time? (5 points)
3. Practical - Is the subject important to the project area and to the 4-H'er? (5 points)
B. Information Presented (20 points)
4. Accurate - Is it the information correct? (5 points)
5. Up-to-Date - Is it the most current information to which the 4-H'er would have access or is obsolete information given? (5 points)
6. Complete - Are all the steps in the process shown? Is given information adequate to cover the topic? (5 points)
7. Appropriate for Experience - Is the presentation appropriate to the experience of the 4-H'er? (5 points)
C. Knowledge of the Subject (10 points)
8. Principles - Did the 4-H'er understand principles and practices presented? (3 points)
9. Application - Did the 4-H'er understand application of information presented? (2points)
10. Judges' Questions - Did the 4-H'er understand and answer questions correctly (5 points)
Acceptable forms of presentations - (1) Illustrated Talk, (2) Method Demonstration, or (3) Speech with no props or illustrations. | <urn:uuid:d157e5b2-8761-4f2a-92ec-c02351c88fd2> | CC-MAIN-2017-30 | http://d74-h.tamu.edu/files/2014/01/2014-Roundup-Letter-Educational-Presentation-Score-Sheet.pdf | 2017-07-24T10:29:40Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00381.warc.gz | 73,248,260 | 922 | eng_Latn | eng_Latn | 0.986261 | eng_Latn | 0.993575 | [
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The End-Times: The Seventy Weeks of Daniel
1. History of the covenant people
To understand the End-Times we first need to understand the context of God's relationship with man. Man according to the Genesis account is in a fallen state, separated from God. God's plan from the beginning was to bring redemption through the "Seed of the Women" (Genesis 3:15). This seed would be the Messiah, a descendent of Eve, who would crush the head of the serpent, Satan, and redeem man from his fallen state.
As the Earth was divided along family lines after the flood, God's plan for man redemption, through the Messiah remained in tact. God choose a man living in the city of Ur, located to the south of modern day Baghdad, through whom he would bring man's redemption. This man name was Abram, later to be Abraham. Through his grandson, Jacob, (Israel) God would bring the Messiah into the world.
The End-Times is God's foretelling of the process of man's redemption and reunion with His creator. The story of redemption begins with the fall. God set the plan into motion, after Abel's death at the hands of Cain, Adam and Eve gave birth to Seth, who was like Abel. Through Seth's descendent, Noah, God removed a family from the fallen earth, to resettle the land after the flood had destroyed all mankind except Noah and his family.
To understand God's plan we need to understand the history of the Jewish people from the time of Abraham to the present day.
Abraham 2100 BC
The story of the Jewish people begins with the Patriarch Abraham. Abraham was 75 years old when he is called by God to leave the country of his father who had earlier moved from the city of Ur to Haran. The Lord tells Abraham to go to the land of Moriah now known as Israel or Palestine..
To a land that I will show you. 2I will make you a great nation; I will bless you And make your name great; And you shall be a blessing. 3I will bless those who bless you, And I will curse him who curses you; And in you all the families of the earth shall be blessed."
1Now the LORD had said to Abram: "Get out of your country, From your family And from your father's house, truthnet.org
Genesis 12:1-3
When Abraham arrives in Moriah The Lord makes a promise to Abraham.
Map of Middle East with city of Ur
7Then the Lord appeared to Abram and said, "To your descendants I will give this land." And there he built an altar to the LORD, who had appeared to him.
Genesis 12:7
Abraham would later have a son Ishmael through his Egyptian servant Hagar when he was 86 years old. Still later when Abraham was 100 he had a child by his 90 year old wife Sarah fulfilling a promise by the Lord to Abraham. God would bless Ishmael but the covenant that God established with Abraham would be through Sarah and not Hagar.
19Then God said: "No, Sarah your wife shall bear you a son, and you shall call his name Isaac; I will establish My covenant with him for an everlasting covenant, and with his descendants after him. 20And as for Ishmael, I have heard you. Behold, I have blessed him, and will make him fruitful, and will multiply him exceedingly. He shall beget twelve princes, and I will make him a great nation. 21But My covenant I will establish with Isaac, whom Sarah shall bear to you at this set time next year." 22Then He finished talking with him, and God went up from Abraham.
Genesis 17:19-22
1
Ishmael would later be sent to away to protect the rights of Isaac's inheritance. In a test of Abraham's faith God asked Abraham to take Isaac to Mt. Moriah and sacrifice him to the Lord. As Abraham was about to slay the child The Angel of the Lord prevented the sacrifice. The Angel of the Lord would declare to Abraham.
"By Myself I have sworn, says the LORD, because you have done this thing, and have not withheld your son, your only son—17blessing I will bless you, and multiplying I will multiply your descendants as the stars of the heaven and as the sand which is on the seashore; and your descendants shall possess the gate of their enemies. 18In your seed all the nations of the earth shall be blessed, because you have obeyed My voice."
Genesis 22:16-18
Jacob 2000 BC
Isaac would later have two sons Jacob and Esau the covenant blessing would pass to Jacob, Isaac's second born.
29Let peoples serve you, And nations bow down to you. Be master over your brethren,
And let your mother's sons bow down to you. Cursed be everyone who curses you, And blessed be those who bless you!" Genesis 27:29
After Jacob is blessed he escapes his brother Esau's anger by going to Haran, where his Abraham setteled after Ur for a short time. There Jacob marries Leah and Rachel, two sisters, and daughters of Labin his mother's brother. From Leah and Rachel and their handmaids Bilhah and Zilpah Jacob has 13 children, 12 sons and 1 daughter.
On the way back to the land of Moriah Jacob is renamed Israel after coming face to face with God.
me
Your name, I pray.
But new Egyptian rulers see Israel's growing descendents as a potential threat to Egypt. To deal with the threat the male children of Israel were ordered destroyed by Pharaoh. But the baby Moses was placed in the water by his mother in a basket to escape the fate of death. Baby Moses is rescued from the water and is raised in the house of Pharaoh's daughter.
28And He said, "Your name shall no longer be called Jacob, but £ Israel; for you have struggled with God and with men, and have prevailed." 29Then Jacob asked, saying, "Tell " And He said, "Why is it that you ask about My name?" And He blessed him there. 30So Jacob called the name of the place £ Peniel: "For I have seen God face to face, and my life is preserved." Genesis 32:28-30 Joseph sold 1910 BC Joseph, Jacob's second youngest son is sold into Egypt as a slave at the age of 17 by his brothers. Joseph in Egypt rises to role of prime minister by the age of 30. Jacob's remaining sons flee to Egypt because of famine in the land of Moriah. There Joseph is found by his brothers and family. Joseph offers them the security of Egypt. And the descendents of Jacob settle in the land of Goshen. During the next 400 years they multiply from 70 to over 1million souls. truthnet.org
Later Moses at the age of 40, flees into the desert of Midian to escape Pharaoh, after he killed an Egyptian who was mistreating a Hebrew slave. Moses spends the next 40 years in the desert taking care the sheep of Jethro his father-in-law. At the age of 80 God sends him back into Egypt to rescue his people Israel and lead them back into the land of Moriah.
Exodus beings 1446 BC
9Now therefore, behold, the cry of the children of Israel has come to Me, and I have also seen the oppression with which the Egyptians oppress them. 10Come now, therefore, and I will send you to Pharaoh that you may bring My people, the children of Israel, out of Egypt."
Exodus 3:9-10
Moses returns to Egypt and with 10 plagues from God on Egypt Pharaoh lets Israel go with Moses into the wilderness of Sinai. This is known as the Exodus journey.
In Sinai God establishes a covenant with the children of Israel. A covenant of blessing and cursing.
1"Now it shall come to pass, if you diligently obey the voice of the LORD your God, to observe carefully all His commandments which I command you today, that the LORD your God will set you high above all nations of the earth. 2And all these blessings shall come upon you and overtake you, because you obey the voice of the
LORD your God:
Duet 28:1-2
15"But it shall come to pass, if you do not obey the voice of the LORD your God, to observe carefully all His commandments and His statutes which I command you today, that all these curses will come upon you and overtake you:
Deut 28:15
Israel rebels against God in the desert of Sinai and the nation spends the next 40 years wandering in the wilderness. After the generation that rebelled dies Joshua is appointed the successor to Moses. Moses is also prevented from entering the land of promise because of his sin.
Israel takes possession of the land 1406 BC
Joshua leads Israel into the land of Canaan/Moriah by conquering the inhabitants of the land. The land conquered and unconquered is divided between the tribes of Israel. The descendents of Israel receive their land based on their descent from the 12 son's of Jacob.
For the next 400 years Israel is ruled by Judges not by Kings. As they people rebelled God would send judgment but in their despair He would send Judges to give them direction and rescue them. Gideon would rescue them from the Midianites, Samson from the Philistines, Jephthah from the Ammonites and Deborah from the Canaanites. Samuel was the last judge of Israel the people would then want a king like the other nations.
Israel wants a King 1050 BC
The Lord heard the people's request for a King and tells Samuel to not feel bad because Israel was rejecting God and not Samuel.
7And the LORD said to Samuel, "Heed the voice of the people in all that they say to you; for they have not rejected you, but they have rejected Me, that I should not reign over them. 1 Samuel 8:7 God then appoints Saul from the tribe of Benjamin to become King over Israel in 1050 BC. But Saul's disobedience causes his kingship to be withdrawn and given to a Shepard boy, David, the son Jesse of the tribe of Judah. David becomes King in 1025 BC after Saul and his son Jonathan die in battle. David later wants to build a House for God but God thru Nathan the prophet tells David he cannot but his son will build a House. David is also promised by God that through his line the Messiah would come and rule on David's throne forever. 12"When your days are fulfilled and you rest with your fathers, I will set up your seed after you, who will come from your body, and I will establish his kingdom. 13He shall build a house for My name, and I will establish the throne of his kingdom forever. 14I will be his Father, and he shall be My son. If he commits iniquity, I will chasten him with the rod of men and with the blows of the sons of men. 2 Samuel 7:12-14 truthnet.org
Solomon David's son builds the Temple of God on the land his father purchased from Ornan. On the same location where Abraham offered Isaac as a sacrifice, but was prevented by the Angel of the Lord. On this location alone would Israel be allowed to sacrifice and worship the Lord.
Solomon builds the Temple 970 BC
1Now Solomon began to build the house of the LORD at Jerusalem on Mount Moriah, where £ the LORD had appeared to his father David, at the place that David had prepared on the threshing floor of Ornan £ the Jebusite 2 Chronicles 3:1
When the temple was complete and dedicated to God the "Glory of the Lord" filled the Temple. God accepted the Temple as His place forever.
3And the LORD said to him: "I have heard your prayer and your supplication that you have made before Me; I have consecrated this house which you have built to put My name
there forever, and My eyes and My heart will be there perpetually
1 Kings 9:3
But if Israel disobeyed and turned away from God the Temple would be destroyed and become a proverb amongst the people.
8And as for this house, which is exalted, everyone who passes by it will be astonished and will hiss, and say, 'Why has the LORD done thus to this land and to this house?'
1 Kings 9:8
The Kingdom Divided 926 BC
After the death of Solomon his son Rehoboam succeeded him as King. During his reign the northern 10 tribes rebelled and became a separate kingdom. Judah and Benjamin became known as Judah, the southern kingdom.
Northern Kingdom in captivity 722 BC In 722 BC the Assyrian Kingdom attacked the northern kingdom of Israel and carried them into captivity. The Lord was fulfilling the promises of the Covenant curses for disobedience.
6In the ninth year of Hoshea, the king of Assyria took Samaria and carried Israel away to Assyria, and placed them in Halah and by the Habor, the River of Gozan, and in the cities of the Medes.
7For so it was that the children of Israel had sinned against the LORD their God, who had brought them up out of the land of Egypt, from under the hand of Pharaoh king of Egypt; and they had feared other gods, 8and had walked in the statutes of the nations whom the LORD had cast out from before the children of Israel, and of the kings of Israel, which they had made.
2 Kings 17:6,7
The Assyrian kingdom was defeated by the Babylon at the battle of Carcemesh 609 BC. The Babylonians became the new masters of the land.
truthnet.org
Babylonian captivity 605 BC
The Southern Kingdom of Judah also sinned against God but they were spared an Assyrian victory. In the days of Hezekiah, Judah was supernaturally delivered from king Sennacherib's attack of Jerusalem in 690 BC. Judah continued to sin after they were delivered from the Assyrian army. God then allowed the Babylonians to attack and defeat Judah.
First in 605 BC when Daniel was carried into the land of Babylon. Again in 597 BC when Ezekiel was taken as captive. And finally in 587 when the city and temple and temple were destroyed in 587 BC.
In 597 BC God laments about the sin taking place in the Temple itself when Ezekiel is allowed to witness.
17And He said to me, "Have you seen this, O son of man? Is it a trivial thing to the house of Judah to commit the abominations which they commit here? For they have filled the land with violence; then they have returned to provoke Me to anger. Indeed they put the branch to their nose.
Ezekiel 8:17
Ten years later the Temple is destroyed by the Babylonian armies as punishment for the sins in the land.
Cyrus the Great 539 BC
Cyrus the great the head of the Persian- Median Empire defeats the kingdom of Babylon. Daniel is given a high position in the Persian kingdom. Cyrus has a policy of restoration, he allows the captives of Israel to return to their land. He also allows the rebuilding of the Jewish temple.
Temple work begins 536 BC
Under the leadership of Ezra the Temple is rebuilt but the Temple is not as glorious as Solomon's Temple. The Temple is completed in 516 BC.
Nehemiah and Jerusalem 444 BC.
The Persian ruler Artaxerexes allows Nehemiah his cupbearer to oversee the reconstruction of the city of Jerusalem.
Alexander the Great 333 BC
The armies of Alexander the great conquer the Persian kingdom.
Tomb of Cyrus the Great
After the death of Alexander in 323 BC his kingdom is divided between his 4 generals.
Ptolemy I took control of Egypt and the Seleucus I ruled over Syria. These generals would be the founders of the succeeding kingdoms that would fight for the control of Palestine for the next 156 years. The Old Testament is translated into the Greek language during the reign of Phtolemy of Philadelphus (285247 BC) in a version known as the Septuagint.
Rome is asked to solve the conflict between two rivals to the Maccabean Kingdom. Roman General Pompey invades and Judea became a part of the province of Syria in 63 BC (Josephus, BJ, vii, 7).
Antiochus Epiphanies 175 BC Greek Seleucid ruler Antiochus Epiphanies rules Syria from about 175 BC to about 164 BC. He reigns over Judah and tries to destroy the Jewish religion. He has large quantities of the Torah destroyed (the first five books of the modern Bible). He also defiles the Temple by placing an image of Jupiter in the Temple and offering a pig as sacrifice. Maccabean Kingdom 166-63 BC The Maccabean revolt opens a way for Jewish independence in Jerusalem and the surrounding area. The revolt is led by Mattathias and his five sons, Judas (Maccabeus), Jonathan, Simon, John and Eleazar. The era of independence runs from about 166-63 BC. Romans conquer Israel 63 BC truthnet.org
Hyrcanus, brother of the last king, remained high priest invested with judicial as well as sacerdotal functions.
But later Antony and Octavius give Palestine (40 BC) as a kingdom to Herod, surnamed the Great, although his rule did not become effective until 3 years later. His sovereignty was upheld by a Roman legion stationed at Jerusalem.
Jesus 0-33 AD
Jesus is born claims to be Messiah, Son of God and is crucified by Roman solders after he is rejected by the High Priest for his claims of Messiahship.
Titus destroys Jerusalem and the Temple 70 AD
The Roman general Titus destroys the city of Jerusalem and his legion burn the Temple. The gold from the Temple melts and each stone is thrown down as the solders search for melted gold. Jews are exiled throughout the Roman empire.
Bar Kochva rebellion 135 AD
In 135 AD, the Romans, under Hadrian, kill an estimated 580,000 Jews to suppress the Bar Kochva
uprising. The Romans ran a plow over Jerusalem to completely destroy the Holy City. The Romans ban the Jews from living in Jerusalem.
Rome becomes Byzantium
622 to 630 the Jewish tribes of Medina were eliminated.
Christianity spreads within the Roman empire and the Empire coverts to Christianity as the State religion under Constantine. An Eastern capital is established in Byzantium and the Capital city is Constantinople after the emperor. The descendents of Israel are dispersed throughout the world. To escape persecution many flee to Arabia and Persia.
Rise of Islam 632-1918
In the deserts of Arabia Mohammed Ibn Abdallah claims to be prophet a God. Living in Mecca he proclaimed his identity to the inhabitants who rejected at first and latter tried to kill him.
He fled to Yathrub latter known as Medina where he was welcomed by the Arab tribes as a prophet. The city founded by 3 Jewish tribes who rejected him as a prophet. From
After Mohammed's death in 638 AD his followers conquer the land of Palestine from the Byzantine rulers. The Dome of the Rock was built over the site of the Jewish Temple as a sign of Islam being the
final and true religion. Also Mohammed claimed to ascend to Heaven from the top of Mt. Moriah.
Muslim armies conquer North Africa, and enter Europe from southern Spain. The Muslim armies advance in Europe is stopped at the battle of Tours in 732 AD by Charles le Martin (The Hammer), the grand father of Charlemagne. The last Muslim strongholds are defeated in Europe by 1492 AD.
As Europe is converted to Christianity there is a movement to rescue the Holy land from the Muslim invaders.
truthnet.org
Dome of the Rock, located on the Temple Mount
The crusaders of Europe conquer Jerusalem from their Arab Muslim rulers. The Crusader rule over Jerusalem is short lived as the Muslim again conquer the land.
As the Mongols expand in Asia the Turks are pushed westward toward the Middle East. Eventually the Ottoman succeed Arab rule in the Middle East. The Ottoman's conquer Constantinople and rename the city Istanbul.
The declining Ottoman Empire allies itself with Kaiser Wilhelm of Germany and is defeated by the US and its allies.
Zionism
A movement founded by Theodore Herzel with a desire of founding a Jewish state in Palestine, and the return of the Jewish people to the land. The first Zionist congress was held in 1897 in Bezl Switzerland. Growing anti-Semitism in Europe led many Jews to start emigrating to Palestine in the 1850's.
At first Britain offered 6000 square miles of uninhabited land in Uganda. But the Zionist held out for Palestine.
With nationalistic and territorial pressures rising in the 1900's Germany allied itself with the Ottoman empire. These pressures exploded into World War I.
Britain in the need of financial support turns to Sir Edmond Rothschild who helps support the British war effort. In return the Balfour Declaration is made. (See below)
The Ottoman empire loses the war along with Germany. The Turkish empire is broken up with the allies taking over control of Ottoman territory. Britain takes over administration of Palestine via a League of Nations Mandate in 1923.
Britain carves up the territories into Arab and Turkish nations. But the Palestine issue remains unresolved.
Britain does not follow thru on Balfour promise in 1917 to Sir Edmund Rothschild.
Balfour Declaration
November 2nd, 1917
Dear Lord Rothschild,
I have much pleasure in conveying to you, on behalf of His Majesty's Government, the following declaration of sympathy with Jewish Zionist aspirations which has been submitted to, and approved by, the Cabinet." His Majesty's Government view with favor the establishment in Palestine of a national home for the Jewish people, and will use their best endeavors to facilitate the achievement of this object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country." I should be grateful if you would bring this declaration to the knowledge of the Zionist Federation. Yours sincerely, Arthur James Balfour WWII During the 1930s and 1940s, Jews are persecuted by Hitler. Many move to Palestine. The Holocaust - the Nazi's genocide of 6 million Jews - increases international sympathy for the Zionist quest to re-establish a Jewish homeland. Partition of Palestine The UN Mandated the partition of Palestine into a Jewish and Arab States. truthnet.org
The Arab nations resisted the creation of any Jewish state in Palestine. They declared there would be war on the day of its creation.
Arab/Israel Wars
1948-1949
1948 (May 14) : On May 14, 1948, the Jews declare independence for Israel. This is the first time in 2900 years that Israel is both independent and united. (Israel became a divided country about 2900 years ago, and lost its independence about 2600 years ago).
1949 : Israel prevails in the Arab-Israeli war of 1948-9. Israeli forces recapture more of the ancient Jewish homeland, expanding the size of Israel by about 50 percent.
Hitler meeting with the Mufti of Jerusalem
1956
After mounting tensions in the area, Gamel Abdel Nasser seized the Suez Canal from European ownership Israel then makes a preemptive strike.
1948 (May 15) : Within hours of Israel's declaration of independence, the surrounding Arab countries launch an invasion of Israel.
In October of 1956 Israel invaded the Sinai Peninsula to destroy Arab military bases there. In 5 days the Israeli army captured Gaza, Rafah, Al-Arish taking thousands of prisoners and occupying the area east of the Suez Canal. In December after a joint Anglo-French intervention, a United Nations Emergency Force was stationed in the area..
1967 Six day war
Arab and Israeli forces clashed for the third time June 5-10, 1967 in what is known as the 6 day war.
In early 1967 Syrian bombardments of Israeli villages had been intensified. When the Israeli Air Force shot down six Syrian MiG planes in reprisal, Nasser mobilized his forces near the Sinai border. During this war Israel eliminated the Egyptian air force and established air superiority. The war cost the Arabs the Old City of Jerusalem, the Sinai and the Gaza Strip, the Jordanian territory west of the Jordan River known as the West Bank and the Golan Heights, on the Israeli-Syrian border.
1973 Yom Kippur War
On October 6th, during the Jewish holy day of Yom Kippur Israel was attacked by the Egypt across the Suez Canal and by Syria on the Golan heights.
Israel pushed its way into Syrian territory and encircled the Egyptian Third Army by crossing the Suez Canal and establishing forces on the west bank.
Israel signed cease fire agreements with Egypt on Jan. 18th, 1974 and with Syria on May 31st, 1974.
1982 Lebanon War
truthnet.org
Less then six weeks after Israel's withdrawal form the Sinai. Israel invaded Lebanon and encircled Beirut in effort to pursue PLO fighters operating out of the country. Israel withdrew after a the PLO evacuated the city under a multinational force. | <urn:uuid:1d2f889b-7ba6-4c66-8fce-c4a04b8971a0> | CC-MAIN-2017-30 | http://www.truthnet.org/pdf/endtimes/1Covenantpeople.pdf | 2017-07-24T10:44:34Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00384.warc.gz | 581,364,389 | 5,478 | eng_Latn | eng_Latn | 0.997308 | eng_Latn | 0.998544 | [
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Edition 14
Bannatyne : From ice cream van to Dragon's Den.
Lesson plan
Content area
* Entrepreneurship
* Business start-up
* Sources of finance
* Forms of business
Method
This resource can be used for general classwork, homework or learning skills for investigation.
It is a good simple exercise in bringing the various terminologies together in understanding what it means, and how it can be used in context. This allows the pupils to bring out more in discussion and understand that the topics covered in Business Studies are not insular. The outcome will be by differentiation.
First Activity:
Using the case study and any other resources, define the following words:
Entrepreneurs, financial rewards, profitability, cashflow, venture capitalist, business angel, diversification, job specification, job description, sales, sales revenue, sales turnover, market research, supply, demand, opportunities, market niche, opportunity cost, capital, outlay, fixed asset, start up capital, expenses, unemployment, rents, government schemes, retained profit, budgets, variance analysis, favourable, adverse, reinvestment, liquidity, DSS, housing allowance, conglomerate, complimentary goods, market segmentation, local, national, USP, aesthetics, ergonomics, lean production, mark up pricing, cost plus pricing, skimming, added value, business plan, ROI, checklist, source of finance, on the job training, off the job training, delegation, empowerment, culture, ethos, customer service, quality control, TQM, quality circles, share capital, sole trader, partnership, LTD, PLC, limited liability, location, gross profit, net profit, leverage, collateral, stock exchange, short, medium, ling term finance, overdraft, mortgage, risk, drive, dividends, equity, economies of scale, specialist economies, job share, job enrichment, job enlargement, redevelopment, greenfield, brownfield, planning permission, sweating assets, capacity utilisation, exit strategy, mission statement, strategy, tactics.
Second Activity
Once you have completed the definitions link the following words together to form a paragraph. The words do not necessarily have to be in any order but must be in context of Bannatyne.
Questions
1. What is an entrepreneur?
2. What are the advantages and disadvantages of working as a Sole Trader?
3. What is the difference between Job Enrichment and Job Enlargement?
4. Why is 'On-the-job' training important at Bannatyne?
5. Using examples, explain what 'sweating assets' are.
6. Business plans are required by the bank and investors when money is required. In what other ways is it useful for the entrepreneur to have a business plan?
7. What is the difference between limited and unlimited liability?
8. Why do businesses float their companies?
9. Why is Duncan Bannatyne keen that entrepreneurs in Dragons Den demand invest their own money first?
10. What is Capacity Utilisation? How has Bannatyne utilised his assets to achieve a fuller capacity?
11. What are the advantages to a business of remaining as a Ltd company as opposed to becoming a Plc?
Activities
* Plan an event at school – run a stall for a charity of your choice.
* Produce a presentation about an entrepreneur of your choice. Who he/ she is, how they have made it, have they had any failures, what their secrets are?
* Research Bannatyne Business Group – write a summary to present the businesses and facts about the founder Duncan Bannatyne.
* Read a biography of your choice about any entrepreneur and summarise in a display for the classroom.
Other resources
* MP3 download of the full case study
* Summary of the case study – 500 words
* Brief of the case study– for lower ability pupils
* Interactive online quizzes
Subscribe to the weekly newsletter: Keep up-to-date with current business including lesson plans and activity ideas. www.thetimes100.co.uk | <urn:uuid:6d53865b-846a-4ba3-93f1-00d689420e74> | CC-MAIN-2017-30 | http://download.businesscasestudies.co.uk/retrieve_bannatyne_14_YmFubmF0eW5lL3RlYWNoZXJzLzE0L2xlc3Nvbi1zdWdnZXN0aW9ucy5wZGZ8fA== | 2017-07-24T10:43:19Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00386.warc.gz | 90,576,500 | 810 | eng_Latn | eng_Latn | 0.987344 | eng_Latn | 0.995861 | [
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WASLI and WFD Guidelines
Communication during natural disasters and other mass emergencies for deaf people who use signed language.
Foreword
This document is the result of the volunteer efforts of several WASLI and WFD representatives. We are indebted to Dani Fried for her leadership and talent in producing this document. Without her persistence, this work would not have been completed and we thank her for her commitment to communication access for deaf people.
Our joint WASLI-WFD Task Force included Dmitry Rebrov, Gaspar Ramos Sanabria, Igor Bondarenko and Jose Luis Brevia, who gathered input and the experiences of deaf people and interpreters from several regions that had experienced natural disasters such as the earthquakes that occurred in recent years in Chile and New Zealand, the tsunami in Japan, the fires and floods in Australia, and the hurricanes in the United States.
Whenever possible we have tried to use information that can be referenced to its original source. If we have overlooked a source, please draw that to our attention. Thank you to each of the contributors who have shared their experiences so that other countries can learn from and capitalise on best practices in addressing communication access during natural disasters.
Finally, this document highlights the on-going collaborative work that WASLI and WFD are engaged in as we address issues of common concern. As such it should be seen as a living document, that will evolve as knowledge and practices change. This is a public document that can be shared and used by all by referencing this document.
Sincerely,
Colin Allen President World Federation of the Deaf
Debra Russell President World Association of the Sign Language Interpreters
Table of Contents
Introduction
The intended readers of this document are government policy makers, public service providers, national associations of deaf people, national associations of interpreters, and media organisations. Readers should apply the content to their own context in order to ensure that deaf people have equal and equitable access to communication during times of natural disasters.
Natural disasters and other mass emergencies affect large numbers of individuals. Such events can include:
- fires
- earthquakes
- floods
- mudslides and avalanches
- terrorist attacks
- chemical spills
- storms, heatwaves and other severe weather events.
These events can occur with or without warning.
During times of natural disasters and other mass emergencies, individuals and communities rely on communication in order to:
- make contact with emergency services, such as police, fire and ambulance services
- receive information about the nature of the emergency, its location and severity
- receive information about what action the individual or community must take, such as evacuating
- share information such as their own and their family's whereabouts and safety.
In preparation for natural disasters and mass emergencies, individuals and communities also require access to information, for example, fire preparedness information and notification of evacuation centre locations.
Deaf people who use a signed language require access to these same communications.
Legal framework
Many nations have enacted legislation 1 to remove discrimination against people with disability, including deaf people who use a signed language.
The international instrument protecting the rights of people with disability is the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) 2 which entered into force in 2008 and has been ratified by 151 member nations. 3
The UNCRPD recognises access to communications and personal safety as human rights.
There are seven UNCPRD Articles which require access to communications for persons who are deaf and use a signed language in relation to natural disasters and other mass emergencies 4 :
- Article 1 – Purpose
- Article 5 – Equality and non-discrimination
- Article 9 – Accessibility
- Article 11 – Situations of risk and humanitarian emergencies
- Article 19 – Living independently and being included in the community
- Article 21 – Freedom of expression and opinion, and access to information
- Article 25 – Health
Recommendations
WFD and WASLI, through their National Country Members, make the following recommendations to all national governments. For those nations that have ratified the UNCRPD, implementation of these recommendations will assist in meeting UNCRPD obligations. Nations that have yet to ratify the UNCRPD will also improve the safety of their deaf citizens by implementing these recommendations. National governments should ensure that secondary and tertiary tiers of government, and any non-government organisations providing emergency services, are aware of their human rights obligations to deaf individuals in emergency situations.
Recommendation 1. Access to emergency telecommunications
Deaf individuals must be able to use their national signed language/s to:
- contact emergency services
- be able to be called back by emergency services if required
- contact, and be contacted by, friends and family in a natural disaster or other mass emergency.
Such communications can be made available via a video relay service or via a direct emergency call service with operators who are fluent in the national signed language/s. These communications could occur by using technologies such as:
- videophones
1 For example, Australia's Disability Discrimination Act 1992, the Americans with Disabilities Act of 1990, Germany's Equal Opportunities for Disabled People Act, the Philippines' Magna Carta for Persons with Disabilities, South Korea's Anti-Discrimination Against and Remedies for Persons with Disabilities Act 2007, Zambia's Persons with Disabilities Act 1996 and Brazil's Law 7853 of 1989. For a list of URLs, please see Appendix 1.
2 http://www.un.org/disabilities/default.asp?id=259
3 http://www.un.org/disabilities/countries.asp?navid=12&pid=166
4 The relevant sections of these Articles can be found in Appendix 2.
- smartphone applications ('apps')
- webcams on desktop or laptop computers.
Access to such communications should also be available via text-based services such as:
- SMS short message services or text messaging
- smartphone apps
- TTY
- internet-based relay services
- instant messaging.
Again, these communications could be made via a relay service or directly to emergency call services.
Where possible, all of these communications should:
- be free of charge to the deaf individual
- have the same levels of protections (such as reliability, speed, funding, provision of location information, legislative and regulatory protections, and roaming between telecommunications carriers) as corresponding services for the broader community.
Recommendation 2. Access to emergency preparedness information
Information on emergency preparation or minimisation must be accessible to deaf individuals who use a signed language.
Examples of such information are:
- a DVD showing how to mitigate the impact of a bushfire on an individual's home
- an online video explaining what to include in an emergency kit
- a brochure listing evacuation centres and directions in the event of a flood
- a workshop, seminar or practice session on disaster preparation or recovery (e.g. What to do one is surrounded by fire, or in the path of a cyclone, or an earthquake strikes, etc.).
Emergency preparedness information should be made accessible to deaf individuals by:
- interpretation by professional interpreters 5 of live events such as workshops; and
- translation 6 of video material into the national signed language/s, with the resulting video being made available online, via download and/or on DVD; and
- closed or open captioning of any video material; and/or
- deaf-specific information made available (for example, information on how to make an emergency call using a relay service); and/or
- outreach programs to Deaf Communities; and/or
- Easy/Plain Language versions of written materials.
5 In this document, an interpreter is a person who is skilled in interpreting between a signed language (including signed systems, and languages and systems used by individuals who are deafblind) and a spoken language. In jurisdictions where a professional qualification is available (such as RID certification in the US, a recognised university qualification in Norway or New Zealand, or NAATI accreditation in Australia), professional interpreters are those individuals who have these qualifications. See http://www.wasli.org/testing-assessmentand-accreditation-p50.aspx for further information.
6 Video-recorded translation should be done by a team of professional interpreters (deaf and/or hearing); where only hearing interpreters are available, it is recommended that the team also include at least one bilingual deaf person.
Deaf Communities also need to be provided with accessible information about where they can find emergency information in the event of a natural disaster or other mass emergency (see below).
Recommendation 3. Access to emergency information during natural disasters or other mass emergencies
Information is essential if individuals are to make decisions about the risk to their own health and safety or that of their family, the risk to their property, and the actions they should take, including if, when and where to evacuate.
Governments and non-government organisations frequently use radio as a medium of mass communication in emergencies. Clearly, this method is not accessible to deaf individuals. Other forms of mass and social media must therefore be used to provide deaf individuals with emergency information.
Emergency information must be made available to deaf individuals at the same time as it is made available to the broader community. Access can be ensured in the following ways:
- Materials such as media conferences broadcast on television and/or published online must be interpreted into the national signed language/s and open captioned, and
- Public alerts (such as automated phone calls) sent to individuals within a community must be accessible to deaf individuals through the use of SMS/text messages, instant messaging and/or TTY, and
- Social media, such as Facebook, Twitter and YouTube, should be used to allow deaf individuals to both receive emergency information and assist in disseminating this information to other Deaf Community members, and
- Radio stations which are given responsibility for broadcasting emergency information should ensure that such information is also published on the station website.
- Deaf communities also need to be provided with information about how/who to contact if accessible emergency information is not provided (e.g. Through oversight on the part of emergency services or relevant government minister, television channels not showing the interpreter that is present, captions not being available/illegible, etc.
Recommendation 4. Communication with emergency workers
Emergency workers, such as fire fighters, police officers or ambulance officers, are the first responders to natural disasters and other mass emergencies. They frequently interact with members of the public, including members of the Deaf Community, during these situations. Emergency workers should, where possible, carry information that is written in Easy Language or that uses symbols.
Emergency workers must have basic deaf awareness training so that, when communicating with members of the public, they:
- can recognise when an individual may be deaf, such as if an individual does not respond to a verbal question or command
- can communicate in a basic way with deaf individuals and use appropriate methods for gaining visual attention
- understand the differences in communication between deaf individuals and those who are hard of hearing
- recognise that deaf forms of communication, including deaf accents, are valid and normal, and are not necessarily the result of injury, intoxication or distress
- understand that deaf individuals may not be fluent in the written/spoken national language/s, with a signed language being their primary or first language
- recognise that deaf individuals may face extra stresses in times of emergency due to the difficulties of communicating with individuals who cannot use signed language
- understand that deaf people who are unable to use their hands (due to injury or restraint) may not be able to communicate important information and may face further distress.
Recommendation 5. Access to emergency centres
Governments and non-government organisations which provide emergency centres such as evacuation sites must ensure that these sites are open and accessible to deaf individuals. This requires that:
- deaf individuals are made aware of the centres' existence and locations, including directions (see above)
- centres' providing information to citizens present at the centre often have televisions available providing real time information. These televisions need to be turned on and open captions turned on in order to ensure deaf people in the centre have access to the information that others have in real time
- professional interpreters are made available as soon as possible 7
- information made available via audible means (such as PA systems) is also made available in writing
- deaf people are made aware of where they can receive written and/or signed versions of audible information
- written information is made available in Easy Language
- symbols 8 such as those for 'sign language interpreter' and 'deaf' are used where required
- deaf people are able to congregate with other deaf people, should they wish it
- deaf people are able to be identified as deaf, should they wish it (for example, through the use of a badge or specific congregation area)
- access to telecommunications is made available where possible (for example, internet-based text or video relay, email, TTY)
- volunteers and staff have received deaf awareness training, including basic communication with deaf individuals, such as those skills listed above (Emergency workers).
If it is not possible to provide all such accommodations at all emergency centres, then specific emergency centres may be designated 'deaf-friendly'. However, Deaf Community members must be made aware of such centres' locations and they must be physically and geographically accessible to any deaf individual who requires emergency assistance.
Recommendation 6. Community consultation
Emergency organisations, both government and non-government, must consult with organisations which represent deaf people, as well as with organisations representing professional sign language interpreters. Consultation should occur during emergency preparation as well as during times of emergency where required. Emergency organisations must know how to contact deaf and interpreter organisations, including during emergencies. In addition, after emergencies is can be common for
7 Emergency centres should aim to provide on-site interpreters; however, where this is not possible (due to emergency-caused difficulties getting to the centre, for example), then the use of video interpreters is recommended.
8 While there are no accepted international symbols for an interpreter or for deaf people, WFD and WASLI note that the common symbol of an "ear with a slash through it" is not an acceptable symbol. Consult with national Deaf and interpreter organizations when considering symbols in order to ensure the symbol selected is linguistically and culturally acceptable to the communities.
countries to access researchers who work with the community to capture the lessons learned and make improvements. Deaf community members require equal access to participate in any postdisaster research with a professional interpreter present.
Emergency organisations may also find it useful to consult with deaf service organisations, as these organisations have a high level of contact with deaf individuals. However, this consultation should occur in addition to, rather than instead of, consultation with organisations which represent deaf people.
Recommendation 7. Access to recovery communications
Emergency recovery organisations, both government and non-government, must provide assistance to deaf individuals at the same level as that provided to members of the broader community.
Requests for assistance must be available in accessible ways, such as via email, fax, relay services or SMS.
Assistance which requires in-person communication, such as counselling services, must also be accessible via the use of a professional interpreter.
Broadcast information must be interpreted and open captioned in real time.
Information for broadcast media organisations
Broadcast media organisations such as television and radio networks have an important role to play in providing emergency information. The public, including deaf people, rely on broadcast media in order to receive information about:
- the nature of the emergency, its location and severity
- what action the individual or community must take, such as evacuating.
Broadcast media organisations should ensure that these communications are accessible to deaf people because:
- broadcasters must meet disability discrimination legislation requirements
- deaf people, like others in the community, contribute to the media organisation's profits (by watching commercials on television and on the organisation's website, and buying products)
- it shows a concern for the community which the media organisation serves.
Making broadcast emergency information accessible
Television stations should:
- have written policies in place to ensure that, where an emergency organisation provides an interpreter (such as at a media conference), the interpreter is video-recorded and visible in the broadcast (either physically next to the speaker or in a frame that is inserted on screen)
- ensure that camera operators, directors and producers are aware of these policies
-
arrange for any emergency information broadcast to be captioned, preferably open captioned
- give consideration to providing interpreters themselves when emergency information is provided (note that arrangements with interpreting agencies should be made prior to the emergency)
- publish captioned and interpreted emergency material on their websites as soon as possible
- allow emergency organisations, both government and not-for-profit, to publish the television station's captioned and interpreted material on the emergency organisations' websites.
Radio stations should:
- publish any broadcast emergency information on their websites.
Appendix 1 – Resources
Examples of disability discrimination legislation
Where possible, links are to English-language versions.
- Australia: http://www.comlaw.gov.au/Details/C2012C00110
- Brazil: https://www.planalto.gov.br/ccivil_03/leis/l7853.htm
- Germany: http://www.gesetze-im-internet.de/bgg/BJNR146800002.html
- Korea (Republic of):
http://www.moleg.go.kr/english/korLawEng?pstSeq=58480&rctPstCnt=3&searchCondition=AllButCsfCd&sea rchKeyword=disab
- The Philippines: http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/
- United States of America: http://www.ada.gov/pubs/adastatute08.htm
- Zambia: http://dredf.org/international/zamb2.html
Other resources
- Australian Government – Attorney-General's Department, Australian Emergency Management Institute. Communicating with people with disability: national guidelines.
http://www.em.gov.au/Publications/Australianemergencymanualseries/Pages/Commu nicatingwithPeoplewithDisabilityNationalGuidelinesforEmergencyManagers.aspx
- Australian Communications Consumer Action Network, Access for people with disability to emergency calls, 2011,
http://accan.org.au/index.php?option=com_content&view=article&id=379:access-for-people- with-disability-to-emergency-calls&catid=82:access-for-all&Itemid=356
- Australian Communications Consumer Action Network, The Queensland flood disaster: Access for people with disability to phone services and emergency warnings, 2011, http://accan.org.au/index.php?option=com_content&view=article&id=303:senate-standingcommittees-on-environment-and-communications&catid=146:emergency&Itemid=316
- J. Barnett, Federal Communications Commission, Making Emergency Alerts and 911 Accessible (blog), 2011, http://www.fcc.gov/blog/making-emergency-alerts-and-911-accessible
- L. Bristow, Emergency notification and the Deaf community (blog), 2010,
http://www.emergencymgmt.com/emergency-blogs/alerts/Emergency-Notification-and-the.html
-
Deaf and Hard of Hearing Consumer Advocacy Network,
Emergency Preparedness and Emergency
Communication Access
, 2004,
http://tap.gallaudet.edu/emergency/nov05conference/EmergencyReports/DHHCANEmergencyRe port.pdf
- Federal Communications Commission, Emergency Video Programming Accessibility to Persons with Hearing and Visual Disabilities, 2011, http://www.fcc.gov/guides/emergency-video-programmingaccessibility-persons-hearing-and-visual-disabilities
- FEMA, American Sign Language interpreters are available in disaster recovery centers (news release), http://www.fema.gov/news-release/2012/11/11/american-sign-language-interpretersare-available-disaster-recovery-centers
- FEMA, The State of FEMA: Leaning forward: Go Big, Go Early, Go Fast, Be Smart, 2012,
http://www.fema.gov/sites/default/files/orig/fema_pdfs/pdf/about/state_of_fema/state_of_fema .pdf
- Japanese Federation of the Deaf, Guideline of special support for deaf people in shelters, date unknown, http://www.jfd.or.jp/en/quake2011/p012
- M. Madden, Interpreting in emergency situations, workshop given for Australian Sign Language Interpreters Association, 2012
- National Council on Disability, Effective emergency management: making improvements for communities and people with disabilities, 2009, http://www.ncd.gov/publications/2009/Aug122009
- M. Poole, Public Information Management in Christchurch following the February 2011 earthquake: lessons learned, Australian Journal of Emergency Management, Volume 27 I No. 4 October 2012,
http://www.em.gov.au/Publications/Australianjournalofemergencymanagement/Currentissue/Pag es/PublicInformationManagementinChristchurchfollowingtheFebruary2011earthquakelessonslear ned.aspx
- Registry of Interpreters for the Deaf, Interpreting in the emergency management field, http://www.rid.org/content/index.cfm/AID/136
- Sign Language Interpreters Strike Teams, FEMA: Getting real II: Promising practices in inclusive emergency community management for the whole community, 2011, http://itsallon.tv/media/slides/11-09-12-grii-sl-practices-43.txt
- E. Umemoto, Efforts to Ensure Information and Communication for the Deaf People in the Great East Japan Earthquake in 2011, International Division, National Research Association for Sign Language Interpretation (NRASLI), date unknown
- United States Department of Education, Emergency Management Research and People With Disabilities: A Resource Guide, 2008, http://www.ed.gov/rschstat/research/pubs/guideemergency-management-pwd.pdf
Appendix 2 – Relevant Articles of the UNCRPD
Article 1 – Purpose
The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.
Article 5 - Equality and non-discrimination
1. States Parties recognize that all persons are equal before and under the law and are entitled without any discrimination to the equal protection and equal benefit of the law.
2. States Parties shall prohibit all discrimination on the basis of disability and guarantee to persons with disabilities equal and effective legal protection against discrimination on all grounds.
3. In order to promote equality and eliminate discrimination, States Parties shall take all appropriate steps to ensure that reasonable accommodation is provided.
4. Specific measures which are necessary to accelerate or achieve de facto equality of persons with disabilities shall not be considered discrimination under the terms of the present Convention.
Article 9 - Accessibility
1. To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to ... communications, including information and communications technologies and systems ... These measures, which shall include the identification and elimination of obstacles and barriers to accessibility, shall apply to, inter alia:
(a) Buildings, roads, transportation and other indoor and outdoor facilities, including schools, housing, medical facilities and workplaces;
(b) Information, communications and other services, including electronic services and emergency services.
2. States Parties shall also take appropriate measures:
(a) To develop, promulgate and monitor the implementation of minimum standards and guidelines for the accessibility of facilities and services open or provided to the public;
(b) To ensure that private entities that offer facilities and services which are open or provided to the public take into account all aspects of accessibility for persons with disabilities;
(c) To provide training for stakeholders on accessibility issues facing persons with disabilities;
(d) To provide in buildings and other facilities open to the public signage ... in easy to read and understand forms;
(e) To provide forms of live assistance and intermediaries, including ... professional sign language interpreters, to facilitate accessibility to buildings and other facilities open to the public;
(f) To promote other appropriate forms of assistance and support to persons with disabilities to ensure their access to information;
(g) To promote access for persons with disabilities to new information and communications technologies and systems, including the Internet;
Communication during natural disasters and other mass emergencies for deaf people who use signed language
10
(h) To promote the design, development, production and distribution of accessible information and communications technologies and systems at an early stage, so that these technologies and systems become accessible at minimum cost.
Article 11 - Situations of risk and humanitarian emergencies
States Parties shall take, in accordance with their obligations under international law, including international humanitarian law and international human rights law, all necessary measures to ensure the protection and safety of persons with disabilities in situations of risk, including situations of armed conflict, humanitarian emergencies and the occurrence of natural disasters.
Article 19 - Living independently and being included in the community
States Parties to the present Convention recognize the equal right of all persons with disabilities to live in the community, with choices equal to others, and shall take effective and appropriate measures to facilitate full enjoyment by persons with disabilities of this right and their full inclusion and participation in the community, including by ensuring that:
... (b) Persons with disabilities have access to a range of ... community support services, including personal assistance necessary to support living and inclusion in the community, and to prevent isolation or segregation from the community;
(c) Community services and facilities for the general population are available on an equal basis to persons with disabilities and are responsive to their needs.
Article 21 - Freedom of expression and opinion, and access to information
States Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, as defined in article 2 of the present Convention, including by:
(a) Providing information intended for the general public to persons with disabilities in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost;
(b) Accepting and facilitating the use of sign languages ... by persons with disabilities in official interactions;
(c) Urging private entities that provide services to the general public, including through the Internet, to provide information and services in accessible and usable formats for persons with disabilities;
(d) Encouraging the mass media, including providers of information through the Internet, to make their services accessible to persons with disabilities;
(e) Recognizing and promoting the use of sign languages.
Article 25 - Health
States Parties recognize that persons with disabilities have the right to the enjoyment of the highest attainable standard of health without discrimination on the basis of disability.
Communication during natural disasters and other mass emergencies for deaf people who use signed language
11
Appendix 3 – Glossary
captioning
Captioning is the real-time or close to real-time text version of speech and other sounds that can be provided on television, DVDs, videos on the internet, and at cinemas and theatres. 9 There are two types of television/video captioning:
a) Closed captioning, where the viewer can choose whether or not to see the captions (and may require special equipment to do so)
b) Open captioning, where the captions are displayed to all viewers and cannot be switched off.
A person is deaf if they have a hearing loss and prefer to communicate using a signed language. The hearing loss of a deaf person may be mild but is usually severe or profound. A signed language (sometimes more than one) is often the person's first language, and the person may or may not be fluent or literate in the spoken and written language used by the hearing people of their country.
A person is deafblind if they are so impaired in sight and hearing as to cause obvious difficulties in daily life 10 ; in this document, 'deafblind' refers to people who are deaf and also have a significant vision impairment.
More easily understood than plain language, Easy Language presents information in a way that is very easy to understand 11 . Easy Language uses simple written language, as little text as possible and, often, symbols or pictures. It can be useful for all people for whom the national spoken/written language is a second language (for example, a Congolese person living in Greece, or a Vietnamese person living in Australia), including many deaf people. It is also useful for people who have an intellectual or cognitive disability. An example of emergency preparedness information in Easy English can be found at http://www.emergency.qld.gov.au/emq/css/easye.asp
A person is hard of hearing if they have some level of hearing difficulty and prefer to communicate using spoken language. 12 The hearing loss of a hard of hearing person may range from mild to profound and they may be latedeafened.
Internet-based relay, also known as IP relay and internet relay, is a telecommunications solution for people who are deaf, hard of hearing or speech-impaired. It makes use of computer-based technologies such as smartphones, desktop computers, laptops and instant messaging.
A relay service is a telecommunications solution for people who are deaf, hard of hearing or speech-impaired. There are two main types of relay service – text and video. In many places, no relay services are available, or there is only one option available (that is, text or video, but not both).
deaf deafblind
Easy Language
hard of hearing internet-based relay
relay service
a) Deaf people use a text relay service to make or receive calls via a TTY, internet-based relay, or sometimes SMS or fax, using written language. An intermediary (known as a relay officer or relay assistant) reads out
9 Media Access Australia, http://mediaaccess.org.au/about/what-is-captioning
10 The World Federation of the Deafblind, http://www.wfdb.org/
11 http://www.informationaccessgroup.com/easy-english.html; for one set of guidelines in writing Easy Language, see http://www.scopevic.org.au/index.php/site/resources/easyenglishstyleguide
12 International Federation of Hard of Hearing People, http://www.ifhoh.org/pdf/accessibilityguidelines2009.pdf
Communication during natural disasters and other mass emergencies for deaf people who use signed language
12
roaming
SMS
TTY
UNCRPD
what the deaf person has written to the other party, who is on the telephone, and then types what the other party says, so that the deaf person can read it.
b) Deaf people use a video relay service via a videophone, smartphone, or desktop or laptop computer with a webcam, to make or receive calls using a signed language. The intermediary, a professional interpreter, voices what the deaf person has said to the other party, who is on the telephone, and then signs to the deaf person what the other party says.
Roaming allows a customer of one mobile telecommunications carrier to be connected to a call via a second telecommunications carrier. In many places, roaming is mandated in the case of emergency calls, so that if one carrier is unavailable (for example, if a tower is damaged), then the emergency call can be picked up by another carrier.
Short message services, also known as text messaging, are a text-based form of communication. It usually occurs between mobile phones but is also available to and from computers, landline and public/pay phones with specific software.
Also known as TDDs, telephone typewriters, minicoms and textphones, these are phones which allow typed text to be sent and received. Previously very popular in many deaf communities, they are becoming less common with the advent of new technologies.
United Nations Convention on the Rights of Persons with Disabilities.
video interpreter
A video interpreter is a professional interpreter who, instead of being at the same site as the deaf person, is physically at a different site but is viewed via video. The hearing person may be at the same site as the deaf person (this is commonly known as video remote interpreting) or all three persons may be at different sites, with the hearing person and the interpreter communicating via telephone (video relay). While valuable, video interpreting can be more difficult for the parties to use than on-site interpreting. On-site interpreters should be used in emergency situations wherever possible.
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The Facts about Mourning Dove Hunting in Minnesota
History of the Issue
In 1947, the Minnesota Legislature passed a bill to remove the Mourning Dove from the list of game birds and Governor Luther Youngdahl signed the bill into law. During the early 1980s, hunters tried numerous times to reinstate the Mourning Dove hunting season. These attempts failed, indicating that shooting doves is not the wish of the majority of Minnesota's citizens.
During the 2003-2004 legislative session, Minnesota lawmakers voted to allow a hunt on Mourning Doves for the first time in almost 60 years. Despite objections from citizens, biologists, and animal, bird, and environmental protection groups, Governor Tim Pawlenty signed the bill into law on May 18, 2004.
Language for hunting the Mourning Dove was amended into the Game and Fish Omnibus Bill. Then, on the House floor, an amendment was offered to remove the dove hunt provision. It failed by a vote of 49 to 78. Senator Sandy Pappas offered a similar amendment on the Senate floor and two votes were taken. The first vote was 35 to 31 – a victory for the dove. The victory was short-lived because two senators, Claire Robling (R) and Gen Olson (R), changed their votes in favor of killing doves. A second vote was taken, with one Senator abstaining. Because the vote was a tie (33 to 33), the amendment did not pass.
Why Hunters Want to Shoot Doves
According to the Minnesota Department of Natural Resources (DNR), "Dove hunting is a great opportunity for adults to introduce kids to hunting," said Ryan Bronson, DNR hunting recruitment and retention coordinator (Minneapolis Star Tribune, July 25, 2004).
Hunting doves is about killing for fun. Adult doves weigh approximately 4 ounces and dress out to less than 2 ounces of meat – hardly enough to rationalize killing them for food. Because the dove hunting season starts in early September, it is a prelude to the regular hunting seasons. Simply put, it's about target practice, allowing recreational hunters to sharpen their skills.
Hunting Doves is Inherently Cruel
Studies have shown that over 20% of the doves shot may be crippled and not retrieved. Many protected avian species will be unavoidably and mistakenly shot – songbirds and small raptors such as American Kestrels, Sharp-shinned Hawks, and Merlins.
Doves are still tending their nests in early September and many fledglings will be orphaned. Over 10% of nesting and fledging occurs during the hunting season [Lincoln 1945, Geissler 1987].
Mourning Doves often mate for life. If one is killed, the breeding pair is lost. Sadly, surviving mates have been observed tending to their fallen mates.
Dove Hunting is Not Good Wildlife Management
No one has claimed that there is an overpopulation of Mourning Doves. The Minnesota DNR did not have to initiate a dove hunting season. Moreover, they shouldn't have, given the U.S. Fish and Wildlife Service's (USFWS) Mourning Dove Population Status Report of July 1, 2004. This report found significant declines in dove population over a 39-year period. In Minnesota, this report found that the dove population had a statistically significant and dramatic 46% decline from 2002 to 2003. The long-term population estimates are sometimes considered more reliable than short-term estimates; and the long-term (10- and 38-year) trends show a significant decline in Minnesota dove populations.
Doves are helpful to farmers because they feed on weed seeds and provide a welcome natural alternative to the chemical herbicides that are flooding our landscapes. Doves do not damage commercial crops. In Northern states such as Iowa and New York where doves are not hunted, no dove overpopulation problems have occurred.
Dove Hunting Causes Environmental Damage
The shooting of doves will increase lead discharge into our already threatened land and water resources. Dove hunters are allowed to use lead shot, as steel shot is more expensive and harder on gun barrels. It has been suggested that five to eight gunshot shells must be used for each dove "bagged."
Lead shot left lying on the ground can cause death not only to other doves, but also to birds that need to eat gravel. These birds will pick up the lead pellets and die from lead poisoning within a few days. Carrion eaters will ingest the lead from lead-poisoned carcasses. Wounded and unretrieved doves are easy prey for hawks, eagles, and other wildlife that will suffer the effects of lead poisoning.
Dove Hunting Has Other Undesirable Side Effects
Because doves often perch on power and phone lines, hunters will not be able to control the full spread pattern of shot. Hunters will use the lines as shooting sites. Repair costs, safety issues, loss of utility services, and increased liability are facts of the dove season.
There are Many Bird Species to Hunt in Minnesota
Minnesota already has many birds designated as game birds. Recreational hunters can shoot a wide variety of birds such as pheasants, geese, ducks, woodcock, and dozens of other bird species. The hunting seasons in Minnesota are longer and the bag limits are larger than ever for many species. Ample shooting opportunities exist for Minnesota recreational hunters – they don't need to hunt doves too.
Return Peace to the Mourning Dove
The Mourning Dove is far more valuable to Minnesota alive than dead. Doves are backyard birds, and many people enjoy their presence in their yards and at their bird feeders. The dove is the second most frequently reported bird at feeders in the U.S. [Barker and Tessaglia-Hymes 1999]. More than 2,566,000 Minnesota residents spent $523,529,000 on feeding and watching songbirds in Minnesota [2001 Hunting, Fishing, and Wildlife Associated Recreation].
People enjoy listening to the gentle cooing song of the dove. To most people, the idea of hunting Mourning Doves is the same as hunting Robins and Cardinals. There is a sad irony in the fact that these gentle and friendly birds are a historical symbol of peace and now have been reduced to mere hunting targets. There are no good reasons to abandon our state policy, which had been in effect for over 60 years. These cherished birds should have remained protected. | <urn:uuid:d2e8a526-a22d-4fce-9a41-2770ee7774ed> | CC-MAIN-2017-30 | http://animalrightscoalition.com/doc/Dove_factsheet.pdf | 2017-07-24T10:47:46Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00387.warc.gz | 18,322,519 | 1,374 | eng_Latn | eng_Latn | 0.998779 | eng_Latn | 0.998817 | [
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Weeds
What makes a plant a weed - only the fact that it's growing where you don't want it to grow, literally - it is an invader on your lawn.
It takes a very special plant to be a weed in your lawn. Most plants (besides grass plant) can't handle mowing - you cut them and they die. Unfortunately, there are some hardy varieties that can live and grow just like your grass. Weeds are categorised into groups of plants with similar characteristics. They are sorted by how long they live, what they look like, and their primary growing season. Different weeds have different life cycles and they are classified as annual, biennial and perennial.
* Annual Weeds - live out their lives in one year (grow, produce seeds and die in one season); the seed from the plant germinate and grow next year, continuing the cycle and we need to remove them before they begin growing from seed.
* Biennial Weeds - have a two - year life cycle (first year - grow, second year produce seeds and spread)
* Perennial Weeds - they live for more than two years and do not need to reseed themselves every year
Most commons weeds in English turf
Daisy (Bellis perennis)
Perhaps the most common lawn weed to be found. The Daisy is a perennial plant with spirally arranged, spoon shaped leaves which form a dense mat over the lawn surface. White flower Ray florets with bright yellow centre and closes at night (old name "day's – eye'). The Daisy will grow in any soil conditions and especially in closely mown turf. It is also very effective in flowering and seeding and its flowering period is between March and November.
THE CONTROL of daisy is easy and need no allow for this weed to spread and become a nuisance. It is relatively easy to remove the plant by hand weeding, but the most effective control will be gained by application of herbicides if the weed infests large portions of the lawn. The active ingredients: 2.4-D, MCPA with dicamba or Mecoprop-P will control this weed, although repeated application may be required for total eradication.
Yarrow ( Achillea millefolium)
This is a very common weed, which spreads by the production of underground stems. The leaves are dark green, finely divided and have a fern- like appearance. Yarrow will occur on all types of soil but thrives under dry conditions. Flowering period: June – August. The flowers are small and white borne in a flat – topped cluster. The flower will not form when the grass is regularly mown.
THE CONTROL of yarrow is notoriously difficult – no single treatment will control it. During dry weather condition the plant can be pulled out of the lawn by hand. There are many herbicides to which yarrow is not susceptible, so those chosen must contain 2,4-D, MCPA with dicamba, or Mecoprop-P
Dandelion (Taraxacum officinale)
This plant is found under all soil conditions. The leaves are joined directly to its thick fleshy tap root. They have a tooth like lobe, they are hairless and grow close the ground level. Flowers are single and large and appear from March until November, but mostly do so during the spring. If the dandelion is allowed to produce seed heads – due to infrequent mowing- the ultra light weight seeds are easily dispersed by the wind to other parts of the lawn.
THE CONTROL: hand weeding is possible, but any bit of remaining root in the soil will produce a new plant. They can be a serious nuisance in many lawns. Chemical spot treatment is better. Repeated application with any of the active ingredients 2,4-D, MCPA with dicamba or Mecoprop-P will control this weed.
Creeping Buttercup (Ranunclus repens)
This is a creeping perennial plant most commonly found on heavy soils. It spreads by the production of long stolons. The plant flowers from spring to late summer and it presents well known yellow petalled buttercup flower head. Each leaf bears 3 lobes – upper lobe is stalked. These lobes are deeply toothed and hairy. Creeping Buttercup can be a serious problem if neglected.
CONTROL best managed with hand weeding thought applications of fluroxpyr, clopralid and MCPA.
Greater Plantains (Plantago major)/Broad – Leaved plantain
This is a very common weed which occurs in compacted areas. The leaves are broadly ovate, stalked and lined with five or more longitudinal nerves. It produces long, greenish-gray flower heads from May until September. This plant produces masses of seeds that can re-infect the lawn in later years. Isolated plants can be removed by hand weeding with a small fork when grass and weeds are actively growing.
CONTROL: the active ingredients 2,4-D, MCPA with dicamba or Mecoprop-P will all control this weed easily.
Bird's foot Trefoil (Lotus corniculatus)/Bacon and Eggs
This is also one of major weeds on English lawns and its favoured situation is non-acid soil. It produces a thick fleshy rootstock and occasionally short stoloniferous growths. This plant doesn't root at intervals like white clover and can form quite large patches. Each plant is anchored by a deep taproot. The flower head has 5-8 pea-like yellow streaked red flowers. Flowering period is from May until August. Each leaf bears 3 leaflets, with 2 leaflet-like structures at the base.
CONTROL: Bird's foot trefoil is less sensitive to selective herbicides – a repeat treatment after about 6 weeks will be necessary. For best control only use the active ingredients ioxynil and/or Mecoprop-P that can effectively kill it. Hand weeding is almost impossible as this weed can grow in between and around the grass leaves.
Pearlwort (Sagina procumbens)
This is a small tufted perennial which is common in turf. The plant produces a tiny dense patch which spreads by production of slender stolons. The leaves can be in two forms. On small plants they tend to be in rosettes, whereas in established specimens they are produced along the stolons. Pearlwort produces tiny flower on top of a thin stalk and white petals may or may not be present. The flowering period is between May and September. This plant will appear in all soil conditions.
CONTROL: This is an easy weed to control, so it should be not allowed to spread and become a nuisance. Selective weedkiller with one or two active ingredients is an effective method. One application should be enough, but pearlwort will soon return unless you feed the grass and avoid mowing too closely.
White Clover (Trifolium repens)
This is a creeping plant which is particularly common on clay non-acid soils. The leaves are produced on long stalks and consist of three rounded toothed, leaflets. The flowers are white or rosy in colour and are produced between the Spring and Autumn. White clover is widespread in pastures and meadows, frequently cut grass verges and lawns. It is absent from tall grass. This plant is highly variable species with many varieties and over 70 commercial cultivars. White clover has been an important constituent of food since the 17th century. Its main benefit is that it can convert atmospheric Nitrogen into plant usable form, reduces N fertiliser use and improves soil structure. As this weed can grow between and around the grass leaves it is almost impossible to remove by hand. The seeds it produces can last 20 years in the soil.
CONTROL of this weed is never easy and, although most lawn herbicides will have some effect, white clover is resistant to them. For best control only use the active ingredients ioxynil and/or Mecoprop-P and these will need repeated treatments for a number of years before good results are seen.
Ribwort Plantain (Plantago lanceolata)
Ribwort is a common perennial weed and it is present on non-acid soils all over the UK. This plant survives well in lawns even where the lawn is mown at a short height of cut. The leaves are simple, lanceolate, ribbed and are produced in type of rosette. The flowers which are produced from April to September are wind pollinated and are formed on long slender stalks. This weed it may not flower at all in closely mown swards.
CONTROL is best managed by hand picking out the germinating plants early in the spring. Applications of MCPA, Mecoprop-P and Dicamba will also control this weed adequately.
Speedwells (Veronica spp.)
Several types of speedwell species invade home lawns. Some are annual plants that reproduce from seed and others are perennial plants that can reproduce by seed, rhizomes and creeping stems. All are low growing with small leaves. Perennial species are generally more difficult to control.
CONTROL: a combination of proper cultural practices, adequate nutrition and a progressive weed control program that may include repeat applications of government regulated weed control materials will help to control these weeds over time. It may require several years of effort by a lawn care professional and the homeowner before adequate control of these weeds is achieved.
Promoting a healthy lawn is the best defence against having severe weed problems. Proper mowing and watering, regular fertilisation and core cultivation when necessary are key ingredients in building a healthy lawn. The use of government regulated pest control materials, as tools to control weeds and other pest problems will help to protect grass plants and ensure vigorous growth in a lawn. Most broadleaf weeds that invade lawns can be effectively controlled with the use of selective weed control materials that are currently available. These products are referred to as selective because they only affect the weeds and do not harm the grass plants in a lawn. There are, however, some weeds that are extremely difficult to control and some that cannot be controlled with the use of these materials. Special attention and care is often needed to control these persistent weeds. Some difficult to control weeds found on home lawns are listed above. If weed problems such as these exist on your lawn, your local Weed Man can assist you with a program that will help reduce or eliminate this problem over time. | <urn:uuid:a1cc78e2-d98d-4d31-8a37-2af0843f4214> | CC-MAIN-2017-30 | http://weed-man.co.uk/wp-content/uploads/2011/09/Weeds1.pdf | 2017-07-24T10:51:22Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00385.warc.gz | 348,733,701 | 2,126 | eng_Latn | eng_Latn | 0.998601 | eng_Latn | 0.998794 | [
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3.6 NOISE
This section examines noise and vibration impacts from the construction and operation of the proposed project.
3.6.1 ENVIRONMENTAL SETTING
HUMAN PERCEPTION OF NOISE
Sound is a vibratory disturbance created by a moving or vibrating source, which is capable of being detected by the hearing organs. Noise is defined as sound that is loud, unpleasant, unexpected, or undesired and may therefore be classified as a more specific group of sounds. The effects of noise on people can include general annoyance, interference with speech communication, sleep disturbance, physiological responses, and, in the extreme, hearing impairment (Caltrans 1998). Each of these potential noise impacts on people is briefly discussed below.
In its most basic form, a continuous sound can be described by its frequency or wavelength (pitch) and its amplitude (loudness). Frequency is expressed in cycles per second, or hertz. Frequencies are heard as the pitch or tone of sound. High-pitched sounds produce high frequencies; low-pitched sounds produce low frequencies. Sound pressure levels are described in units called the decibel (dB).
Decibels are measured on a logarithmic scale that quantifies sound intensity in a manner similar to the Richter scale used for earthquake magnitudes. Thus, a doubling of the energy of a noise source, such as doubling of traffic volumes, would increase the noise level by 3 dB; a halving of the noise sources would result in a 3 dB decrease.
The human ear is not equally sensitive to all frequencies within the sound spectrum. To accommodate this phenomenon, the A-scale, which approximates the frequency response of the average young ear when listening to most ordinary everyday sounds, was devised. When people make relative judgments of the loudness or annoyance of a sound their judgments correlate more closely with the A-scale sound levels of those sounds. Therefore, the "A-weighted" noise scale is used for measurements and standards involving the human perception of noise. Noise levels using A-weighted measurements are written dB(A) or dBA. Table 3.6-1 shows the relationship of various noise levels to commonly experienced noise events.
TABLE 3.6-1 TYPICAL NOISE LEVELS
Several methods have been developed for the description and analysis of environmental noise. These methods are designed to account for the known effects of noise on people. Common noise level descriptions include the equivalent noise level (Leq), the community noise equivalent level (CNEL), and the day-night average sound level (Ldn). Average noise levels over a period of minutes or hours are usually expressed as dBA Leq, meaning the equivalent noise level for that period of time. The period of time averaging may be specified; for example, Leq(3) would be a 3-hour average. When no period is specified, a 1-hour average is assumed. One consequence of averaging is that a loud noise lasting a very short time may not be revealed in the measured sound level averaged over a 1-hour period. To evaluate community noise impacts, descriptors were developed that account for human sensitivity to nighttime noise. Ldn represents the 24-hour average sound level with a penalty for noise occurring at night. The Ldn computation divides the 24-hour day into 2 periods: daytime (7:00 a.m. to 10:00 p.m.) and nighttime (10:00 p.m. to 7:00 a.m.). The nighttime sound levels are assigned a 10 dBA penalty prior to averaging with daytime hourly sound levels. CNEL is similar to Ldn except that it separates a 24-hour day into 3 periods: daytime (7:00 a.m. to 7:00 p.m.), evening (7:00 p.m. to 10:00 p.m.), and nighttime (10:00 p.m. to 7:00 a.m.). The evening and nighttime sound levels are assigned 5 and 10 dBA penalties respectively, prior to averaging with daytime hourly sound levels.
HUMAN PERCEPTION OF VIBRATION
Construction operations have the potential to result in varying degrees of temporary ground vibration, depending on the specific construction equipment used and operations involved. Ground vibration generated by construction equipment spreads through the ground and diminishes in magnitude with
increases in distance. The effects of ground vibration may be imperceptible at the lowest levels (low rumbling sounds) and detectable vibrations at moderate levels. Damage to nearby structures could occur at the highest levels. To assess the potential for structural damage associated with vibration from construction activities, the vibratory ground motion in the vicinity of an affected structure is measured in terms of peak particle velocity (ppv), typically in units of inches per second (in/sec). Table 3.6-2 presents the vibration level thresholds for architectural and structural damage and human perception thresholds.
TABLE 3.6-2 REACTION OF PEOPLE AND DAMAGE TO BUILDINGS AT VARIOUS CONTINUOUS VIBRATION LEVELS
SENSITIVE NOISE RECEPTORS
Noise-sensitive receptors are generally considered humans engaged in activities or utilizing land uses that may be subject to the stress of significant interference from noise. Activities usually associated with sensitive receptors include, but are not limited to, talking, reading, and sleeping. Land uses often associated with sensitive receptors include residential dwellings, mobile homes, education facilities, hotels, motels, hospitals, nursing homes, concert halls, houses of worship, and libraries.
Sensitive noise receptors in the vicinity of the project site include residential uses to the north, east, south, and west. In addition, the existing and proposed independent living, assisted living, and psychiatric uses are considered sensitive noise receptors.
SENSITIVE VIBRATION RECEPTORS
People, structures, or equipment can all be adversely affected by ground vibration. Ground vibration can be annoying to people. The degree of annoyance depends on the activity they are participating in when the vibration occurs. For example, someone sleeping would be more sensitive than someone who was more active.
Vibration generated by construction has the potential to damage structures. This damage may be structural damage, such as cracking of floor slabs, or cosmetic architectural damage, such as cracked
plaster. Ground vibration also has the potential to disrupt the operation of vibration-sensitive research and advanced technology equipment. The degree to which equipment can be impacted depends on the type of equipment, how it is used, and how it is supported.
EXISTING NOISE LEVELS
Existing noise level measurements were conducted on August 2, 2007 and September 12, 2007 between 11:00 a.m. and 3:30 p.m. The predominant noise source at the project site was from vehicles on adjacent roadways. Other noise sources include patients of the hospital, and landscaping/maintenance activities on the hospital grounds and adjacent residential properties. Measured noise levels are typical of a quiet residential neighborhood. The higher noise levels recorded along San Gabriel Boulevard and Del Mar Boulevard are typical for roadways of these types. The results of the field noise measurements are summarized in Table 3.6-3. The locations of the noise measurements are shown on Figure 3.6-1.
TABLE 3.6-3 EXISTING NOISE LEVELS AT SELECTED LOCATIONS NEAR THE PROJECT SITE 1
1 Noise levels were measured using a Larson-Davis Model 824 Type, which was calibrated before and after the measurements. Source: EDAW 2008
East Del Mar Boulevard
East Del Mar Boulevard
South San Gabriel Boulevard
South San Gabriel Boulevard
San Pasqual Street
San Pasqual Street
Noise Measurement Location
Project Site Boundary
±
Figure 3.6-1 Noise Measurement Locations
3.6.2 REGULATORY SETTING
CITY OF PASADENA GENERAL PLAN
The Noise Element of the City's General Plan establishes a number of goals and policies to provide an acceptable noise environment for noise sensitive developments with the City (City of Pasadena 2002a). The implementation measures for the Noise Element policies include, but are not limited to, exterior and interior noise level standards, noise study triggers, site design considerations, traffic calming measures, and coordination with other local agencies, regional agencies, state agencies, and federal agencies. The City's noise compatibility guidelines are provided in Table 3.6-4.
CITY OF PASADENA NOISE ORDINANCE
The City has jurisdiction over noise regulation, as stated in the City's Municipal Code, Title 9, Chapter 36 Noise Restrictions (Noise Ordinance) (City of Pasadena 2008). The noise ordinance generally limits intrusive noises from exceeding the ambient level at the property line by more than 5 dB. The ambient is the actual measured ambient noise level. Section 9.36.060 sets the interior noise limit for multi-family residential uses to 60 dBA between 7:00 a.m. and 10:00 p.m., and 50 dBA between 10:00 p.m. and 7:00 a.m.
Construction noise is regulated by Section 9.36.070, which restricts construction activities "within a residential district or within a radius of 500 feet at any time other than" between 7:00 a.m. and 7:00 p.m. Monday through Friday, and between 8:00 a.m. and 5:00 p.m. on Saturdays. Construction activities are prohibited on Sundays and holidays. Additionally, Section 9.36.080 further restricts noise levels from construction equipment to 85 dBA Leq measured at 100 feet from the equipment.
STATE OF CALIFORNIA NOISE INSULATION STANDARDS
Title 24 of the California Code of Regulations requires that residential structures, other than detached single-family dwellings, be designed to prevent the intrusion of exterior noise so that the interior CNEL with windows closed, attributable to exterior sources, would not exceed 45 dBA in any habitable room. The regulations also specify that acoustical studies must be prepared whenever a residential building or structure is proposed to be located near an existing or adopted transportation corridor and where the noise source creates an exterior CNEL (or Ldn) of 60 dBA or greater. Such acoustical analysis must demonstrate that the residence has been designed to limit intruding noise to an interior CNEL (or Ldn) of at least 45 dBA.
TABLE 3.6-4 NOISE/LAND USE COMPATIBILITY GUIDELINES
Land Use Category
Community Noise Exposure
L
dn
or CNEL, dB
55
60
65
70
75
80
85
Residential – Low Density Single Family,
Duplex, Mobile Homes
Residential – Multi-Family and Mixed
Commercial/Residential Use
Transient Lodging – Motels, Hotels
Schools, Libraries, Churches, Hospitals,
Nursing Homes
Auditoriums, Concert Halls, Amphitheaters
Sports Arena, Outdoor Spectator Sports
Playgrounds, Neighborhood Parks
Golf
Courses,
Riding
Stables,
Water
Recreation, Cemeteries
Office Buildings, Business, Commercial,
and Professional
Industrial,
Manufacturing,
Utilities,
Agriculture
Normally
Acceptable
Normally
Unacceptable
Conditionally
Acceptable
Clearly
Unacceptable
Source: City of Pasadena 2002a
3.6.3 ENVIRONMENTAL IMPACTS
THRESHOLDS OF SIGNIFICANCE
As part of the Initial Study (see Appendix A), it was determined that the proposed project would not expose persons to excessive noise from public or private airports. Accordingly, these issues are not further analyzed in the EIR.
Pursuant to the CEQA Guidelines, the proposed project would have a significant noise effect if it would:
* Expose persons to or generate noise levels in excess of standards established in the local general plan or noise ordinance, or applicable standards of other agencies;
* Expose persons to or generate excessive groundborne vibration or groundborne noise levels;
* Create a substantial permanent increase in ambient noise levels in the vicinity of the project above levels without the project; or
* Create a substantial temporary or periodic increase in ambient noise levels in the vicinity of the project, in excess of noise levels existing without the project.
The City of Pasadena restricts construction noise to 85 dBA Leq. Operational noise shall not increase by 5 dBA over the measured ambient noise level. There are no applicable federal, state, or local standards for a significant vibration impact. Both the California Department of Transportation (Caltrans) and the Federal Transit Administration (FTA) recommend a 0.2-in/sec level for impact assessment (Caltrans 2002; FTA 2006).
IMPACT ANALYSIS
NOISE-1
The proposed project would expose persons to or generate noise levels in excess of City standards during project construction and operation.
Construction
Noise impacts from construction are a function of the noise generated by equipment, the location and sensitivity of nearby land uses, and the timing and duration of the noise-generating activities. Noise levels within and adjacent to the project site would increase during the construction period. Construction noise levels at and near the project site would fluctuate depending on the particular type, number, and duration of use of various pieces of construction equipment. Table 3.6-5 shows noise levels associated with various types of construction related equipment when measured at a distance of 50 feet from the noise source. The list was used in this analysis to estimate construction noise.
TABLE 3.6-5 TYPICAL CONSTRUCTION EQUIPMENT NOISE LEVELS
Typical construction projects, with equipment moving from one area to another, work breaks, and idle time, have long-term noise averages that are lower than louder short-term noise events. Instead of averaging noise levels to take into account idling, work breaks, and other interruptions in construction, a maximum short-term noise level of 90 dBA at a distance of 50 feet is assumed to occur. This is intended to provide a more conservative estimate of maximum construction noise. Peak noise events would occur during the 8-month demolition and excavation phases, when there may be a combination of noise from several pieces of equipment in proximity, including the noise of backup alarms. Noise levels of other activities, such as erecting structures or paving, would be less. With construction equipment moving around the project site and pauses for measurements and worker breaks, average hourly noise levels would be 5 to 10 dBA less than the maximum noise levels. Therefore, a construction noise level of 85 Leq at 50 feet, as measured from the center of the construction site is assumed. Noise levels from construction activities are typically considered as point sources and would drop off at a rate of 6 dBA per doubling of distance over hard sites, such as streets and parking lots. Thus, a noise level of 85 dBA at 50 feet would be 79 dBA at 100 feet and 73 dBA at 200 feet. The drop-off rate would increase slightly over soft sites, such as grass fields and open terrain with vegetation.
Construction of the proposed project is anticipated to begin in July 2009 with construction of the adolescent psychiatric facility (Building 33). Construction of Phase 1 would be complete in March 2010. Construction of Phase 2 would start in May 2010 and include the independent living facility (Building 34) and the assisted living facility (Building 32). It would be completed in February 2012. Construction of Phase 2 would overlap Phase 3 construction by approximately one year. Phase 3 involves the senior living residences (Building 36). Phase 3 construction would start in May 2011 and be completed in approximately June 2012. Phase 4 construction would start in May 2012 and include the medical offices (Building 31, 36, and 37). Construction of Phase 4 would be completed in August 2013. Construction of Phase 5, the acute psychiatric hospital (Building 35), would overlap Phase 4 by approximately 4 months. Phase 5 construction would begin in May 2013 and be completed in August 2014. Although the construction schedules overlap for some phases, the types of construction activity occurring during each phase would be different. For example, while interior construction and site landscaping is being completed on Phase 3 (senior residences), demolition of the existing medical office buildings (Buildings
23 and 18) would be underway as part of Phase 4. Demolition and grading in one phase, the highest noise generating activities, would not occur at the same time as demolition and grading of another phase. Thus, peak noise created during construction would be distributed in different parts of the site.
Demolition of the existing structures would require front-end loaders, bulldozers, and backhoes. Subsequent construction phases, such as utilities installment, building construction, and roadway and parking lot construction, would require a mix of equipment with similar peak and average noise levels to the equipment used in the demolition phase. No pile driving or blasting is anticipated. For the purposes of presenting the worst-case analysis, the peak noise generating activities for the different phases of the project were modeled. It should be noted that all construction activities would occur within the allowable construction noise hours per the City of Pasadena Noise Ordinance.
The nearest on-site noise sensitive receptors are patients living and/or convalescing within the existing medical facilities. During Phase 1, the adolescent psychiatry facility (Building 32) and all internal roadways would be constructed. No off-site noise sensitive receptors are in proximity to the building construction site for Phase 1. Construction activities associated with the adolescent psychiatry facility (Building 33) would occur approximately 65 feet from Las Flores (Building 3) and a bungalow immediately south of Building 3, which would result in the generation of noise levels on the order of 83 dBA Leq at the nearest noise sensitive receptors, which would be below the City standard of 85 dBA Leq. The impact would be less than significant. In order to minimize noise impacts on sensitive receptors in Building 3 (Las Flores), construction of the adolescent psychiatry facility (Building 33) would only take place while Building 3 is vacant (see mitigation measure NOISE-A). Interior construction work, such as installation of drywall, electrical work, plumbing, and other low volume activities could occur while Building 3 is occupied.
During roadway construction and widening activities for Phase 1, construction would occur throughout the project site; however, unlike building construction or grading, the noise sources associated with these activities would work along a linear path. Roadway construction activities typically average 300 linear feet per day with equipment moving back and forth in this length. Under these conditions noise levels would reach 74 dBA Leq at 50 feet from the centerline of the roadway, or 80 dBA at 25 feet. Based on a review of the site plan, all existing on-site structures are at least 30 feet from the centerline of proposed internal roadways and all off-site receptors are at greater distances. Thus, construction of roadways would not exceed the City's noise standard. The impact would be less than significant.
During Phase 2, construction activities would occur approximately 100 feet from occupied on-site buildings, which would result in the generation of noise levels of 79 dBA Leq at the nearest noise sensitive receptor. The nearest off-site receptor is approximately 165 feet south of the construction site, and at this distance, noise levels would be 75 dBA Leq. Thus, Phase 2 would not exceed the City's construction noise standard. The impact would be less than significant.
Construction activities during Phase 3 would occur approximately 390 feet from the independent living facility (Building 34), which would result in the generation of noise levels of 67 dBA Leq at the nearest potential noise sensitive receptor. The nearest off-site receptor is approximately 150 feet from the
construction site, and at this distance, noise levels would be 76 dBA Leq. Thus, Phase 3 construction would not exceed the City's construction noise standard. The impact would be less than significant.
During Phase 4, construction activities would occur approximately 150 feet from the easternmost senior bungalows built during Phase 3, which would result in the generation of noise levels of 76 dBA Leq at the nearest potential noise sensitive receptor. The nearest off-site receptor is approximately 315 feet southwest of the construction site, and at this distance, noise levels would reach 69 dBA Leq. Thus, Phase 4 construction would not exceed the City's construction noise standard. The impact would be less than significant.
During Phase 5, construction activities would occur approximately 65 feet from the adolescent psychiatry facility (Building 33) constructed in Phase 1, which would result in the generation of noise levels of 83 dBA Leq at the nearest noise sensitive receptor. No off-site noise sensitive receptors are in proximity to the building construction site for Phase 5. Thus, Phase 5 construction would not exceed the City's construction noise standard. However, in order to minimize noise impacts associated with construction of the acute psychiatric hospital (Building 35) on sensitive receptors located in the adolescent psychiatry facility (Building 33), the applicant would be required to install a temporary 8-foot tall wood wall around the perimeter of the construction site where there is a direct line-of-sight between the construction site and the adolescent psychiatry facility (Building 35) (see mitigation measure NOISE-B). Implementation of a wood wall would reduce the noise level experienced by sensitive receptors at the adolescent psychiatry facility (Building 33) by approximately 6 dBA during construction to approximately 77 dBA Leq. In addition to compliance with the City's noise ordinance, the applicant would be required to implement mitigation measures NOISE-C through NOISE-E to further reduce noise generated on-site and to minimize the nuisance to off-site sensitive receptors. The impact would be less than significant.
To determine the impact construction vehicles would have on noise levels along local roadways, the Federal Highway Administration (FHWA) Highway Traffic Noise Prediction Model (RD-77-108) was used to predict noise levels with and without the project (FHWA 1978). The FHWA noise model determines a predicted noise level through a series of adjustments to a reference sound level. These adjustments account for traffic flows, speed, truck mix, varying distances from the roadway, length of exposed roadway, and noise shielding. Demolition is anticipated to generate a maximum of 20 truck trips daily. Construction workers would generate approximately 30 trips daily. It is assumed all construction traffic would travel to the project site via I-210. The primary routes for construction traffic coming from I-210 would be either Madre Street to Del Mar Boulevard or San Gabriel Boulevard to Del Mar Boulevard. Del Mar Boulevard may also serve as the sole route for Phase 3. Based on the existing volumes on these roadways, construction related traffic would constitute a less than 5 percent increase in volume and the truck percentage compared to the total volume would be less than 1 percent. Thus, construction traffic is anticipated to result in a noise level increase of less than 2 dBA Leq along all affected roadways. Additionally, all construction deliveries would occur between the hours of 7:00 a.m. and 7:00 p.m., the least noise sensitive time of the day. Thus, noise generated by construction traffic would result in a less than significant impact.
Operation
Noise/Land Use Compatibility
The primary source of noise in the project area is traffic on local streets. Based on a review of the City's Noise Element, the project site is currently exposed to, and would continue to be throughout project completion, noise levels in the range of 60 to 65 dBA CNEL from I-210 and adjacent roadways. The higher noise levels occur along Del Mar Boulevard and San Gabriel Boulevard. This information appears consistent with measured noise levels, which indicate higher noise levels of approximately 64 dBA Leq on these 2 roadways.
As indicated, the nearest roadways to the project site would be San Gabriel Boulevard, located along the western boundary of the project site, and Del Mar Boulevard, located along the northern boundary of the project site. Based on data from the traffic study (see Appendix F), the "Future With Project" peak hour traffic volumes on San Gabriel Boulevard and Del Mar Boulevard would be 2,354 and 2,075 vehicles, respectively. For noise modeling purposes, the vehicle mix/classification was based on traffic observations made during the noise measurements. Table 3.6-6 presents the anticipated location of the 60, 65, and 70 dBA CNEL contours represented as a distance from the centerline of San Gabriel Boulevard and Del Mar Boulevard.
TABLE 3.6-6 NOISE LEVEL CONTOUR DISTANCES 1
1 Assumes the posted speed is the actual travel speed and the traffic.
2 Traffic mix: 95 percent automobiles, 3 percent medium trucks, and 2 percent heavy trucks. Source: EDAW 2008
The proposed project would locate noise sensitive land uses approximately 60 feet east of the centerline of San Gabriel Boulevard and approximately 245 feet south of the centerline of Del Mar Boulevard. Seven senior living bungalows built as part of Phase 3 would be located within the 60 CNEL noise level contour of San Gabriel Boulevard. Three of these bungalows would also be located within the 65 dBA CNEL noise level contour. No noise sensitive land uses would be located within the 70 dBA CNEL noise level contour. The City's exterior noise level standard for hospitals and multi-family residential uses, such as the proposed bungalows, is 65 dBA CNEL under the "clearly acceptable" category. The proposed project land uses would not exceed the City's noise/land use compatibility guidelines. Therefore, the proposed project would not expose persons to noise levels above City standards during project operation. The impact would be less than significant.
Typical wood frame construction, with windows in the closed position, would provide 20 dBA noise level reductions for exterior noise levels (FHWA 1995). Based on the location of the proposed uses and the calculated exterior noise levels, interior noise levels under future conditions would be on the order of 40 to 45 dBA CNEL. As such, the proposed project would not exceed federal noise policies for interior noise levels. The impact would be less than significant.
On-Site Noise
Project operation would create additional on-site noise sources within the project site. These sources would include the typical noise sources associated with hospital and residential land uses, such as vehicles arriving and leaving, and landscape maintenance machinery. None of these noise sources is anticipated to violate the noise ordinance. However, the mechanical equipment would be required to comply with Section 9.36.030, of the noise ordinance, which limits nose levels from on-site noise sources at the property boundary. This may be achieved by several methods, including the selection of quiet models, constructing barriers, enclosing the equipment, and careful consideration of equipment orientation and location. Therefore, compliance with existing regulations would ensure that on-site noise sources would comply with the City's property line noise levels limits. The impact would be less than significant.
Off-Site Noise
The principal source of off-site noise in the project area would be traffic on local roadways. The longterm project-related noise analysis is based on traffic projections contained in the project traffic report (see Appendix F). Traffic generated by the proposed project would disperse onto Del Mar Boulevard, San Gabriel Boulevard, San Pasqual Street, Madre Street, and El Nido Avenue depending on the final destination; however, the majority of the traffic would use San Gabriel Boulevard and Madre Street, via Del Mar Boulevard, to access the main transportation network and local freeways. Based on the project traffic report, the project would generate an additional 1,467 daily one-way trips (Linscott, Law and Greenspan 2008). Approximately 95 percent (1,320 vehicle trips) of all project traffic would enter or exit on Del Mar Boulevard, with 3 percent (118 vehicle trips) using San Gabriel Boulevard and approximately 2 percent (29 vehicle trips) using El Nido Avenue. The Del Mar Boulevard traffic volumes generally split evenly east and westbound to San Gabriel Boulevard and Madre Street; these volumes further split north and south at these roadways. The project-related traffic volumes continue to disperse into the community this way and become diluted by non-project related traffic. Thus, the greatest off-site noise impacts from traffic would occur in close proximity to the project site.
Under the existing plus project condition, the proposed project would generate a 7 percent increase over existing volumes along Del Mar Boulevard, a 7 percent increase along Madre Street, a 3 percent increase along San Gabriel Boulevard, and a 1 percent increase along San Pasqual Street and El Nido Avenue. Under the future conditions, the proposed project would result in similar increases along the same roadways. These increases would increase the without-project noise levels by less than 1 dBA over conditions without the project. These increases would represent a barely perceivable change in the future noise conditions with the proposed project and would not represent a significant impact. As such, traffic
generated by the proposed project would not create off-site noise impacts that would exceed the City's standards. The impact would be less than significant.
NOISE-2
The proposed project would not expose persons to or generate excessive groundborne vibration during construction or operation.
Construction
Although it is possible for vibrations from construction projects to cause building damage, the vibrations from construction activities are almost never of sufficient amplitude to cause more than minor cosmetic damage to buildings (FTA 2006). Groundborne vibration generated by construction projects is usually highest during pile driving, soil compacting, jackhammering, and demolition-related activities.
An assessment of potential vibration impacts from construction activities, such as demolition, drilling, and excavation, was conducted using equations and methodology developed by the FTA for construction impact evaluation. Table 3.6-7 shows typical vibration levels for various pieces of construction equipment.
TABLE 3.6-7 REPRESENTATIVE VIBRATION SOURCE LEVELS FOR CONSTRUCTION EQUIPMENT
Equipment ppv at 25 feet (in/sec)
The nearest buildings containing sensitive receptors would be on-site uses, the nearest of which are approximately 65 feet from identified construction areas, including Building 3 during Phase 1 and Building 33 during Phase 3. At this distance, these receptors would be exposed to approximately 0.02 ppv in/sec. Accordingly, vibration generated by the proposed project would not exceed Caltrans vibration standard of 0.2 ppv in/sec. Additionally, the calculated vibration level would be below the identified human response threshold of 0.1 ppv in/sec, and thus, the identified receptors would not be exposed to substantial vibration during project construction. Subsequent phases would generally use equipment that would produce less vibration or would be farther away, thus vibration during other phases would be less than at the identified receptor points. Therefore, the proposed project would not expose local sensitive receptors to excessive groundborne vibrations. The impact would be less than significant.
Operation
Operation of the proposed project would not be expected to generate substantial amounts of groundborne vibration. Groundborne vibration is currently experienced in the project area as a result of heavy trucks driving on nearby roadways such as Del Mar Boulevard and San Gabriel Boulevard. Operation of the proposed project would not require an increase in heavy trucks traveling to and from the project site. As
such, the proposed project would not expose persons to excessive amounts of groundborne vibration. The impact would be less than significant.
NOISE-3
The proposed project would result in a substantial permanent increase in ambient noise levels in the vicinity of the project area during construction or operation.
Construction
As described in NOISE-1 above, construction activities would be expected to increase noise levels in the project vicinity. Construction of the project would be anticipated to start in July 2009 and occur regularly over a 50-month period, ending in approximately September 2014, in order to complete all phases of the proposed project. As discussed above, noise levels experienced on- and off-site during construction would be expected to increase. Noise levels would not exceed the City of Pasadena construction noise standard during some phases of construction. Therefore, implementation of mitigation measures NOISEA through NOISE-E would be required during construction. The impact would be reduced to a less than significant.
Operation
As described in NOISE-1 above, the proposed project would add new vehicle trips to the adjacent roadways during operation. However, these increases would represent a barely perceivable change in the future noise conditions with the proposed project and would not represent a significant impact. As such, traffic generated by the proposed project would not create a permanent increase in ambient noise levels. The impact would be less than significant.
Mechanical equipment and other on-site noise sources would create additional on-site noise sources within the project site. These sources would include the typical noise sources associated with hospital and residential land uses, such as vehicles arriving and leaving and landscape maintenance machinery. None of these noise sources would violate the noise ordinance. The impact would be less than significant.
NOISE-4
The proposed project would result in a substantial temporary increase in ambient noise levels in the vicinity of the project area.
As described in NOISE-1 above, noise levels experienced on- and off-site during construction would be expected to increase during construction of the proposed project. Construction of the proposed project would be anticipated to start in July 2009 and occur regularly over a 50-month period, ending in approximately September 2014, in order to complete all phases of the proposed project. Noise levels would exceed the City of Pasadena construction noise standard during some phases of construction. Therefore, implementation of mitigation measures NOISE-A through NOISE-E would be required during construction. The temporary impact to ambient noise levels would be reduced to a less than significant.
3.6.4 MITIGATION MEASURES
NOISE-A
Prior to the start of construction of the adolescent psychiatry facility (Building 33), the applicant shall vacate Building 3 (Las Flores). If use of Building 3 is deemed necessary to the functioning of the hospital, the applicant shall seek approval of an alternative means of mitigating construction noise levels. An alternative mitigation measure must be reviewed and approved by the Planning Division.
NOISE-B Prior to the start of construction of the acute psychiatric hospital (Building 35), the construction contractor shall install a temporary eight-foot wood wall along the perimeter of the construction site where a direct ground level line of sight exists between the construction area and the sensitive receptors located in the adolescent psychiatry facility (Building 33).
NOISE-C During construction, the construction contractor shall equip all mobile construction equipment with properly operating mufflers or other noise reduction devices.
NOISE-D During construction, the contractor shall schedule activities to avoid operating several pieces of equipment simultaneously, which causes high noise levels.
NOISE-E Prior to the start of construction, the construction contractor shall notify residences immediately adjacent to the project site (e.g., via flyers). The notices shall include a telephone number to the Pasadena Health Department for referral to determine if a violation of the City's Noise Ordinance is occurring.
3.6.5 SIGNIFICANCE AFTER MITIGATION
Compliance with the City's Noise Ordinance and implementation of mitigation measures NOISE-A through NOISE-E would ensure that construction noise levels would not exceed the City's construction noise standards. Construction activities would also generate groundborne vibration when heavy equipment is used. However, during Phase 1 when construction activities would be closest to sensitive receptors, groundborne vibration levels would not exceed Caltrans standards. Operation of the proposed project would increase the amount of vehicle traffic on nearby roadways. However, noise associated with additional vehicle travel would not expose sensitive receptors to noise levels in excess of City standards for residential and hospital uses. Impact would be less than significant. | <urn:uuid:891042e5-fb83-434b-a7ce-50411098c098> | CC-MAIN-2017-30 | http://www.ci.pasadena.ca.us/WorkArea/DownloadAsset.aspx?id=6442463570 | 2017-07-24T10:37:31Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00385.warc.gz | 397,912,229 | 7,574 | eng_Latn | eng_Latn | 0.910416 | eng_Latn | 0.995193 | [
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RTD Fact Sheet Template
Context and Purpose
The "Safer Road to School" project is one of the provisions of the National Urban Traffic Safety Plan and it is strictly related to the enhancement of pedestrian mobility. The "home to school" safe trips and the mobility management policies foreseen in the safety plan and addressed to young people, will contribute to increase their moves' safety and also they will contribute to give to the future generations a bigger knowledge of the criticality connected to the traffic and to make them aware of the alternative possibilities to the car and the motorcycle. The measure BOL 5.2 wants to promote more sustainable behaviours for future generations by creating a synergy between parents' (workers) and children's (student's) daily movements, by completing a project of safer road to school already started and by demonstrating innovative activity aimed to raise pupils safety in the scenario of Bologna.
The measure comprehends two main activities: pedibus and road education addressed to young people. The RTD activity consisted in a preliminary research aimed at investigate the school mobility in Bologna (by involving directly all kind of schools: nurseries, kindergartens, elementary and high schools) and to choose a group of schools to involve more directly in the Mimosa project.
Description of RTD Activity
The research realized by Camina Association (Association that promotes a use and conception of the city near to children and teenagers) involved nurseries, kindergartens and elementary schools of the entire Bologna territory, while considering the city subdivision in homologous areas it has been possible to involve a more narrow sample of secondary schools representing the physical, social, environmental reality of the city.
In the survey addressed to kindergartens and nurseries (15 kindergartens and 17 nurseries) the questionnaires were submitted to parents (sample 770 families); in the survey addressed to the 16 elementary schools the questionnaires were submitted also to pupils (sample= 352 children, 335 parents) in order to investigate not only the mobility habits and behaviours, but also the gaps between parents expectations and children imagination upon mobility topics. The junior high schools' survey (4 schools; sample = 126 children) was addressed only to children.
The survey investigated the mode of transport chosen to go to school, the choice motivations, the barriers to use public transports or alternative "sweet" mobility modes (e.g. bike or walk) and the conditioning factors: hurry, weather conditions, distance covered. In addition mobility expectations were investigate (which mode of transport will be used, in years to come, to go to the next schools, as junior high schools and high schools).
Another important topic to be investigate in order to promote sustainable mobility (by walk, by bus, by bike rather than by car or school bus) is the children's level of autonomy: the person who take the student to school or with who him/her go to school, the possible difficulties encountered during the round trip (heavy schoolbags, possibility to meet unknown persons, possibility to go the wrong way, weather conditions, no bus stops), the level of difficulty perceived of going alone.
The second part of the research was addressed to 5 schools to choose and to involve directly on the Mimosa project, where realize the project of safer road to school also considering the accidents data next to the schools and the indications obtained directly from Bologna Municipality.
For each school it was investigate: the road conditions, the pedestrian and cycle accessibility, the
road markings, the traffic signs, the infrastructures and technologies, the bus lines in proximities and the distance, the parent's risk perception (places contiguous to the school more dangerous from the pedestrian and cycle accessibility point of view) and the number of accidents happened near the school.
Outputs and Results
Car is the most utilized way of transport (49,84%) to take children to nurseries and kindergartens, 34,75% to take children to Elementary schools, 31% to take him/her to junior high schools. For elementary and junior high schools the most common mode of transport is walk (51,03% and 46%). The calculated index number of means of transport/100 cars representing the mobility behaviours related to the cars use, is adopted in order to evaluate the success of the interventions and politics foreseen in order to promote PT use and cycle/pedestrian mobility.
Mobility index (home to school route)
N. VEHICLES/100 CARS
KINDERGARTENS/NURSERIES
ELEMENTARY
HIGH SCHOOLS
JH SCHOOLS
WALK
BIKE
BUS
N. VEHICLES/100 CARS
KINDERGARTENS/NURSERIES
ELEMENTARY
HIGH SCHOOLS
JH SCHOOLS
WALK
BIKE
BUS
The comparison between the number of children bikers and the number of children car passengers demonstrates the total disinterest to the bicycle. In fact, every 100 children car passenger, 15 use the bicycle in order to reach the nursery, 12 the elementary schools and 5 the junior high schools. This index concurs to confront and to monitor during the years the analyzed behaviours. In order to strengthen imaginary and the use of the bicycle, it is necessary to intervene not after the 11-12 years, that is when the number of children who wish the bicycle is equal to that one that wish the moped.
Data show a worrying reality: 94,57% of children (elementary schools) are taken to school by the parents. The majority of the schools hand children only to parents or to adults with parents' delegation.
Considering that often parents consider traffic dangerousness as one of the obstacles to the children autonomy and since this aspect is connected (although not exclusively) to the physical conformation of the city spaces, it has been decided to evaluate accessibility to schools. The obtained results, from "good or bad accessibility", connected to the families behaviours, show how the infrastructure, and the services dedicated to the sweet mobility, even if thought indispensable, are not necessary and sufficient conditions. The children autonomy related to home to school movements is impeded above all by lifestyles and people fears.
There is a cultural resistance and difficulty to change the common way of life of citizens: it is very difficult to persuade parents and schools to allow children to go to school and come back alone. Also school regulations state that children must leave the school with an identified/known adult.
On the contrary, children fell to be up to go to school alone or with friends (only 15% of children don't fell capable of going alone). This percentage increases were the car use is bigger (the car use seems to be cause and effect of children inexperience and sense of inadequacy). Parents perceive more the difficulties than their children do.
It is difficult to go to school alone? (do you think it is difficult for your child to go to school alone?)
CHILDREN
PARENTS
YES
NO
CHILDREN
PARENTS
YES
NO
Resulting Decision-making
The RTD analysis represented the necessary recognising phase of the measure in order to have a complete view of the school mobility state of the art and to investigate the major barriers to handle and the drivers to use in order to implement the measure. The selection of the school to involve in the Mimosa project favoured opportune contexts:
the schools Silvani and Marsile (Navile quartier) even if characterized by a huge car utilization are located in a minimal traffic area (important requirement in order to improve children autonomy);
the school Romagnoli and Tempesta reported a good pedestrian school mobility and autonomy rates (this data and the urban space structure is a favourable condition for increase the use of the bicycle);
the Gualandi school is located in a complex urban contest where PT use could be the mode of transport to improve in order to reduce the car utilisation.
Lessons Learnt
The study evidenced that infrastructural interventions for sustainable mobility, for private traffic moderation, for public transport strengthening and development, should be necessary joined by interventions to contrast the cities' cultural and physical subjection to the car.
The success of the measure can be obtained only by a synergy between different subjects (public administrations, schools, mobility agencies, local health authorities, associations, families) in order to handle the cultural barrier and the life style patterns that hampers the process.
The promotion of a more sustainable mobility has social, environmental and economical effects and is an essential condition to improve children and teenagers quality of life.
Cost-effectiveness
The RTD activity, realized by involving an external company skilled and focused on pedestrian mobility (the Italian National association Camina) produced the intended results also by providing important information considering social, physiological and cultural aspects proper of the Italian life stile patterns. This reading position was essential to make 5.2 measure's informed decisions.
Dissemination and Exploitation
The RTD was a complete study of the school mobility involving a significant sample of schools. Even if the research had a specific key to the reading of the data obtained, providing an exhaustive state of the art it could be considered as an important landmark for all initiatives referred to schools mobility and children mobility in Bologna. | <urn:uuid:a21a1159-3306-4112-9738-36130a93cbbf> | CC-MAIN-2017-30 | http://civitas.eu/sites/default/files/mimosa_bol_5_2_rtd.pdf | 2017-07-24T10:43:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00386.warc.gz | 62,787,926 | 1,882 | eng_Latn | eng_Latn | 0.998255 | eng_Latn | 0.998573 | [
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Lesson: Interconnectedness in Ecosystems
Activity 2: Food Web Systems
Key Question
How do different organisms influence food web systems?
Objective
Students will model the interrelationships of ecosystems.
Grade: 9-12 Biology
Time: 30-40 minutes Location: Classroom/outside
Materials
- Tape
- White Board
- Index cards
- Marker
- Internet access
- String or cord (optional)
- EOL Food Web examples on website
Simple (13 species): New England Rocky Intertidal Habitat
Complex (36 species): Okaloosa County (Florida Panhandle) Urban Habitat
Culminating Activity
The purpose of this exercise is to demonstrate the complexity and interconnectedness of food webs. Students will model how a complex system operates and how some parts of a complex system have more leverage or influence on the rest of the system. Students will relate this to the food webs that they are exploring.
Directions
Setup: Number each student with an index card and tape in a visible location. Ask the group to form a circle. Tell students that we are creating a system with a simple cause and effect structure. Draw a diagram of numbers in a circle on the whiteboard. See Figure 1 (below).
In each round, students will pick two other people as reference points, or "triangle people" around the circle. The goal of this activity is to remain equidistant from both reference points. When the instructor says "go" the students should make themselves equidistant from their reference points by forming a triangle with themselves and those two points. The system will keep moving as each person tries to stay equidistant from reference points. The system will behave differently each round due to the amount of influence of certain individuals in the system. For example, if all students happen to pick the same person as a reference point, that reference point will influence the system greatly. Allow students to move around for 20-30 seconds each round.
Round 1 (practice): Everyone should pick two random reference points in the circle. Instructor will say "go," and everyone will get equidistant from references. Play for a few minutes, and if the system does not slow down or quit moving, stop the game and discuss.
Return to original circle. Using the diagram on the board, have students draw lines between their own numbers and those they chose as reference points. Or, use rope or string to make connections within the circle. Ask students to explain how the system behaved. See Figure 2 for example.
Round 2: Repeat the activity, but in this round, if the instructor asks any number to stop at any time, that number must stop moving. Ask students, "What do you think will happen when one person stops moving (i.e. Person #1)?"
Round 3: Everyone must choose a specific person (such as Person #2) as one of the reference points. And, then no one may pick someone with a particular characteristic, X (such as red shirt or boots) as their second reference point. During this round, ask one of the students with the X characteristic to stop (it should not affect system). Ask the specific person (such as Person #2) to stop (it should influence the whole system).
Return to original circle. Using the diagram on the board or rope in circle, have students connect lines between their own numbers and those they chose as reference points, like Figure 3. Ask students to explain how the system behaved. Did any reference point influence the system more than others? That person has high leverage or influence within the system.
Round 4: Pick new references. In this round, introduce a new leverage point of different scale. Maybe all odd numbers have to choose person #8 as one of their reference points.
Elaborate/Evaluate:
* How did the system change when one person had more leverage? Looking at the food web, what organisms do you think have a lot of influence in the habitat?
If possible, project an EOL Places Food Web on screen. For a simple food web (13 species), view the New England Rocky Intertidal Habitat. For a more complex food web (36 species), view the Okaloosa County (Florida Panhandle) Urban Habitat. Discuss the following questions, and after each one, manipulate the food web to demonstrate how each part of the web influences the rest of the web if moved or reorganized.
* How did the system change when one person had no leverage (the person that no one was allowed to use as reference?) Looking at the food web, what organisms do you think have the least amount of influence in the habitat?
* When we extend our role as humans beyond energy flow to include our use of tools and technology, how much influence do you think our species has on ecosystems?
* Notice that humans are a part of this food web. When we view humans as omnivores and consumers, how much influence do you think our species has on the ecosystem?
Extensions or Modifications
As an assessment at end of lesson (after activity 4), students can work to design their own "ecological scenarios." After exploring the Food Web Tool, how could they design a round to model an ecological event or concept? They should create a visual model and explanation to support their design.
Next Generation Science Standards
Performance Expectations
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Science and Engineering Practices
Asking Questions and Defining Problems Developing and Using Models Constructing Explanations and Designing Solutions
This activity was developed by the Encyclopedia of Life Learning + Education Group as part of the SCIENCE grant, supported by the Department of Defense Education Activity (DoDEA) under Award No. H#1254-14-1-0004. Opinions, interpretations, conclusions, and recommendations are those of the author and are not necessarily endorsed by the Department of Defense. Learn more about this grant at: www.okaloosaschools.com/okaloosascience/
4 | <urn:uuid:8d925130-2234-4eb0-8679-458653e17008> | CC-MAIN-2017-30 | http://education.eol.org/lesson_plans/9-12_Interdependence2_FoodWebSystems.pdf | 2017-07-24T10:30:23Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00390.warc.gz | 99,166,042 | 1,369 | eng_Latn | eng_Latn | 0.990048 | eng_Latn | 0.995879 | [
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Reader: Room:
Comprehension
Provide specific information from the text for each of your answers.
Literature
Informational Text
1. Identify the genre of this text. Compare this book to other books in the same genre. Is the author's use of the key elements of the genre typical or atypical? Why?
7. Determine two central ideas and explain how the author develops them over the course of the text.
2. Determine the theme. Discuss how the theme is developed by the author from the beginning to the end of the text.
3. Analyze the effect of the setting on one of the characters and/or the events as they unfold.
4. Find an example of figurative language. Describe its effect on meaning and mood.
5. Discuss the author's choice of key characters. What roles did each play? What points of view or perspectives did each hold? Why was each chosen? Which is closest to yours? Why?
6. Does the author refer to any real people, geographical locations, or historical events in this text? How and why are they used? In what ways does s/he alter them for the purpose of the text? Are these choices effective?
Range of Reading
1. Complete a chapter book every other week.
2. Read at least 1 full-length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.
3. Choose a topic in science or history to explore. Become an expert on it.
4. Find a poet you particularly like. Become an expert on his/her work.
5. Read for an hour a day, including 30 minutes at home without anyone reminding you.
Copyright © 2010 by American Reading Company®
8. Do individuals shape ideas and events, or do ideas and events shape individuals? Use the information in this text to support your position.
9. Analyze the structure the author chose for organizing the ideas presented: compare/ contrast, cause/effect, pro/con, chronological, sequential, logic, problem/solution, other.
10. Describe an author's basic argument, point of view, or purpose for writing. How are other positions presented? What is your position on this topic?
11. Evaluate the author's case. Are the facts and reasoning valid, sufficient, and relevant? Has it influenced your thinking on the subject? How?
1Br: Literary Vocabulary
Vocabulary
Find a word you don't know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it. | <urn:uuid:cbf5f4f9-b090-407b-8352-116edd55b141> | CC-MAIN-2017-30 | http://eht.k12.nj.us/UserFiles/Servers/Server_252233/File/Community%20Resources/Community%20Resources/EHT%20Literacy%20Website/Resources/1.13-SC-1Br.pdf | 2017-07-24T10:31:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00388.warc.gz | 109,033,035 | 592 | eng_Latn | eng_Latn | 0.998603 | eng_Latn | 0.998112 | [
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CORE CURRICULUM
Literature:
Abrams and Co. Letter People
This innovative program is based on the following strongly held beliefs:
*School should be a place of enjoyment—play is the work of young children, and learning should be fun!
*Learning proceeds from prior knowledge—moving from the known to the new.
*Learning of any given concept or skill occurs best in context. Accordingly, the best educational program provides integrated experiences.
*Literacy development is an emergent
process—depending on ample opportunity for use of receptive and productive oral language, exposure to various forms of print, experiences with drawing and writing, and formal examination of sounds and letters and their relationships.
* Hands-on activities are crucial—children learn by doing.
* Physical development is essential—gross motor activities should be encouraged.
* Healthy social development is a key to success in school—and in life!
The Letter People express these beliefs through the reality of an interactive, interestcenter–based format, allowing children to explore, investigate, and construct knowledge in ways that are interesting and fun.
Mathematics:
TouchMath
Pre-K kids need pre-K materials - Touch math's pre-K materials are specifically tailored to correspond to the motor, cognitive and developmental abilities of children 3-5 years old. The work mat format doesn't require writing, but it offers a simple paper-andpencil approach for those children who are ready. We use the four year old preschool curriculum which has the students adding by February.
Multisensory makes sense- Children learn most effectively when all of their senses are involved. As they see, say, hear and touch using TouchPoints, they begin to associate numerals with real values. They learn that a numeral (5, for instance) is not just a scribble on a page. It represents a quantity such as five apples, five flowers, five frogs or five TouchPoints.
They learn step-by-step -This sequential strategy gives students the scaffolding they need to be successful every step of the way. Once children understand the Touching/Counting Patterns, they can answer simple math problems easily and correctly. In no time at all, they build self-confidence and progress to more advanced concepts.
Using pictorial objects and TouchPoints, we teach young children to associate numerals with real values (number quantities).
Bible:
Gospel Light
We invite our students into God's Word with Gospel Light Preschool. Children learn to recognize that Bible is God's Word and that God loves and cares for us. Each easy-to-use lesson will actively engage every child in the Bible story and lead them to experience God's love and know Jesus. Students learn Bible Verses, complete crafts and take home lessons.
We also have weekly Science Projects, Gardening (we have a wonderful garden where we grow fresh food for our cooking!)and Cooking Time. We study Countries in 3's and States in 4's and maintain communication with our EPals from UK, Africa, Hawaii, and Michigan through Digital Projects and Skype. We also use the Storybird website to create online books.
Each week you will receive a newsletter and pictures are posted weekly on our class Shutterfly website along with the weeks recipe and volunteer sign ups. | <urn:uuid:31afb4c0-ad40-4da9-a9af-30a4c2a88bf9> | CC-MAIN-2017-30 | http://srcs.spanishriver.com/files/School%20Docs/Preschool%20Docs/PKCORE%20CURRICULUM.pdf | 2017-07-24T10:42:52Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00387.warc.gz | 300,006,159 | 652 | eng_Latn | eng_Latn | 0.996167 | eng_Latn | 0.996462 | [
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Special protection for special places Special protection for special places Subscribe to Outdoor California
6
OUTDOOR CALIFORNIA
Photo © Will Funk Inset, desert slender salamander habitat. DFG photo by Kari Lewis
6
OUTDOOR CALIFORNIA
Back, eastside Sierra Nevada dry talus slope near Bishop.
Ona remote slope in the dead of night, a moist, smooth-skinned creature emerges to feed. Leaving strange, web-toed tracks on the ground, the amphibious thing moves along silently, slowly, crawling on its belly. Later, having eaten its fill, the creature slinks quietly into cracks in the limestone, waiting to return another night....
A scene from science fiction? No, it's real life at Limestone Salamander
By Colleen Flannery
Ecological Reserve, one of the few California Department of Fish and Game (DFG) ecological reserves which limit public access during all or part of the year. The amphibious "creature" is one of California's three-inch limestone salamanders (Hydromantes brunus)! Like many species protected by California's ecological reserve system, the limestone salamander has a small, specialized range, and in this case, habitat too fragile for human visitors.
DFG manages 119 ecological reserves statewide, ranging from the China Point Ecological Reserve near the Oregon border to Otay Mountain, just a few miles north of the international border with Mexico. Of these, just a handful limit or preclude public access.
"Some resources are too sensitive for public use, " said Kari Lewis, DFG senior biologist, who coordinates the ecological reserve system. "In some cases the best course of action is to close a reserve or limit access to protect sensitive species and natural communities, especially during critical periods."
"Closing a reserve is a tough call and the regions struggle with it," said Teresa Le Blanc, a DFG senior biologist who managed ecological reserves in DFG's Central Coast Region for nine years. "Your first responsibility is to the resource and it's important to explain that to the public. In most cases after they know the reasons why a closure is necessary, they have a better understanding and an appreciation for what the Department is trying to do."
Resources needing protection include some of the most specialized species and habitats in the world. Besides the limestone salamander, the Santa Cruz long-toed salamander (Ambystoma macrodactylum croceum) and the desert slender salamander (Batrachoseps aridus) also require protection from activities which would significantly alter or destroy their habitat. Impacts to water sources, geological features and vegetation in salamander habitat can hinder the ability
November - December 2001
November - December 2001
of the amphibians to survive and reproduce. In order to protect peninsular bighorn sheep watering areas, managers close two reserves in the Eastern Sierra - Inland Deserts Region from June 15 to Sept. 30 each year. Managers also close reserves during peregrine falcon and shorebird nesting periods so these birds can care for their young without disturbance. The rarity of the plant communities protected at Pine Hill, Phoenix Field and Apricum Hill ecological reserves in the Sacramento Valley - Central Sierra Region necessitates caution
DFG file photo
protect the salamanders.
Deserting the bighorn
The peninsular bighorn sheep relies on food and water it finds deep in desert canyons and along lower elevation alluvial fans. Unfortunately, many such areas are impacted by human activities. Additionally, human disturbance can cause the sheep to avoid water sources critical to their survival.
Photo © Fred Ebert
on the part of reserve managers to minimize habitat disturbances such as soil erosion, fires at the wrong time of year, and vegetation damage, all of which adversely affect the health of these plant communities.
Seeking the Limestone Salamander
Steep, mossy ridges beside a river in the Sierra Nevada hide the limestone salamander during the day. Slippery rocks and slopes greater than 30 degrees comprise the habitat of this secluded amphibian, of which there are fewer than two dozen populations worldwide. Scientists estimate each of these populations have fewer than 100 individuals – many populations with only one or two at last count. Walter Tordoff, a California State University Stanislaus biologist who completed a census of areas likely to support limestone salamander populations, stressed the sensitivity of the habitat.
November - December 2001
November - December 2001
"They are very shy of people," said Senior Biologist Dee Sudduth, who manages southern lands in the Eastern
"The habitat is very fragile," he said. "The salamanders are found deep down in talus slopes, underneath rocks. Disturbing these rocks is very destructive to the habitat."
Sierra - Inland Deserts Region. "In the summertime, if people are near the water, they'll stay away."
Talus slopes earn the nickname "rock rivers" due to accumulation of loose and sometimes falling rock. These qualities make scaling these slopes a difficult, if not impossible feat.
"It's very steep,"said Tordoff. "There's no easy access to it. It's probably too dangerous for people to get to it," adding that there are better places to explore the Sierras without damaging salamander habitat.
"No easy access" describes other sensitive salamander habitat as well. The Hidden Palms Ecological Reserve supports desert slender salamanders. Discovered in 1969 by DFG Game Warden Russell Murphy, the amphibians live in only a couple of moist areas of the California Colorado Desert. A steep, narrow desert canyon with a trickle of spring water, Hidden Palms is also closed year-round to
With desert summer temperatures exceeding 100 degrees, avoiding water could harm or kill the bighorns. So DFG closes off ecological reserves important to bighorns in the summer months. DFG also limits access to areas of the reserves during the sheep's lambing season.
As is the case with such closures, DFG scientists and wardens may enter the reserves. At Magnesia Spring and Carrizo Canyon, they often do, checking the water supply to make sure it is not contaminated or blocked. Others may occasionally enter as well, such as emergency personnel, when necessary. Research scientists may enter reserves with written permission to study animal or plant life. Photographers and sightseers may be granted written permission to enter, as long as their presence will not threaten the sensitive species or habitats the reserves are designed to protect.
At Magnesia Spring and Carrizo
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Photo © James T. Vale.
Canyon, DFG scientists manage lands to minimize problems between visitors and the bighorn.
"They try to keep sheep-human conflicts to a minimum," Sudduth said.
She promises would-be summer visitors they are not missing much.
"Seasonally, the areas don't change much, really," she said, stressing the hot, dry conditions of the desert during summer. Summer high temperatures commonly exceed 100 degrees Fahrenheit in these areas, and there is no potable water available. The winter is a better time to visit, when daytime temperatures are milder.
Special Tours
If ecological reserves need to be closed to protect sensitive species and communities, then why do DFG scientists lead tour groups to some of them? Sometimes, ecological reserves not only protect a resource, but also provide educational opportunities for the public. At Woodbridge Ecological Reserve near Lodi, visitors follow the sound of wintering sandhill cranes, and a DFG guide onto an area usually closed to the public. Interpreters and docents are careful not to disturb the birds, guiding visitors to a blind constructed to conceal them as they view the cranes.
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"The birds are just too sensitive to keep the reserve open all the time," said Bruce Forman, a Sacramento Valley-Central Sierra Region interpreter. "People want to get closer to the cranes. It's not good for them to be disturbed; cranes are migratory and they need to save their energy for the big migration ahead of them. On tours, visitors are kept at a safe distance."
While completely opening the ecological reserve could cause excess disturbance to the birds, allowing the public to periodically view the cranes gives Forman a chance to educate the public about the importance of wetlands and of the role of the DFG at Woodbridge.
"They (visitors) learn about Fish and Game, about what we do to make the wetlands usable for the cranes," Forman said. "It's not just a recreational experience. People are learning, they increase their appreciation for the area. They learn about wildlife and they learn about keeping their distance for the protection of the animals."
Educational aspects of ecological reserves which limit access go beyond occasional crane tours. Limited tours at Pine Hill Ecological Reserve allow occasional educational groups to view plants so rare, they are found in only a small portion of the Sierra Nevada foothills, concentrated in a 40-square mile area of western El Dorado County. According to DFG Botanist Daniel
Burmester, the limited number of the plants and the fact that private property surrounds most of the reserve's parcels limits the DFG's ability to open Pine Hill to the public.
"The primary reason for restricting access to the ecological reserve is the rarity of the plants," he said, noting that most of the world's population of Pine Hill flannelbush (Fremontodendron decumbens), an endangered species, grows on slopes of the reserve. "Although these plants are fireadapted, a fire at the wrong time of the year could be devastating to one or more of these rare species."
Burmester said the relatively small size of the reserve, which consists of three separate units totaling less than 600 acres, means next to nothing when compared to its diversity.
According to Burmester, Pine Hill Ecological Reserve provides a view of the Pine Hill gabbro soil community, found nowhere else in the world. In this rare community, gabbro and serpentine rocks underlie a surface that supports sensitive plants. Besides the flannelbush, the reserve contains populations of three plants federally listed as endangered: Stebbins' morning-glory (Calystegia stebbinsii), Pine Hill ceanothus (Ceanothus roderickii) and El Dorado bedstraw (Galium californicum ssp. sierrae). It has one plant listed as threatened, Layne's butterweed (Senecio layneae). Also present is the federal species of concern, El Dorado mule-ears (Wyethia reticulata). Except for the morning glory, which is also state-listed as endangered, all of these plants have been listed by California as rare, or are considered rare by experts.
"Approximately 10 percent of the native plant species (about 740 species) known from California are represented within this tiny fraction of El Dorado County, making it a significant location of species diversity," he said. Protecting Pine Hill and other ecological reserves needing special protection sometimes means helping people learn about the diversity of California's natural communities.
"Education plays a key role in the conservation of these sensitive areas," said Lewis.
Colleen Flannery is a scientific aide in the DFG's Lands and Facilities Branch. Contributors to this article included: Dee Sudduth, Daniel Burmester, Bruce Forman, Patricia Perkins, Steve Juarez, and Jeff Single.
November - December 2001
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NEW HAVEN… umm, what about it?
New Haven has a long and interesting history as a town, this little bit of information is not meant to be an exhaustive history, but to give you a sense of the place you will be living for the next few years and to point out some places to start looking deeper if you happen to be interested in finding out more about New Haven.
The original inhabitants of New Haven were members of the Quinnipiac tribe of Native Americans, part of the larger Algonquin tribe which was spread throughout New England and Canada. The Quinnipiac lived in wigwams and long houses in fishing camps along the shore during the spring and summer and relocated to inland camps around present day Meridan for the winters. They grew corn, beans, squash, pumpkins, fruits, nuts, berries in a plantation-style setting, using a slash-and-burn technique to replenish the soil and rotating planting sites regularly. Shell and scalefish dried in the sun or on racks over a fire supplemented a mostly grain and vegetable diet.
Sleeping Giant state park, which is very close to New Haven and a great place to hike, is revered as the petrified body of one the Quinnipiac peoples' cultural heros, Hobbomock. He was a benevolent spirit who taught the people how to hunt, fish, and survive the Ice Age, earthquakes, and famines, and he was the one prayed to when assistance was needed.
In 1638 five hundred Puritans left the Massachusetts Bay colony and came to the area where the Quinnipiac lived. Under the leadership of Reverend John Davenport and a London merchant named Theophilus Eaton, the settlers were hoping to establish a better theological community and to take advantage of the local port capabilities.
The Quinnipiac tribe sold the land that is now New Haven to the arriving settlers and were subsequently displaced to what is considered to be the first reservation in the United States, set up by a treaty between the Quinnipiac tribe and the English settlers in 1638. Many members of the tribe, in many areas of Connecticut and surrounding states, were displaced and forced to adopt new ways of life and the new religion of the settlers as the English moved further into the Northeast. There were also many Quinnipiac who refused to give up their own culture for the new culture of the English and relocated to join other tribes farther north. Others stayed in the area and continued to live in the way they were used to, frequently to the dismay of the Puritans. There continues to be a significant Native American presence in Connecticut today.
The settlers renamed the area New Haven and founded a theocratic government. They also laid out the nine square gird plan for the city, which remains to this day. Economic disaster struck the colony in 1646, when the town sent its first fully loaded ship of local goods back to England. This ship never reached the Old World, and its disappearance stymied New Haven's development in the face of the rising trade power of Boston and New Amsterdam.
In 1661, the judges who had signed the death warrant of Charles I of England were pursued by Charles II. Two judges, Colonel Edward Whalley and Colonel William Goffe, fled to New Haven to seek refuge from the king's forces. John Davenport arranged for these "Regicides" to hide in the West Rock hills northwest of the town. A third judge, John Dixwell, joined the other regicides at a later time. There are streets in modern day New Haven named for all three of these men.
New Haven was made co-capital of Connecticut in 1701, a status it retained until 1873, and in 1716, the Collegiate School relocated from Old Saybrook to New Haven and established New Haven as a center of learning. In 1718, the name of the Collegiate School was changed to Yale College in response to a large donation from Welsh merchant Elihu Yale.
For over a century, New Haven citizens fought alongside British forces, as in the French and Indian War. As the American Revolution approached, General David Wooster and other influential residents hoped that the conflict with Britain could be resolved short of rebellion. But on April 23, 1775 (still celebrated in New Haven as Powder House Day), the Second Company, Governor's Foot Guard, of New Haven entered the struggle against the British. Under Captain Benedict Arnold, they broke into the powder house to arm themselves and began a three-day march to Cambridge, Massachusetts. Other New Haven militia members were on hand to escort George Washington from his overnight stay in New Haven on his way to Cambridge. British forces under General William Tryon raided the 3,500-person town in July 1779, but did not torch it as they had with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, leaving many of the town's colonial features preserved.
New Haven was incorporated as a city in 1784 and subsequently struck fortune in the late 18th century with the inventions and industrial activity of Eli Whitney, a Yale graduate who remained in New Haven to develop the cotton gin and establish a gun-manufacturing factory in the northern part of the city near the Hamden town line. It was in Whitney's gun-manufacturing plant that Samuel Colt invented the automatic revolver in 1836.
One of the most important events in New Haven's history, and the history of this area of the country, is the story of "La Amistad", a ship transporting African captives from Havana, Cuba to the United States. On July 2, 1839, Sengbe Pieh led 53 fellow Africans (49 adults and 4 children), the captives being transported aboard La Amistad from Havana, in a revolt against their captors. After gaining control of the ship, the Africans demanded to be returned home, but the ship's navigator, Don Pedro Montez, deceived them about which direction their course was on and actually sailed the ship north along the North American coast to Long Island, New York.
The schooner was taken into custody by the United States Navy and the Africans were taken to Connecticut to be sold as slaves. There ensued a widely publicized court case in New Haven, CT about the ship and the legal status of the African captives. At the time, the transport of slaves from Africa to the Americas was illegal, so the ship owners fraudulently described the Africans as having been born in Cuba. The court had to decide if the Africans were to be considered to be free.
These issues became the focus of the Amistad case, which figured prominently in abolitionism in the United States. In America, the African leader Sengbe Pieh became known as Joseph Cinqué. After two years of being held in jail, during which 17 of the original 35 people on the ship died, the Supreme Court ruled the Africans as illegally held, and they were allowed to return to Africa. The abolitionists that had assisted in the fight for the freedom of the captives during the trials raised enough money to buy passage to Africa for the remaining men, women, and children who arrived home in January of 1842.
Another significant event in the history of New Haven occurred in 1970 when residents witnessed the largest trial in Connecticut history. Black Panther Party co-founder Bobby Seale and ten other Party members were tried for murdering an alleged informant. May Day, 1970 saw the beginning of the pretrial proceedings for the first of the two New Haven Black Panther trials; it was met with a demonstration by twelve thousand Black Panther supporters, including a large number of college students, who had come to New Haven individually and in organized groups and were housed and fed by community organizations and by Yale students in their dorms. Demonstrations continued through the spring with protestors assembling by day on the New Haven Green across the street from the Courthouse to hear speakers including Jean Genet, Benjamin Spock, Abbie Hoffman, Jerry Rubin, and John Froines.
In the time between the 1970's and today New Haven has gone through some ups and downs in terms of economy and growth. The city continued to grow during the two World Wars, with most new inhabitants being African Americans from the South and Puerto Ricans. Both of these groups continue to make up a significant portion of New Haven's population. Today, roughly half the populations of East Haven, West Haven, and North Haven are Italian-American. Jewish immigration to New Haven has also left an enduring mark on the city. Westville was the center of Jewish life in New Haven, though today many people who originally lived there have fanned out to suburban communities such as Woodbridge and Cheshire.
Today, many areas of New Haven are in the process of revitalization, and the city continues to change and to grow. New Haven is a very diverse city that contains people from all walks of life and from many different cultural backgrounds. It is a wonderful place to come to school, I can't think of very many other cities in the country that provide so many different opportunities to learn about the world and the people around you. There are so many different opportunities here for interaction and so many interesting projects and programs that are run both by Yale and the City of New Haven. No matter what your interests you will be sure to find many things in New Haven that you can connect with, and will most likely discover new and interesting things you didn't know about before you came here.
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What is the Outlook for People with Mental Illness?
When diagnosed early and treated properly, many people fully recover from their mental illness or are able to successfully control their symptoms. As many as 8 in 10 people suffering from mental illness can effectively return to their normal activities if they receive appropriate treatment.
~
With Treatment You Can Live A Happy, Joyful, Peaceful Life
I'
I;
A Brief Summary About
Mental Illness
What Is Mental Illness?
Mental illness is a disease of the mind that influences the way a person thinks, feels, behaves, relates to others, and to their own surroundings. Behavior that is sometines so abnormal it causes suffering to himselflherself, or other people. Some mental illness disorders may not be diagnosable until they have caused clinically significant distress or impairment of behavior.
Mental illness may significantly interfere with performance of major life activities, such as learning, working, and communicating with others. The intensity and duration of symptoms vary from person to person. The symptoms may come and go and do' not always follow a regular pattern.
Some people with mental illness will need no support, others may need only occasional support, and still others may require more substantial, ongoing support to maintain their productivity.
Causes of Mental Illness
Some mental illnesses have been linked to an abnormal balance of special chemicals in the brain called neurotransmitters. They help nerve cells in the brain communicate with each other. If these chemicals are not working properly, messages may not make it through the brain correctly, leading to mental illness.
Defects in or injury to certain areas of the brain have also been linked to some mental conditions.
Disruption of early fetal brain development or trauma that occurs at the time of birth (loss of oxygen to the brain) can also be contributed to mental illness.
Trauma suffered as a child: emotional, physical, or sexual abuse.
Causes of Mental Illness
* Feelings of inadequacy, low self-esteem, anger, loneliness.
* A dysfunctional family life.
* Poor nutrition and exposure to toxins ..
* Stressors can trigger an illness it). a person who is susceptible to mental illness.
* Loss of a love one.
* Loss of a love one.
* Divorce.
Substance abuse by the person or the person's parents.
What are some causes of mental illness?
There is no simple answer. A person might inherit it from their family.
It might be because of their lifestyle (alcohol abuse) or it might be because of things that have happened to them in the past (domestic violence).
In the United States the most common forms of mental illness are anxiety disorders (fear of objects/situations), mood disorders (depression, bipolar disorder), and schizophrenia (hallucinations, delusions, thought disorders).
Mental illness can affect people of any age, gender, income, educational level, and cultural background.
1 in 5 children/adolescents may have a diagnosable mental illness.
t in 4 adults may suffer from a mental illness in a given year.
A person with an untreated mental illness often is unable to cope with 1ife's dai1y routines and demands.
How Is Mental Illness Treated?
Many mental conditions can be effectively treated with one or a combination of the following therapies: Medication, Psychotherapy, Group Therapy, Day Treatment or Partial Hospital Treatment, Cognitive-Behavior Therapy or Behavior Modification
Alternative Therapies
Water Therapy, Massage Therapy, Biofeedback Art Therapy, Music Therapy, Play Therapy, Hypnotherapy, Electroconvulsive Therapy, Vagus Nerve Stimulation, Transcranial Magnetic Stimulation | <urn:uuid:1e2f4b13-42c4-41bb-8ae1-b6765c3fc369> | CC-MAIN-2017-30 | http://domesticviolenceprevention.org/documents/Brochures/ABriefSummaryAboutMentalIllness.pdf | 2017-07-24T10:49:54Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00389.warc.gz | 100,921,235 | 743 | eng_Latn | eng_Latn | 0.994564 | eng_Latn | 0.997207 | [
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March 6, 2017
Special Issue: Early Childhood Arts Education
Classroom Resources
Exploring Children's Singing Development: Do Experiences in Early Schooling Help or Hinder?
By Geraldine Leighton & Alexandra Lamont
Music Education Research
Music education researchers conducted a long- term study of young children between the ages of
four and eight to determine their singing achievement over time. According to the researchers, "The results of this study indicate that children's singing is complex and multifaceted, and that it develops and can be assessed in many different ways." Study results suggest that early childhood music education must deliver differentiated instruction in order to capture the development and social needs of early elementary school children. This quantitative study also suggests future research topics, including how gender impacts the development of singing ability in early childhood. Children's Singing
From Cradle to Stage: How Early Years Performing Arts Experiences are Tailored to the Developmental Capabilities of Babies and Toddlers,
By Ben Fletcher-Watson, Sue Fletcher-Watson, Marie McNaughton, Anna Birch Youth Theatre Journal
Designing theatrical productions for children between birth and the age of three has historically remained underdeveloped. The authors note not only an increase in the number of productions worldwide tailored to the very young, but important elements performers should consider when designing Theatre for Early Years (TEY). For example, they suggest babies and toddlers have a supreme level of "imaginitive dexterity" that is critical for their growth but often overlooked by the theatre community. Exposing very young children to theatre can positively impact their locomotor, communication, and emotional development. Early Years
The Art of Teaching Children the Arts: Music, Dance and Poetry with Children Aged 2-8 Years Old
By Ingrid Pramling Samuelsson et al.
International Journal of Early Years Education
Educational researches explored the developmental
process of aesthetic learning by examining preschoolers in class learning about music, dance, and poetry. They conclude that several key variables impact the development process of learning art at an early age, including the "important role of the teacher in children learning the arts" (p. 119), the importance of having conversations with students while they are learning in the arts, and the teacher's process of monitoring progress as students are exposed to different art forms. They affirm the need for arts to be the key portion of the early childhood curriculum, not just a pathway for learning about other subjects. This piece reiterates the need for strong arts advocacy in the schools. The Art of
Teaching Children the Arts
Theatre Book Profiles
Stagestruck
By Tomie de Paola
Follow little Tommy as he is cast in a production of Peter Rabbit. Even though he wants to play the lead, Tommy's teacher casts him as Mopsy, the silent bunny. Tommy must learn how to use his whole body, not just his voice, to play his special part in the play. Will Tommy steal the show? What will his teacher and parents think of his performance? Stagestruck
Lights on Broadway: A Theatrical Tour from A to Z By Harriet Ziefert
Walk your students through a dynamic presentation of a Broadway musical -- one vocabulary word at a time. Bold illustrations by Elliot Kreloff accompany basic musical theatre terminology, including "Broadway" and
"Dressing Room." Students will also enjoy the Broadway trivia and accompanying musical CD. Lights on Broadway
Upcoming Events
March is Music In Our Schools Month
Did you know that March is also Music in Our Schools Month? Follow NAfME as they profile winning schools across the country for the MIOS Touring Contest!
Winning schools receive a $2,500 grant from the Give a Note Foundation. Music in Our Schools Month
National Association for Dance
The National Dance Education Organization (NDEO) is a membership-funded professional organization devoted to supporting dance education in a variety of contexts. Educators can find information about dance in K-12 schools, dance in higher education, and the National Dance Honor Society. In addition to dance education advocacy, the organization hosts an annual conference and an extensive online professional development curriculum (OPDI). In recent years, NDEO has joined with other national arts education organizations to support the new national core arts standards and to respond to the position of the arts in the new federal ESSA.
NDEO
Membership
©2017 Perpich Center for Arts Education | 6125 Olson Memorial Highway, Golden Valley, MN 55422
Web Version
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Labdisc Innovation and Quality Promote "Plan Ceibal" Core Values
Inspired by the Negroponte One Laptop Per Child program (OLPC), the internationally award winning Plan Ceibal is a Uruguayan initiative to distribute technology and promote knowledge in the public education system. The project seeks to decrease the technology gap between Uruguayans and Uruguay, and the rest of the world by improving access to technology and the quality of collaborative education. Plan Ceibal has also enhanced teacher training, backed up by extensive monitoring and evaluation models throughout every Ceibal Center.
even for primary school where small children can easily perform hands-on experiments without risk of breaking."
The Challenge:
As part of the prestigious Plan Ceibal, the project leaders also looked to improve science education from elementary school right through to University. Here a solution was required that could offer more sophisticated science functionality, while still be intuitive and robust enough for very young science students.
The Solution:
Following a call for equipment and a thorough review of the available solutions, the Labdisc was selected. Magela Fuzatti, Head of Digital Laboratories, explained why the Labdisc was a clear first choice. "The quality and durable nature of the Labdisc, together with the number of built-in sensors make the product very convenient to use,
The Labdisc has been implemented in every Plan Ceibal center from K to 12 schools to universities across Uruguay's cities and countryside in farm and agricultural education projects. Together with the Plan Ceibal Labbox, the Labdisc delivers 21st century mobile science learning. In order to demonstrate measurable value, every center has presented a series of class-based and field projects showing how they use the Labdisc and built-in sensors in biology, chemistry, physics, math, geography and environmental science experiments.
The Application:
The range of Labdisc projects is as varied and interesting as it is far reaching: Incorporating rural schools where organic orchards are monitored, Agrarian Technical Schools where climate change impact on crops are studied, to unique summer
projects where learning continues after school at the beach. Here students measure water quality, pH, temperature and light - with all data referenced to the built-in GPS sensor. Students research why the temperature is different inside and outside the water or explore the issues surrounding pollution by testing pH, temperature and water quality in rivers and lakes across Uruguay.
Project leaders Alejandro Crosa and María Noel Hernández shared their thoughts on the Labdisc key benefits in the Plan Ceibal initiative.
Promoting Plan Ceibal core goals:
"The Labdisc has helped us integrate the highest standard of technological and scientific knowledge into K to 12 education. This easy-to-use tool can reach students of all ages and abilities, promoting equal access to quality science education – a core premise of Plan Ceibal."
Opening the door to different science sceneries:
"Expanding the time and location limitations of the school lab, the Labdisc makes mobile experiments possible, allowing teachers to create new learning opportunities in any location. For example, a
biology class can explore science concepts in the park or by a lake and teachers can even extend learning beyond the traditional school timetable. "
Collaborative learning:
"Our students present their results at national science fairs. All the participating Plan Ceibal centers take this opportunity for research collaboration, sharing their results from environmental studies performed across the country."
Integration with additional subjects:
"Based on the Labdiscs' early success we're already integrating the product with other projects like robotics where temperature and GPS references are measured by a moving robot in different locations."
Enjoyed by teachers and students:
"The Labdisc has received a very positive response from teachers and students who have quickly integrated it into every day learning and practical hands-on experimentation. On a national level we're seeing many imaginative projects come flooding in that integrate the Labdisc and full range of built-in sensors."
About Globisens
Founded on 15 years of global innovation, Globisens brings trusted industry knowledge and proven leadership in the development and production of science education tools. The launch of the Labdisc line has revolutionized the science and environmental education markets, with a 21st Century learning tool that integrates with the latest technologies and educational trends.
Globisens Ltd.
email firstname.lastname@example.org
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Year 1 Teacher: Mrs J. Williman Curriculum Information Summer Term 2017
Understanding the Arts and Culture
DT - Playgrounds
The children will design and make a 3D model playground using a range of different materials including pipe cleaners and craft straws.
DT – Eat More Fruit and Vegetables
This unit develops children's understanding of designing and making with food and the importance of healthy eating.
Scientific and technological understanding Unit 1d: Light and Dark
This unit develops children's understanding of the need for light in order to see things. Children learn that darkness is the absence of light and that in the absence of sunlight other light sources are seen more easily.
Unit 1b: Growing Plants
In this unit, children will name some common plants, identify the leaf, root, stem and flower of a plant; recognise that plants are living and need water and light to grow and recognise they can investigate the conditions plants need for growth
Numeracy
We will continue to work on developing skills across many areas of mathematics in order to achieve mastery level. The children will continue to work on numbers to 100 and will also begin to measure and compare lengths, weights and units of time. The children will also use and apply their knowledge of shapes in a variety of contexts. Later on in this term, the children will be introduced to the concepts of time, money, mass and space.
Modern Foreign Languages: French
We will learn some words and phrases in French for classroom objects. We will play games and learn songs in French as well.
Historical, geographical and social understanding Geography: Going to the Seaside.
The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. The activities at the end of the unit have a more global emphasis.
History: Seaside holidays in the past
This unit compares seaside holidays in the recent past with those taken a long time ago. Children will develop an understanding of chronology, an ability to ask and answer questions about different sources of information, recognise some similarities and differences between holidays now and in the past; and write sentences about seaside holidays in the past, using words related to the passing of time
Literacy
This term we will continue to learn about Roald Dahl's stories including George's Marvellous Medicine. We will be approaching this in a way that will consolidate the children's existing knowledge of phonics and provide them with opportunities to apply new phonemes in a range of practical contexts.
Phonics
This term the children will be preparing for their Phonics Screening Check. We will be looking at lots of practise materials and have fun rehearsing all of the sounds we know!
Music
Our topic this term is Seaside Holidays!
Understanding physical development, health and wellbeing
In the first half of term, Year 1 will be learning to sing reggae and perform a rap. Whilst learning the songs, they will take part in a variety of rhythm and pulse games. They will also be encouraged to evaluate and improve their performances throughout the term.
Social, Moral, Spiritual and Religious Understanding PSHE –Managing Risk
Large Ball Skills and Games In this unit, children improve and apply their basic skills of throwing and catching and use these skills to create their own games with strict rules and challenges.
Athletics – The children will work with Premier Sport and engage in a curriculum designed to develop their skills and knowledge within games.
This unit focuses on introducing the concept of risk and developing an understanding of ways risks might be reduced. Children will build on their understanding of the importance of people they can turn to for help.
RE – Sikhism
This unit will help the children realise the importance of belonging to a community and yet being an individual as well within the community. The children will see and understand the importance of joining the Khalsa for Sikh families, but that not every Sikh is a member of the Khalsa. The children will also consider which communities they belong to and reflect upon how they outwardly demonstrate this e.g. school and school uniform football team and uniform | <urn:uuid:d9cbd6d9-633c-47a2-8b80-da6b745453ab> | CC-MAIN-2017-30 | http://spinney.cambs.sch.uk/children/year1/currmap.pdf | 2017-07-24T10:36:32Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00393.warc.gz | 295,700,591 | 829 | eng_Latn | eng_Latn | 0.997874 | eng_Latn | 0.997874 | [
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Facilitating the transition from street to school through mobile schools
(Romania)
BACKGROUND
In parallel with the IPEC action programme in Iasi county, the Mobile Schools Project was implemented from April 2005 to December 2006 by Save the Children's Iasi branch, and also formed part of the European Union's PHARE programme.
The mobile school is an educational instrument designed for street children, who are at high risk of being economically exploited. It offers the possibility of working with groups of street children from various marginalized areas of the city and the adjacent villages. The mobile school was used as an instrument for attracting a large number of children that provided the mobile school team with the opportunity to establish a first contact with children and assess their situation and vulnerability.
The ultimate aim of the Mobile School Project is to ensure children's right to education.
ACTION
The Mobile School Project is equipped with mobile boards that are tied together, which can be folded and used very easily in different kinds of spaces. In this way, activities for promoting and respecting children's rights can be carried out, due to the fact that the instruments are very easily transported and assembled. The methods and techniques used include interactive role playing, socializing games, brainstorming, lectures and debates, which all aimed at stimulating children's active participation. The advantage of the Project is the fact that it can reach isolated communities and that it is based on the children's active involvement in the prevention programmes that are being developed. The Project can help shape skills and abilities that support the child's school and social integration.
The educational package was developed to serve children of various levels of education and adjusted to meet the street children's needs. This instrument is adaptable both technically and pedagogically to the various levels of education of these children. The children will learn how to write, read and count, providing them with the opportunity to make up for their educational gaps. The educational package also covers various life skills issues (including drug abuse, sexual transmitted diseases, contraceptives and juvenile delinquency) so that the children realize the dangers of living in the streets and also learn about their rights.
The next step was to attract the most vulnerable children, suspected to be victims of trafficking and/or exploitation, to the Educational Centre run by Save the Children. Here services are provided according to the needs identified, such as the reduction of time spent on the streets and an increase of time spent under adult supervision. In parallel, the Educational Centre team focused on building a trusting relationship with children and their families, aiming at reducing their vulnerability and promoting social and school reintegration.
Pictures from www.mobileschools.org.
ACHIEVEMENTS/ACCOMPLISHMENTS
Out of the total number of direct beneficiaries of the IPEC action programme, 45 children (27 girls and 18 boys) were identified in the most disadvantaged areas of Iasi. Out of these 45 children, 21 were prevented from being exploited/trafficked and 24 were withdrawn from child labour, including trafficking. They gradually became involved in the activities of the Educational Centre, where they benefited from not only educational activities, but also various support services (counselling services, legal counselling, health care, nutrition, provision of clothes and uniforms, and hygiene products) according to the Individual Plan of Intervention, which was based on the initial evaluation.
SUSTAINABILITY
The Mobile School Project provides a unique service, in the sense that it focuses meeting the special needs of children on the streets and from marginalized communities where children are working instead of going to school. The activities of the Project are conducted in such a way as to maintain the children's interest while simultaneously offering them the chance to see the available alternatives to life in the streets. Children have the opportunity to discover their rights by themselves. They are able to realize that they can perform certain tasks, for which they are respected by the people around them, and that they deserve this respect. The activities carried out within the Project increase children's self-esteem, emotional stability and strength, which will lead to their gradual integration into society.
LESSONS LEARNED
Experience proved that the interventions which imply a forced "separation" of the child from the street environment are not effective in long-run. The Mobile School Project gradually prepares the children for integration into the family environment, other care institutions and the school system by supporting their skills development and providing them with information that will help the children make conscious decisions regarding their futures.
NECESSARY CONDITIONS
This model can be replicated subsequently in other counties where street children are involved in the worst forms of child labour.
CONTACT:
Ioana Florea, Sub-Regional Project Coordinator, IPEC Romania (firstname.lastname@example.org).
ILO - 4 route des Morillons - CH-1211 Geneva 22 - Switzerland (www.ilo.org/ipec - email@example.com).
Good practice on data collection (Global)
BACKGROUND
IPEC, through its Statistical Information and Monitoring Programme on Child Labour (SIMPOC), assists countries in the collection, documentation, processing and analysis of child labour relevant data. The data, however, does not include specific information on forced and bonded child labour. In 2005, ILO's Special Action Programme to Combat Forced Labour (SAP-FL) published the first global estimate of the number of persons in forced labour. Of the minimum estimated 12.3 million victims, 40-50 percent are thought to be children and youth under 18 years. Growing international concern about forced labour and human trafficking has prompted ILO Member States to work closely with the Office in order to obtain reliable information on:
the extent of forced labour of adults and children at national level; •
the forms that it takes (including the means of coercion and type of exploitation), and •
the profile of victims. •
ACTION
As a first step, ILO developed indicators of trafficking for forced labour by applying the Delphi methodology. The Delphi methodology allowed selected experts to express their opinion on what these key indicators should be, and also to react to the opinions of the others.
This research was implemented in 2008 in the context of a joint European Commission-ILO Project, under the supervision of a steering committee composed of experts from the European Commission, International Labour Office, International Organisation for Migration (IOM), University of Tilburg, United Nations Office on Drugs and Crime (UNODC) and the European Union Agency for Fundamental Rights (FRA).
As a next step, ILO identified a number of countries which were interested in testing the methodology and carrying out national surveys. In each country, a methodology was developed to adapt the Delphi indicators to the national context. Workshops were held to discuss the research and sampling methods which could be used. The surveys were implemented in close collaboration with national statistical offices.
ACHIEVEMENTS/ACCOMPLISHMENTS
National workshops to design national sets of indicators of forced labour were held in Moldova, • Georgia, Armenia, Nepal, Niger, Ecuador, Guatemala, Bangladesh, and Paraguay.
Questionnaires and sampling methods were designed in close collaboration with national statistical • offices, and staff members were trained on the use of the methodology.
The following surveys were implemented: •
3 surveys for assessing forced labour among migrant workers; •
2 surveys for assessing traditional forms of forced labour of both adults and children; •
special modules were added to existing surveys to assess forced labour of children and/or • adults in 3 countries;
3 surveys for assessing forced labour only of children. •
SUSTAINABILITY
An important aspect was to involve national statistical offices in order to ensure sustainability. Staff members were trained on the use of the methodology and supported by national consultants. Wherever they existed, national commissions (on child labour, forced labour or human trafficking) participated in the whole process, including the design and follow-up of the survey. National stakeholders were also involved in the development and use of forced labour indicators. Close collaboration with policy makers was essential to ensure acceptance of results and their subsequent use in decision making.
LESSONS LEARNED
It was understood from the outset that forced labour is difficult to measure because of its frequently hidden nature. Most victims never complain, either because they do not recognize themselves as victims or because they have no access to organisations that could help them. We have learned that it is possible to survey forced labour, including of children, by using methodologies that capture information on specific indicators. It was essential to carefully prepare the ground, in particular to build consensus on a set of indicators and to carefully define the target population.
NECESSARY CONDITIONS
The most important condition is to secure political support for carrying out the surveys. Forced labour is a sensitive issue in most countries. There are significant gaps between the estimated number of victims of forced labour and those identified by law enforcement authorities. Therefore, it is necessary to involve all stakeholders in the design of the survey in order to target the most prevalent forms of forced labour, to ensure the correct use of indicators and to survey the right areas in each country. It is also paramount to work with senior statisticians given the complex nature of the subject. Capacity building of national stakeholders is a necessary condition to ensure the successful implementation of surveys.
REFERENCES
ILO; EC: • Operational indicators of trafficking in human beings: Results from a Delphi survey. (Geneva, ILO, 2009).
SAP-FL: • Synthesis of findings of five national surveys on forced labour and trafficking 2007-2009 (to be published in 2010).
SAP-FL: • How to estimate forced labour at national level (to be published in 2010).
IPEC: • Synthesis of eight surveys on forced labour of children (to be published in 2010).
CONTACT:
Special Action Programme to combat Forced Labour (SAP-FL), ILO Geneva (firstname.lastname@example.org).
International Programme on the Elimination of Child Labour (IPEC)
ILO - 4 route des Morillons - CH-1211 Geneva 22 - Switzerland www.ilo.org/ipec - e-mail: email@example.com | <urn:uuid:9b402597-a5f2-4375-ba3f-6cf37ee28c25> | CC-MAIN-2017-30 | http://www.ilo.org/ipecinfo/product/download.do?type=document&id=13361 | 2017-07-24T11:01:45Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00391.warc.gz | 462,103,940 | 2,063 | eng_Latn | eng_Latn | 0.997322 | eng_Latn | 0.998105 | [
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Northport Elementary
5421 Brooklyn Boulevard, Brooklyn Center, MN 55429 763-504-7800
Leona Robinson-Derden is the principal of Northport Elementary, and has worked with children and families for over 30 years. She believes that the true goal of education is to teach students to think critically and intensively. Intelligence plus character equals TRUE EDUCATION!
Grades: K-5 Remodeled: 2013 Enrollment: 625 School Hours: 9:25 a.m.-3:45 p.m.
Adventure Club
offers before and after school care for children in kindergarten through fifth grade.
Hours: 6:30 a.m.-6 p.m.
Phone: 763-504-5320
www.ced.rdale.org
ROBBINSDALE
Area Schools
Individual focus. Infinite potential.
The mission of Robbinsdale Area Schools is to inspire and educate all learners to develop their unique potential and positively contribute to their community.
The Northport Experience
Northport Elementary is a K-5 Turnaround arts school that is known for its respectful, nurturing and challenging environment. Teachers, staff and families have high expectations for students in terms of academic achievement and behavior.
At Northport we cultivate a positive learning environment that is centered on high expectations. One of the strategies that we use is the power of positive influence.
Each fourth Monday morning, our third through fifth grade students attend Power Monday, where different members from our community come and speak to students sharing their own personal story while touching on a variety of topics such as responsibility, making good choices, personal goals, high expectations, resilience, and achieving personal success.
Northport believes that education is a partnership that exists between students, parents and school. We are committed to being a culturally responsive school and meeting the needs of our school community. As a result, we have a sixweek Parent Academy once a quarter to cultivate a strong home and school partnership.
Every year, Northport hosts Kids College. It is a full day where students get to self-select courses they are interested in. Classes are taught in collaboration with our community partnerships and volunteers and are designed to be highly engaging and hands on.
We believe in empowering our students with 21st century skills. Therefore we have a commitment to infusing our science curriculum with STEM for grades three through five. Our classroom teachers co-teach with a certified STEM teacher using inquiry based project learning, real world video connections, performance tasks and literacy tasks.
It is our goal to use art as a way to approach teaching and learning. We will use the fine and performing arts as primary pathways to learning. The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center defines arts
Turnaround Arts Program
integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets learning objectives in both areas."
www.npe.rdale.org
Outstanding Curriculum
Northport Elementary School, like all Robbinsdale Area Schools, has implemented the framework of Positive Behavior Interventions and Supports (PBIS). PBIS is a whole school approach that includes all students and staff in all school settings. Through implementation of PBIS, Northport has a learning environment that is more engaging, responsive and preventive, addressing classroom management and disciplinary issues intentionally and timely, and promotes and celebrates a positive school climate.
We embrace the fact that no two students are identical. Northport has integrated a Response to Intervention (RtI) block of time every day. During this time, students receive small group instruction to address their specific learning needs, based on careful and ongoing formative assessments, whether it is extra time to master concepts or enrichment time to go deeper with concepts already mastered.
* Whole-class literacy block includes fluency, phonics, phonemic awareness, comprehension, vocabulary, spelling and writing, supplemented with small group reading instruction at a child's instructional level.
Northport Elementary offers:
* Math instruction, which teaches students to use physical objects to show how to solve equations. They're seeing concepts come to life through hands-on activities that helps with retention.
* Hands-on science activities that teach the history and nature of science, earth and space science, physical science, and life science.
* Social studies curriculum that focuses on history, humanities and the social sciences to develop social understanding and to prepare students to become responsible citizens.
* Art instruction K-5, based on state and national standards. Our arts education continues to be
a model for school systems across the country. • Music education at each grade level; string orchestra begins in grade four, and band is introduced in grade five. | <urn:uuid:a7964ad7-54e3-4efa-aa35-b6644add4d7f> | CC-MAIN-2017-30 | http://npe.rdale.org/UserFiles/Servers/Server_231599/Image/About/Northport_fact%20sheet_7.2015.pdf | 2017-07-24T10:47:49Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00392.warc.gz | 223,328,036 | 989 | eng_Latn | eng_Latn | 0.99768 | eng_Latn | 0.99768 | [
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COLLEGE OF EDUCATION: A GUIDE TO RESEARCHING
THE ANIMAL KINGDOM ON THE INTERNET
A Project Presented to the Faculty of California State University, San Bernardino
In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education: Instructional Technology by Stephen Michael Williams December 2004
COLLEGE OF EDUCATION: A GUIDE TO RESEARCHING THE ANIMAL KINGDOM ON THE INTERNET
A Project Presented to the Faculty of California State University, San Bernardino
by Stephen Michael Williams December 2004
Approved by:
Dr. Brian Newberry, First Reader
Date
Dr. Eun-Ok Baek, Second Reader
2004 Stephen Michael Williams
ABSTRACT
This paper describes the creation of a website designed for high school Biology students, which facilitates research on the Internet. The topic of research was the animal kingdom. After reviewing the related literature on learning theories, instructional systems design and Internet research, the method of design is discussed in depth. While reviewing the literature on Internet research, plagiarism was found to be a major issue. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall design of the website. The design made it easy for students to identify the goals and expectations of the project. Scaffolding was also provided to focus their research, help prevent plagiarism and guide them step-bystep through the project. Science teachers were used to evaluate the content and usability of the website. They determined that the format was easy to follow and information was easy to access. Whether or not the website actually helps prevent plagiarism remains inconclusive.
ACKNOWLEDGMENTS
I would like to acknowledge my parents, Glen and Linda Williams for all their moral and financial support through both my undergraduate and graduate education.
I acknowledge Dr. Brian Newberry for his guidance through the thesis process. He is an excellent educator who practices what he preaches.
DEDICATION
This project is dedicated to my new baby, Faith Williams and my wife Sandy for her patience and understanding throughout this process.
TABLE OF CONTENTS
LIST OF TABLES
Table 1. Outline of Website Layout. . . . . . . . . 31
LIST OF FIGURES
CHAPTER ONE
BACKGROUND
Introduction
An abundance of information is available on the Internet. Much of this information is more current than books in the library due to the fact that Internet content can be updated in minutes. This abundance of information as well as the ease of keeping it up to date is both a blessing and a curse for students trying to research topics on the Internet. The curse is that there is often so much information that it becomes overwhelming for students to choose what parts to use.
Statement of the Problem
Biology is the study of living things. As such, an understanding of biology is essential to understanding life itself. Schools are the primary place where biology is taught in a formal manner. Unfortunately, high school Biology students are often not provided with engaging and meaningful ways to learn biology, rather they still learn from a textbook or teacher lectures. These most often provide information that is dated, unexciting and unconnected to the real world. The Internet provides a
bridge to connect students to real world scientific information and research. Students should be able to apply current scientific information and research through the use of technology.
Purpose of the Project
This project sought to develop a website that would facilitate students' use of the Internet to research topics relating to the study of biology. This website serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. It also serves as a guide to organizing research notes and works cited information. The topics for student research presented in this website are species of organisms within the animal kingdom.
Significance of the Project
Scientific information is too often presented through lecture and sometimes, outdated books. Through the use of the Internet, students are able to research the most recent information available on science topics. Every day scientific research yields new information about animals on Earth. Researchers are able to release that information much faster on the Internet than through publishing it in
a book. Internet search engines are efficient methods for obtaining information. Students can easily type in key words related to their topic and obtain instant lists of websites related to their topic. Viewing these websites allows students quick access to information. If a website is not useful, all the student needs to do is close the website and try a different one based on the search engine results. In comparison, library research can be extremely time consuming. In a library, students still need to search for keywords, but then they must hunt down a book to evaluate its usefulness. This efficiency also allows students to explore related information when using the Internet that would have not been pursued, due to time constraints, had they been researching in a library. Internet research does not completely replace library research, but it can help focus it. If keywords for topics have already been researched on the Internet and the student finds more information is needed on a specific topic, the student already has a very good idea of what they need to look for. Using the Internet first allows the student to spend less time in the library and more time working on their project.
Using the Internet is not without problems. For instance citing sources and plagiarism are two major problems that seem to appear with Internet research and digitalized projects. The Internet makes it easy for students to cut and paste content directly from websites into their projects. Even if students are not intentionally plagiarizing, they often forget where they found information on the Internet and fail to cite it. Students do this because so much information is available at their fingertips when researching using the Internet. This project has tools built into it that help prevent plagiarism and aid students with keeping track of their citations, as well as resources that help them with their final cited document.
Limitations
During the development of the project, a number of possible limitations were noted. These limitations were the following:
Secondary users were used in the evaluation of this project rather than the intended primary users who are students. Secondary users are high school science teachers. This choice was made due to time constraints and technology problems. It was not possible to completely
apply this project in the classroom. This project was an end of the year student project. On the second day of students using this website, a worm infected all school computers rendering them useless for two weeks. Needless to say, some modifications had to be made to the student project in order for them to complete the assignment without the use of technology. These changes defeated the purpose of this website. Fortunately, computers came online in the last two weeks of the school year. Evaluation of this project was subsequently conducted by the high school science teachers involved in the focus group sessions who were utilized in the design of this website. The advantage of using these secondary users was their familiarity with the content and potential application in their classrooms. The disadvantage was that the primary users, the students, did not evaluate the website. While the teachers tried to put their selves in the student's shoes during the evaluation, nothing beats the real thing.
Definition of Terms
Ambiguous Organizational Schemes – Ambiguous organizational schemes do not have clear categorization rules (McCracken & Wolfe, 2004).
Class – A class is the third level of hierarchy in the biological classification of living organisms.
Classification - The biological classification of organisms, also called taxonomy, currently used contains seven hierarchical levels of classification. They are, from most general to most specific are kingdom, phylum, class, order, family, genus and species.
Hierarchical Organizational Structures – Hierarchical organizational structures categorize items based on their level or rank (McCracken & Wolfe, 2004).
Hypertext Organizational Structures – Hypertext organizational structures have links to additional content located within the existing text.
Instructional Design (ID) – "A systematic approach to creating training that meets the needs of the trainees and the organization while being as effective and efficient as possible (Piskurich, 2000, p.258)."
Instructional Systems Design (ISD) – "A systematic process of designing learning activities. By following ISD, designers increase the likelihood that their course designs will be appropriate and effective. The most basic form of the ISD model is a five-step process of analysis, design, development, implementation, and evaluation (Piskurich, p.259)."
Kingdom – A kingdom is the first level of hierarchy in the biological classification of living organisms.
Organizational Schemes – Organizational schemes are a way of classifying content items by putting them into categories (McCracken & Wolfe, 2004).
Organizational Structures – "An organizational structure determines the relationships between groups (McCracken & Wolfe, p.59)."
Phylum – A phylum is the second level of hierarchy in the biological classification of living organisms. The first level contains the six kingdoms of life.
Scaffolding – Scaffolds are support materials that are useful in understanding concepts.
Schemas – Schemas are "an internal representation of the world; an organization of concepts and actions that
can be revised by new information about the world (WordNet 2.0, schema)."
CHAPTER TWO
REVIEW OF THE LITERATURE
Introduction
The literature covered in this review includes learning theories as they apply to instructional design, instructional systems design and Internet based research. It is organized starting with theory and moving toward practical application of the theory. Behaviorist, cognitivist and constructivist theories are explored in the theory portion of the review. Instructional systems design focuses on The Dick and Carey, Gagné's Events of Instruction and Keller's ARCS Model of Motivation. While reviewing the literature on Internet based research, providing scaffolding and preventing plagiarism were found to be important aspects in designing a research based project. All the literature was selected to support the development of a web site that facilitates student research on the Internet.
Learning Theories and How They Apply to Instructional Design
Three philosophical theories have dominated education over the last one hundred years. These theories are behaviorism, cognitivism and constructivism. Behaviorists
believe learning occurs when the learner demonstrates the proper response, determined by an instructor, to a specific stimulus. Cognitivists focus less on the response to a stimulus and more on how the learner came to that response and why. Constructivists see learning as when the learner creates meaning from a particular experience (Mergel, 1998). Each of these theories has different implications with respect to how instruction is designed and how technology can be used to support learning.
Behaviorism
Behaviorists believe learning occurs when the learner demonstrates the proper response, determined by an instructor, to a specific stimulus. In Instructional Design & Learning Theory: The Basics of Behaviorism, Brenda Mergel (1998) describes the history of behaviorism, important researchers, and how they influenced educational technology. Behaviorists assess learning when the learner performs specific tasks. Instructors design their lessons based on measurable objectives. These objectives represent the specific tasks the learner needs to perform.
Instructional designers using the behaviorist theory spend a significant amount of their time designing objectives and determining how these objectives should be sequenced
for learning to occur. Bloom and Gagne both played significant roles in establishing taxonomic approaches to designing objectives (Saettler, 1990).
Technology in the behaviorist era was influenced by Skinners teaching machine method of instruction, which came to be known as programmed instruction (Saettler, p.295). Skinners method involved operant conditioning where students were reinforced for correct responses. Programs were designed and tested using operant conditioning in Denver in the 1960's, and the results showed mixed results. High achievers benefited by the technique, but low achievers did not. In fact the low achievers who did not use the programs did better than those who did (Saettler, p.298). Further studies revealed that classroom teaching combined with programmed instruction was more effective than each on their own (Saettler, p.299).
Cognitivism
Humans naturally possess skills for processing information. We use these skills to learn about our environment. Schemas are the mental models humans make using their experiences with their environment (Mergel, 1998). Cognitivists view the learning process as when a
learner changes or modifies their schema. Cognitive theory involves teaching students how to learn rather than teaching them how to meet a specific objective as in the behaviorist theory. The learner must play an active role in this process, because only the learner can change his or her schema. Cognitivists are less focused on the facts as instructional assessments, as they are to how the facts relate to the major concepts. When using cognitive teaching models, instructors attempt to transfer knowledge to practical applications (Wilson, 1993). One of the shortcomings of cognitive theory involves the assessment of cognitive structure. There is not a reliable way to evaluate the characteristics of memory structures (Wildman, 1981, p.19). Cognitivists must instead rely on evaluating how the learner applies knowledge in different contexts (Wilson, 1993).
Constructivism
Constructivists see learning as when the learner creates meaning from a particular experience. Behaviorists, cognitivists and constructivists all agree that the world is perceived by each person's interpretations of their own experiences. Constructivists differ in their view because they do not believe there is
any correct meaning to anything, because we all have different perceptions (Ertmer & Newby, 1993). The learner must be actively involved in the learning process as in the cognitivists view. Constructivists take things a step further than cognitivists. Constructivists see the learner elaborating and interpreting information given, rather than simply processing information. Instruction should be structured so that the learning is hands on and collaborative. The instructor acts as a coach, while the members of the group rely on each other's interpretations to come to a common goal (Wilson, 1997).
Which Theory Should Be Used?
Behaviorism, Cognitivism and Constructivism each have a place in today's educational environment. While categorizing behavioral objectives, both Bloom and Gagne developed a continuum for learning. Bloom's includes, in order: knowledge, comprehension, application, analysis, synthesis, and evaluation (Ertmer & Newby, 1993). Knowledge involves the lowest levels of thinking while evaluation involves the highest levels of thinking. Behaviorists tend to focus their instructional strategies on the knowledge and comprehension levels. Cognitivists focus on the application and analysis levels, while
constructivists focus at the synthesis and evaluation level. Looking at it this way, it is hard to imagine teaching effectively using any one of these theories on its own. When designing instruction the instructor needs to always consider that every student has a different schema for the topic of instruction. Some students may not have ever heard of a topic and have no schema at all for the topic. "What might be most effective for novice learners encountering a complex body of knowledge for the first time, would not be effective, efficient or stimulating for a learner who is more familiar with the content (Ertmer & Newby, p.67)." Instructional designers should consider the difficulty of the topic and students' prior knowledge before selecting the appropriate learning theory and applying its methods to instruction. In designing a unit of instruction, instructional designers can use methods of instruction based on different learning theories. Behaviorist theory can be used in the beginning of a unit for students to start building a knowledge base, use cognitive theory for students to start applying the knowledge to new applications, and ultimately conclude using constructivist theory to synthesize and evaluate material.
Instructional Systems Design
Instructors cannot rely solely on their content knowledge and textbooks as a means to teaching their students. The process of learning is complex. Learners are affected by more than just the content of materials content. The environment, instructor, materials, sequencing of material as well as many other factors all play an important part in the learning process. When instructors take into account the factors listed above while designing their instruction, they are using the systems approach to designing instruction. Schiffman (1995) describes:
. . . instructional systems design (is shown) to be a synthesis of theory and research related to (a) how humans perceive and give meaning to the stimuli in their environments, and the interrelationships among factors promoting or deterring efficient and effective accomplishment of the desired outcomes (Torkelson, 1977), and (d) the consulting and managerial skills necessary to meld points a through c into a coherent whole. The well known systems model functions as a series of gates that allow
information to flow through at appropriate times. The gates facilitate systematic thinking in the midst of an often staggering number of variables designers attempt to control. (p. 136) Various instructional design models have been developed that use the systems approach. Instructional Systems Development (ISD) is the term that encompasses the design models and the processes they represent (Dick et al., 2000).
Instructional Systems Development consists of five major parts. Those parts are analysis, design, development, implementation, and evaluation. When instructors are involved in the process of instructional design, they are utilizing the Instructional Systems Development process (Dick et al., 2000).
The Dick and Carey Model
"Instructional design models are based, in part, on many years of research on the learning process. Each component of the model is based on theory and, in most instances, on research that demonstrates the effectiveness of that component (Dick et al., p5)." One of the system design models frequently used by instructional designers is The Dick and Carey Model. This model is based on the
five phases of instructional design mentioned previously. Dick and Carey use nine major components in their instructional design model. Using The Dick and Carey Model, instructional designers will: assess needs to identify goal(s), conduct instructional analysis, analyze learners and contexts, write performance objectives, develop assessment instruments, develop an instructional strategy, develop and select instructional materials, design and conduct the formative evaluation of instruction and revise instruction. Each component is further described in the listing below:
* Assess Needs to Identify Goal(s)
o Determine what the learners will be able to do after instruction is complete (Dick et al., 2000).
* Conduct Instructional Analysis
o What pre-requisite skills do the learners need to begin instruction (Dick et al., 2000)?
* Analyze Learners and Contexts
o What are the learners "current skills, preferences, and attitude (p. 7)?"
o What is available in the instructional setting? What type of materials does the instructor have to work with (Dick et al., 2000)?
* Write Performance Objectives
o "(W)rite specific statements of what the learners will be able to do when they complete the instruction (p. 7)." These statements come from the skills identified in the instructional analysis.
* Develop Assessment Instruments
o Assessment instruments are developed based on the behaviors described in the objectives (Dick et al., 2000).
* Develop Instructional Strategy
o "The strategy will include sections on preinstructional activities, presentation of information, practice and feedback, testing, and follow-through activities (p. 7)." Here is where the instructor selects the medium to be used in instruction and the techniques identified by current learning theories and research.
* Develop and Select Instructional Materials
o Based on everything accomplished in the first five steps, the instructor will design and develop the instructional materials used in the instruction (Dick et al., 2000).
* Design and Conduct the Formative Evaluation of Instruction
o Here the instructor collects data that is used to improve the instruction. "Three types of formative evaluation are referred to as one-to-one evaluation, small-group evaluation, and field evaluation (p. 8)." Evaluation provides the instructor with information necessary to improve instruction.
* Revise Instruction
o Changes to the instructional strategy and or the instructional materials are made based on the evaluation. At this stage the whole process must be revisited starting at the analysis to see what was missed. Evaluation, feedback, and revision are an important part of all instructional systems (Dick et al., 2000).
Users of the Dick and Carey Model of instructional design will use every phase of instructional systems design to its fullest. Instructors will not only need to understand what content needs to be taught, but also how the environment, instructor, materials and sequencing of materials will influence the learning process. A lesson, or unit designed using the Dick and Carey Model will evolve from year-to-year and class-to-class due to the revision process. As the instructor revises the lesson based on his or her previous experience, he or she may realize that the new group of students has different needs than the previous group, or that certain aspects of the analysis were missed the first time around. Instruction is modified and improved continuously.
Gagné's Events of Instruction
Based on the cognitive model of learning and memory, Gagné believes:
. . . behavior is assumed to be very complex and controlled primarily by a person's internal mental processes rather than external stimuli and reinforcements. Instruction is seen as organizing and providing sets of information and activities that guide, support, and augment
students' internal mental processes. Learning has occurred when students have incorporated new information into their memories that enables them to master new knowledge and skills. (Dick, et al., p.5)
Based on research, Gagné designed the Events of Instruction, which represent what the instructor or instructional designer need to do to make learning occur. The events can either be a result of an individual's personal interaction with learning materials, or due to the instructor's material selection and sequence of materials (Gagné, Briggs & Wager, 1992). The Events of Instruction are: Gaining attention, Informing learner of the objective, Stimulating recall of prerequisite learning, Presenting the stimulus material, Providing learning guidance, Eliciting the performance, Providing feedback about performance correctness, Assessing the performance, and Enhancing retention and transfer (Zemke, 1999). "In using the events of instruction for lesson planning, it is apparent that they must be organized in a flexible manner, with primary attention to the lesson's objectives (Gagné et al., 1992, p. 200)."
Keller's Model of Motivation
In order for learning to be achieved, the task must be meaningful to the students and be presented in a way that encourages success (Small, 1997). Using previous research on psychological motivation (as cited in Kruse, n.d.), John Keller created the Keller's ARCS Model of Motivation. The ARCS Model:
--[A]ttention strategies for arousing and sustaining curiosity and interest;
--[R]elevance strategies that link to learners' needs, interests, and motives;
--[C]onfidence strategies that help students develop a positive expectation for successful achievement; and
--[S]atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort. (Keller, 1983)
This looks like a condensed version of Gagné's Events of Instruction as mentioned in the previous section. The difference is that ARCS is focused solely on motivation, with the idea that if a student is motivated, then they are more likely to learn.
Different methods of motivation may be used while applying each component of the ARCS Model. Collaborative projects and different instructor presentation methods may be used to gain attention. "The easiest way to increase relevance is to allow students to take ownership of the learning experience, thereby vesting them in a learning experience with greater commitment to learning (Fernández, 1999, p.1)." "Allow students to develop confidence by enabling them to succeed. Present a degree of challenge that allows for meaningful success under both learning and performance conditions…(Kellers ARCS Model of Motivation, n.d., p.1)." Learners gain satisfaction by applying new knowledge or skills. This can be achieved if the instructor keeps the objectives consistent as well as the consequences for meeting those objectives (Fernández, 1999).
Internet Based Research
Scaffolding Project Based Curricula
While conducting research for projects, Marion Walton and Arlene Archer's (2004) students expressed difficulties with finding and referencing sources on Internet. Analysis found that most of their student's research was conducted individually, outside the classroom. Students searching
the web freely, on their own time, spent too much time searching and little time finding relevant information. Students had better results finding information in printed resources. As a result of this analysis, Walton and Archer (2004) conducted research and developed a scaffold approach to researching on the Internet. This scaffolding included activities for making queries using keywords, URLs linking to useful information on topics and "detective-hunts for information." The type and amount of scaffolding available varied with each task. The researchers moved some of their classes into computer labs and provided scaffolding to help aid student research on the Internet. Their scaffolding process started with objectives that were broken down into smaller parts allowing students to focus on one manageable task at a time. The scaffolding included, teaching strategies, web materials and ". . . curriculum structures that encourage participation in a community of enquiry-supporting students engaged in knowledge construction (p. 177)." An important aspect to the scaffolding is that it builds on what students already know. Students start off knowing some aspects of what they are doing. An example of their scaffolding can be shown in the tasks set for web
searching. Web searching was broken down into the following tasks where students would: formulate a research question, search for information, select relevant information, analyze information and then synthesize ideas based on the information (2004).
Walton and Archer (2004) found that "[s]tudents are likely to acquire web literacy if they are provided with a strong, meaningful framework that helps to focus their attention appropriately (p. 184)." They recommended that, ". . . evaluative criteria should be explicitly discussed, search tasks should be designed that lend students to discover helpful resources, and shared collaborative resources (such as our class bibliography) should be provided (p. 185)."
Plagiarism
Plagiarism was the topic most often discussed in the research on Internet based research. Studies (as cited in Davis, Grover, Beck and McGregor, 1992) conducted independently over the last sixty years have shown an increase in the rate of cheating on college campuses from 23% in the 1940's to a range of 40% to 88% (depending on the study) in the late 1980's. Jean Underwood and Attila Szabo (2003) conducted a study to determine if the level
of plagiarism in our universities has increased due to the Internet and the World Wide Web. They found that ". . . academic dishonesty in this technology-rich environment is a critical issue for Higher Education. In addition it shows that students are unsure whether staff are able or indeed willing to identify such behaviour (p.475)." Today's technology rich society has made cheating and plagiarism much easier than it ever was in the past. Methods of cheating today include, but are not limited to: using word processors to cut and paste portions of documents directly from the Internet, using scanners to copy documents, and purchasing or downloading research papers from web sites on the Internet (2003).
Anglin & Carter conducted a study (as cited in Walton & Archer, 2004) on difficulties South African students had in obtaining academic literacy. Problems with referencing and plagiarism were used to judge these difficulties. Their study found that referencing problems were heightened when web sources were involved and plagiarism was apparent, however much of it was not with dishonest intensions. Another study conducted by Froese, Boswell, Garcia, Koehn, and Nelson (as cited in Landau, Druen & Arcuri, 2002) found that 48% of their students did not
know the proper methods for citing a source. While some plagiarism is completely intentional, much of it is due to students not completely understanding what plagiarism is and not knowing how to properly cite sources.
We want students to research to acquire new knowledge and make use of that knowledge. "A related goal is to teach students to respect and value the ideas of others and to use those ideas to enrich and complicate their own thinking (Leverenz, 1998)." Preventing plagiarism starts with the instructional design of the lesson. "Teachers should give clear directions for writing assignments, do spot checks of preliminary drafts, ask students to provide copies of documentation with their final paper and spot check citations (Galus, 2002, p. 35)." While students are conducting research, they should be required to keep a log of tools used and terms searched, including, the author, title, publication data, and page numbers, for proper reference information (Galus, 2002). Following these simple steps will not stop plagiarism completely, but they should cause a significant reduction in the amount of plagiarism that occurs. The students who are the unintentional plagiarists will have a better understanding of plagiarism and the instructor will have the opportunity
to encourage changes during the preliminary checks of the student's work.
Summary
Constructivist theory was the educational theory selected for this projects development. It was chosen because constructivist theory requires students to access the highest levels of learning. This project is an end of year project that requires students to synthesize and evaluate concepts previously learned throughout the year. Students are required to merge concepts in ecology with concepts in evolution. After focused research, the students will design and develop a website displaying what was learned. The Dick and Carey Model was the instructional design model used in the design and development process detailed in Chapter Three. Use of this model focuses the design around students' needs and encourages modification and growth of this project from year to year. Gangé's Events of Instruction were not ignored. It was determined through the literature review that Keller did an excellent job of simplifying Gangé's nine Events into the four steps in his ARCS Theory. Keller's ARCS Model of Motivation was utilized in the design and development of instructional materials as a way
to keep students interested in the lesson and finish with a sense of accomplishment as well as pride in their work. These materials included the scaffolding and techniques used to help prevent plagiarism. The literature reviewed for this project aided in the design and development of a website, based on methods of instruction rooted in constructivist theory, that helped focus student Internet research.
CHAPTER THREE
PROJECT DESIGN PROCESSES
Introduction
The design process used for this project involved analysis, design, development, implementation and evaluation (Piskurick, 2000). A focus group composed of high school science teachers was used in the analysis and evaluation portion of the design process. The purpose of the analysis was to determine the needs of the students, which were then used to determine the project goals. After the website was designed and developed, the focus group met again to test the usability of the website during the implementation stage of this project. Feedback from the focus group was used to improve the website. After final changes were made, the focus group met again to evaluate the final version of the website.
Analysis
Questions for analysis were developed to help with the initial focus group meetings (see Appendix B, Tables 2 and 3). Analysis helped determine that the website would be designed for high school students with adequate technology skills. Any technology used should be taught
prior to using this resource. The analysis also helped refine the goals of this website. The primary purpose of the website was to provide an interface to the Internet that allows students access to resources and research that was related to the content in the classroom. Plagiarism on research papers and projects was a concern among the focus group. To address this concern, the website was also designed to help avoid student plagiarism in their research project.
Design
Using the analysis as a guide, a basic design layout was determined for the website (see Table 1 and Figure 1).
Table 1. Outline of Website Layout
1. Home page
a. Welcome statement
b. Include e-mail link to instructor
2. Introduction page
a. A paragraph briefly explaining the scope of the project.
3. Requirement page
a. List student objectives and requirements for the project.
4. Tasks page
a. List and describe the steps in the order they should be completed for students to complete their project.
b. Links to sample documents. (All links open on new page)
c. Create a table with anchors to each step on the top of the page and the bottom of the page.
5. Rubrics page
a. Include any rubrics or grading instructions used for assessing student projects.
6. Links page
a. Include useful links to help focus student research on the Internet.
7. Navigation Frame
a. Frame should include a link to each of the above pages.
Instructional Objectives
Instructional objectives for this website were outlined in the requirements portion of this website. These objectives supported an end of the year research project. This website tied together the topics of evolution and ecology. Objectives were designed to fulfill the requirements listed in the California State Standards for Biology (2004). The instructional objectives were as follows:
* Students will identify five major characteristics of their phylum or class.
* Students will give examples of three different species within their phylum or class.
* Students will describe the habitat and niche of each of the three species.
* Students will draw out a taxonomic outline for one of the three species.
* Students will design a food web that contains at least one of the three species.
* Students will be given a choice of either describing one of the three species relevance to humans, reason for being an endangered species or mythological lore.
* Students will design a website using MS Publisher that includes all of the above objectives.
California State Standards
The California State Standards for Biology from the California Department of Education (2004) that were used in this project are listed below:
Ecology
6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
(Ecology)
Evolution
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:
d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: a. Students know how natural selection determines the differential survival of groups of organisms.
e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. (Evolution)
Keller's Model of Motivation
After establishing the content to be covered as defined by the California State Standards, a model for presenting the material in a coherent fashion was selected. This model was the Keller's ARCS Model of Motivation. The five parts of the model are attention, relevance, confidence and satisfaction. Each part of the theory is listed below with an accompanying explanation of how it was used in the design of this website:
* Attention: The home page contains a graphic organizer of the phylums and some classes within the kingdom Animalia. Pictures of organisms within each phylum or class are directly above the scientific name of the phylum. The graphic gains attention and stimulates inquiry. It gains attention because of its organization and pictures. It stimulates inquiry by showing relationships between organisms and introducing unfamiliar terms, which are paired up with pictures.
* Relevance: Prior to this project students experienced an activity where they had to classify or group shapes based on similar characteristics. The graphic helps tie in classification of shapes to classification of organisms. The introduction ties the project to topics we learned this year and the requirements page clearly states the objectives of the project.
* Confidence: This site is designed to generate confidence in the students by supporting their research. Tasks are clearly defined and resources are provided to help students in their
understanding of the tasks. A rubric is also provided that allows the students to clearly see how they are being graded.
* Satisfaction: A rubric helps students focus on accomplished objectives. Students have to keep a science notebook recording the notes for their research and a rough draft. Two grading periods are established to provide feedback before the final project is due. The first is the grading of the notes and the second is the grading of the rough draft. At each step the instructor can direct students to the rubric to help focus their research.
Student Activities
Student activities are identified in the task portion of this website. Each task is arranged to assist student research. Student tasks clarify and focus the student objectives.
Feedback
This project is designed to include multiple methods of feedback that assist the students. Notes are graded before the students start their rough draft and the rough draft is graded before the students can start on their
final draft. The first check is to make sure students followed note-taking instruction outlined in the task section and to check for understanding. This also enables the instructor to point students to specific parts of the rubric that may not have been addressed in the notes. The rough draft gives students another opportunity to receive feedback from the instructor and open up a dialogue for possible improvements. When the students complete the final project, the rubric is designed with three feedback columns. One is a self-evaluation, the next is a peer evaluation and the final is the instructor's evaluation. If students find the need for improvements during the self-evaluation or peer evaluation, time is given to make minor improvements.
Development
Content is organized by topic in an ambiguous organizational scheme. The topics are as follows: introduction, requirements, tasks, rubrics and links. Upon selecting a topic students will find information pertaining to that topic (McCracken, 2004).
Two organizational structures were used to create this site. The primary structure is a hierarchical structure (see Figure 2) with a secondary hypertext
structure (see Figure 3). There are two to three levels of depth to hierarchical structure depending on the pages selected from the home page. A third level of depth is accessed via hypertext as demonstrated in the Figures 3 and 4. Students select a topic on the navigation bar from the home page, which brings them to their topical page. On the topic page, hypertext may be used to access the third level of hierarchy in the site (see Figure 3) (McCracken, 2004).
Note: The left global navigation bar demonstrates the first level in the hierarchical organizational structure.
Figure 2. Home Page
Second Level Navigation Navigation Within Page
Note: The second level of navigation uses hypertext links located within the text of the page. Hypertext is used to access the third level of organization. On the Tasks page, shown here, hypertext is also used for navigation within the page.
Figure 3. Second Level Topical Page
Note: This page is within the last level of navigation. Third level pages were used as scaffolding to support information in the second level pages. They open in their own separate window. When closed the user returns to the last secondary page they viewed.
Figure 4. Third Level Page
A global text-based navigation frame is used to navigate through this site (McCracken, 2004). It appears consistently on the left side of the home page and all the second level pages of this site for easy navigation from one page to the next (see Figures 2 and 3). It is separated from the main frame by a thin border. Each page opens in the main frame of the website ensuring that the students never leave the website. When students reach the second level of navigation, they will come across hypertext added to support topics within the page. The hypertext links open informational pages in separate windows allowing the students to close these support pages when finished and return to the last page they were viewing.
Hypertext is also used to navigate within the tasks page. The task page is a very long page requiring the user to scroll up and down. To minimize scrolling, anchors have been added to each task with a navigation table at the top and bottom of the page (see Figure 3). At the end of the task a hyperlink is added to allow students to navigate back to the top of the page. This allows the student to navigate easily on a large page (McCracken, 2004).
Standard colors are used for simple text fonts and navigation buttons. This enables users to experience colors universally used for text and navigation on the Internet. Black is used for standard text. Blue is used for navigable text, while magenta is used for previously used navigation buttons. The background color is a light gray.
Light gray is used as the background color. The navigation frame has a plain gray background, while the main frame contains a graphic of an animal, which adds texture to the background. The textured background on the main frame helps with visual alignment between the navigation and mainframe.
Georgia is the font used for the majority of the website. This font was chosen because it is easy to read, like Times New Roman and because it was designed specifically for viewing on the screen of computers (McCracken, 2004). Different size fonts were used depending on where they were to be displayed. Primary headings have a font size of 24 points. Secondary headings have a font size of 18 points. Text within paragraphs has a font size of 16 points. Tables and text use for secondary navigation within a single page have a font size
of 12 points. All font sizes remain consistent across the website through the use of CSS style sheets. The only font on the website that differs from Georgia is the Freestyle Script that appears on the reference page for the student notebook. This was chosen because it simulates student handwriting. It is difficult to read, but the content is not important. The important part is that the students are reminded that notes for this project belong on paper, in their own handwriting, as opposed to typed in a Microsoft Word document.
Implementation
This project was designed using Dreamweaver and posted on an Internet server. Students will need to use a computer with an Internet connection and a web browser to access the website. A web-publishing program is preferable, however, there is a version of this project, available on the website that does not require a webpublishing program. This website was designed as a project implementation and research tool for students. It may be used in the classroom or as an individual assignment, at home, outside the classroom.
In the classroom
For use inside the classroom, students should be assigned to groups of two to three students. Two students per group are preferable. The instructor should briefly introduce the phylums and classes of animals that are the topics of this project. The home page can be used as a visual to help show students the different phylums and classes. Each student group can either have the opportunity to sign up for a phylum or class, or have a phylum or class assigned by the instructor. Each group should only have one phylum or class and no two groups should have the same phylum or class as a topic of study. After topics are chosen, the instructor can have students log on to the website and lead students through the introduction and requirements for this project. Then, students can start on their project using instructions located in the Task page of the website. Instructors will grade the notes when research is completed and the rough draft before students begin work on their final drafts. Upon completion of the project, if student websites were designed, the instructor can post the websites to a server for student access and in class presentations.
Outside the classroom
This website was designed to enable students to complete their projects individually outside the classroom with little help from the instructor. The project introduction and topic selection should be conducted in the classroom, but everything else can be completed individually as long as students have Internet access outside the school. A button on the navigation bar allows students to contact the instructor for support during the course of their project. Due dates for the notes, the rough draft and the final draft should be set so student work to be submitted to the instructor, checked, and graded at three stages of the students' projects. Once the final drafts are completed, the instructor can post student projects to a server for student access and in class presentations.
Participants in this study
All participants in this study were adult teachers currently teaching at Rancho Verde High School in the Val Verde Unified School District in Moreno Valley, California. Five teachers, who were currently teaching science, were selected as participants in the focus group. The participant's chosen were secondary users of the
instructional resource as opposed to the primary users, who were the students. Secondary users were selected for practicality. When the website was finally completed, School was in its last two weeks of session before summer. Secondary users were acceptable participants, because they were involved in the analysis stage of this project and could determine whether or not the objectives designed based on the analysis were met. These teachers will eventually be using this instructional resource in the classroom and were also able to evaluate whether or not it would be affective. Teachers evaluated the usability and content of the instructional resource.
Procedure for Field Test
Participants were given a list of seventeen website evaluation questions and statements (see Appendix B, Table 4). The researcher briefly explained that the purpose of the assessment was to evaluate two aspects of the instructional resource. First, it was to verify that the goals of the instructional resource were met. Second, was to see if the instructional resource was easy to use. It was also made known that any feedback would be used to improve the instructional resource. Instructions for each set of questions or statements were read, and then the
participants read each question or statement. The participants used the website to help answer the questions. As the participants used the website, the researcher took notes of their answers and observed their navigation process to check for problems. If they had difficulty answering a question, the researcher asked them to think out loud about what they were trying to do. If the participants answered no to a question, or rated a statement low, additional questioning was used to determine the source of the problem. Notes were taken on any verbal feedback they gave regarding each question. The very last question asked for any other comments and suggestions regarding the instructional resource that were not included in the usability questions.
Evaluation
All the participants thought the site was easy to use and were able to find the necessary content. One of the goals was to include an example of a works cited document. None of the participants could find the works cited document, due to the fact that an oversight caused this feature to be omitted on the tested version of the site. Two of the users made the comment that the method of completing the student project was only limited to
submitting a completed website. They suggested that the website include an alternative way for the students to submit a final project. Their reasoning was that more teachers would be willing to use this resource if their students did not have to make a website. Some teachers do not know how to build a website, and due to limited student access to computers, even with the know-how, this could be too difficult to accomplish. Two of the participants had difficulty finding the example of research notes, but eventually found them. They appeared to be skimming through the task portion of the website very quickly. Both participants mentioned that they probably would have found this without a problem, had they been students, actually required to complete the project. This would have forced them to read through the tasks carefully.
Due to recommendations made by the participants during the evaluation of the website, the works cited example and an alternative assessment were added. Students now have two options for the final research project. A website or a visual display can be completed to fulfill their requirements. This option led to the addition of optional tasks and an additional grading rubric.
Summary
This website was designed to facilitate student research on the Internet. The design process used to produce this website was a five step process involving assessment, design, development, implementation and evaluation. Research in learning theories and motivation theory played a part in the design and development process. Focus groups were used to assist in the analysis and evaluation parts of the design process. Modifications in the design resulted from feedback during the evaluation stage of the design process.
CHAPTER FOUR
CONCLUSIONS AND RECOMENDATIONS
Introduction
Designing and developing an instructional website is challenging, yet worthwhile and rewarding. As the technology needed to create such websites becomes easier to us it will be possible for more teachers to replicate this development activity in many different content areas. This summary presents the conclusions developed as a result of completing the project which might inform others wishing to undertake similar development projects. Further, the recommendations extracted from the project are presented. Lastly, the chapter concludes with a project summary.
Conclusions
Participants using the website performed well over all. Project requirements, grading rubrics, tasks and scaffolds were usually easy to locate. Because the participants were not students performing the actual tasks required to complete the project, some rushed through the site very quickly, occasionally missing items discussed in the usability assessment. Even though they seemed rushed,
all the content was eventually found. Had actual students been used as test subjects, some of the most valuable feedback would have been omitted. That feedback included the comments about adding an optional assessment for the students, so they were not limited to only submitting a website as a final product.
One important item not addressed during the evaluation of this project was the issue of plagiarism. Part of this project and its design was centered on preventing plagiarism during this research project. Theories and practices mentioned by researchers in the literature review were implemented in the design of this website, but not tested. The features included in the website, based on research, that were intended to prevent plagiarism included: clear directions for the assignment with supporting scaffolding; requiring students to take handwritten notes that include the author, title, publication data, and pages cited; instructor grading of notes; instructor grading of project rough draft. How effective this website is in preventing plagiarism cannot be determined until it is implemented in a classroom setting with actual students.
Recommendations
Further research can be conducted to see if the structure of tasks and scaffolding in this website actually help prevent plagiarism on Internet based research projects. A different version of this website would need to be designed to serve as a control group. In designing the website for the control group, the researcher would need to remove the scaffolding and tools mentioned in this project as helping prevent plagiarism. Having students hand write notes in a specific format is one of the tools used in this project that help prevent plagiarism. In a control group, the researcher could allow the students to simply take notes, without any specific requirements for those notes.
Another recommendation is to be flexible with the use of this website. The purpose for its design was to connect students to real world events and research by using the Internet. This website can actually be used as a template for any Internet based research project. The current design involves science standards and the animal kingdom, but it could easily be adapted for any topic in any subject area.
Summary
With the use of the Internet, students are able access information available in multiple mediums regarding almost any topic they can imagine. Due to the abundance of content and the ease of accessing that content, students are often overloaded with information and have difficulties sorting it out and making proper references. During the course of this project, a website was designed to help guide students through an Internet based research project focused on the animal kingdom. The design made it easy for students to identify the goals and expectations of the project. Scaffolding was also provided to focus their research, help prevent plagiarism and guide them step-by-step through the project. Science teachers were used to evaluate the content and usability of the website. They determined that the format was easy to follow and information was easy to access. Whether or not the website actually helps prevent plagiarism remains inconclusive.
APPENDIX A
CD OF PROJECT
APPENDIX B
TABLES
TABLES
Table 2. Analysis Questions
* Who is to be taught?
o What type of instruction in using technology have students had?
o What experiences with using technology have students had?
o What are student's current technology skills?
* What is to be taught?
o What is the topic?
o What are the goals?
o What should high school students know about scientific research?
* How will learning (success) be measured?
o How is student learning currently measured?
o What evaluation methods exist that assess higher levels of learning?
* How will the material be taught?
o What kind of resource (instructor, technology) do we, the instructors, have?
o How many students will there be?
o Are the students in the same location for instruction or are they scattered?
o How much time do students have for instruction?
Table 3. Analysis Questions With A Summary of Focus Group Answers
* Who is to be taught? (High school Biology students)
o What type of instruction in using technology have students had?
Answer: Students have been instructed in Word, Excel, Inspiration, PowerPoint, Publisher and basic Internet research.
o What experiences with using technology have students had?
Answer: Students have used Word, Inspiration, PowerPoint, Publisher and Internet research.
o What are student's current technology skills?
Answer: Students have demonstrated the ability to use Word, Inspiration, PowerPoint, and Publisher.
* What is to be taught?
o What is the goal?
Answer: For students to integrate current scientific information and research into their learning experience.
* A: For students to organize research notes and properly cite sources.
o What is the topic? Answer: Taxonomy and Internet Research
o What should high school students know about scientific research?
Answer: Students should know how to do basic Internet searches using search engines.
* A: Students should know not to plagiarize and that they need to cite sources used in researching topics, but some students are still having problems with plagiarizing, especially with web based research
* How will learning (success) be measured?
o How is student learning currently measured? Answer: Rubrics based on standards and objectives.
o What evaluation methods exist that assess higher levels of learning?
Answer: Students will design a project (Power Point or Web Page) graded with a rubric.
* How will the material be taught?
o What kind of resource (instructor, technology) do we, the instructors, have?
* A: Laptop computers connected to my website via a broadband connection. MS Word, MS Excel, MS Publisher, MS Explorer and Inspiration are available to the students.
* A: Use of the Internet and MS Publisher are mandatory for this project
o How many students will there be?
Answer: Able to support 2-3 students per computer with up to 36 total students. Limited availability does exist for 1 student per computer in the computer lab.
o Are the students in the same location for instruction or are they scattered?
Answer: Students are in one science classroom.
o How much time do students have for instruction?
Answer: 50 min periods. The number of days is up to the instructor.
Table 4. Evaluation Questions for Content Access and Usability
Content Access
Instructions: Please answer the following questions. Yes and No answers are acceptable.
(1) Can you locate the requirements for this project?
(2) Where can you locate instructions for this project?
(3) How will this project be graded?
(4) Where can you locate websites that will support the student's research?
(5) Where can students find an example of research notes?
(6) Where can students go to find an example of a works cited document?
Usability
Instructions: Answer the following statements with either Yes/No answers, or rank the statement on a 5 point scale, 5 being best, and 1 being worst.
(7) Major/important parts of the site are directly accessible from the main page
(8) Essential functions are available without leaving the site
(9) Site reflects user's workflow
(10) Related information or tasks are grouped:
(a) on the same page or menu
(b) in the same area within a page
(11) Site is designed to require minimal help and instructions
(12) Users can receive e-mail feedback if necessary
(13) Link reflects the title of the page to which it refers
(14) Site is organized from the user's perspective
(15) Colors used for visited and unvisited links are easily seen and understood
(16) Font is easy to read
(17) Write in any additional comments or questions regarding the content, layout or usability here:
REFERENCES
California Department of Education (2004). Biology/Life Science Content Standards. Retrieved May 9, 2004, from http://www.cde.ca.gov/be/st/ss/scbiology.asp
Davis, S.F., Grover, C.A., Becker, A.H., and McGregor, L.N. (1992). Academic dishonesty: prevalence, determinants, techniques, and punishments. Teaching of Psychology, 19(1), 16-20.
Dick, W., Carey, L., & Carey, J. (2000). Introduction to Instructional Design, Ch. 1 in The design of instruction, 5 th ed. (pp.4-14). Addison-Wesley Publishing.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4).
Fernández, Jerry T. (1999). Attribution Theory and Keller's ARCS Model of Motivation. Retrieved July 28, 2004, from George Mason University, Instructional Technology Program Web site: http://chd.gse.gmu.edu/immersion/knowledgebase/strate gies/cognitivism/keller_ARCS.htm
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). The events of instruction, Ch. 10 in Principles of instructional design, 4 th ed. (pp. 185-204). Fort Worth: Harcourt Brace Jovanovich College Publishers.
Galus, P. (2002). Detecting and preventing plagiarism. The Science Teacher, 69(8), 35-37.
Keller's ARCS Model of Motivation. (n.d.). Retrieved May 9, 2004 from http://www.ittheory.com/keller1.htm
Keller J.M. (1983). Motivational design of instruction. In Small, Ruth V. (1997). Motivation in Instructional Design. ERIC Digest. Retrieved July 28, 2004, from http://www.ericdigests.org/1998-1/motivation.htm
Kruse, Kevin (n.d.). The Magic of Learner Motivation: The ARCS Model. Retrieved August2, 2004, from http://www.e-learningguru.com/articles/art3_5.htm
Landau, J.D., Druen, P.B., and Arcuri, J.A. (2002). Methods for helping students avoid plagiarism. Teaching of Psychology, 29(2), 112-115.
Leverenz, Carrie S. (1998). Citing cybersources: A challenge to disciplinary values. Computers and Composition, 15, 185-200.
McCracken, D. D., & Wolfe, R. J. (2004). User-centered website development: A Human-Computer Interaction
Approach.
Upper Saddle River, NJ: Pearson Prentice
Hall.
Mergel, Brenda (1998). Instructional design & learning theory. January 22, 2004, from http://www.usask.ca/education/coursework/802papers/me rgel/brenda.htm
Piskurick, George M. (2000). Rapid Instructional Design: Learning ID Fast and Right. San Francisco, CA: John Wiley & Sons, Inc.
Saettler, Paul (1990). The Evolution of American Educational Technology. Englewood, Co: Libraries Unlimited.
Schiffman, S.S. (1995). Instructional systems design: five views of the field. In G.J. Anglin (Ed.), Instructional Technology: Past, present, and future 2nd ed. (pp. 131-142). Englewood CO: Libraries Unlimited.
Small, Ruth V. (1997). Motivation in Instructional Design. ERIC Digest. Retrieved July 28, 2004, from http://www.ericdigests.org/1998-1/motivation.htm
Torkelson, G. (1977). AVCR-One quarter of a century: Evolution of theory and research. In Schiffman, S.S. (1995). Instructional systems design: five views of
the field. In G.J. Anglin (Ed.), Instructional Technology: Past, present, and future 2 nd ed. (pp. 131-142). Englewood CO: Libraries Unlimited.
Underwood, J. and Szabo, A. (2003). Academic offences and e-learning: individual propensities in cheating. British Journal of Educational Technology, 34(4), 467-477.
Walton, M. and Archer, A. (2004). The Web and information literacy: scaffolding the use of web sources in a project-based curriculum. British Journal of Educational Technology, 35(2), 173-186.
Wildman, Terry (1981). Cognitive Theory and the Design of Instruction. Educational Technology, 21(7).
Wilson, B.G., Jonassen, D.H., & Cole, P. (1993). Cognitive approaches to instructional design. Retrieved January 22, 2004, from
http://carbon.cudenver.edu/~bwilson/training.html
Wilson, Brent G. (1997). Reflections on constructivism and instructional design. Retrieved January 22, 2004, from
http://carbon.cudenver.edu/~bwilson/construct.html
WordNet 2.0 Search: Overview for "schema." (n.d.). Retrieved September 26, 2004, from
http://www.cogsci.princeton.edu/cgi- bin/webwn2.0?stage=1&word=schema
Zemke, R. (1999, July). Toward a science of training. Training, 36(7), 32-36. Websites-Martorella, Schrum, Nellen. | <urn:uuid:9cc6f59a-0640-4acb-bd46-ee4d75fc5766> | CC-MAIN-2017-30 | http://swilliams1.com/MAProject/williams_thesis.pdf | 2017-07-24T10:28:31Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00392.warc.gz | 296,214,751 | 12,923 | eng_Latn | eng_Latn | 0.947273 | eng_Latn | 0.996807 | [
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Name___________________________ Section _________________Final Grade_________
Topic: ______________________________________________________________________
Parent Signature (at conclusion) ________________________________________________
2016 SGGA SCIENCE FAIR CHECKLIST AND RUBRIC
The SGGA Science Fair provides a unique opportunity for students to engage in a long-term scientific investigation. It will require the use of the scientific method as well as research skills. In addition, it gives the student a change to develop skills in responsibility, organization, and communication. The following document is to be used as a guide and ultimately, a grading rubric. Good luck, scientists!
Requirements:
Eighth grade: Students may choose an experimental investigation or an original invention. The Scientific Method must be applied to either choice. Invention rubric is separate.
Seventh and sixth grades: All projects must follow the experimental investigation design of the Scientific Method. (No models, inventions, or demonstrations)
*Note: If a project change is necessary after the topic has been approved, the new topic MUST be submitted to your teacher for approval before any experimentation.
Grading:
All requirements are bulleted and bolded under each heading below. The seventh and eighth grade student must complete 90% of the requirements for a passing grade. If 90% is not achieved, the project must be revised until the requirements are made. 85% for sixth grade. It is MANDATORY that the student and the parent each initial every bullet to assure completion at a high quality of work.
Parent initials
Student initials
Rubric present with project on due date
TOPIC: Due on Friday, September 16, 2016 on the Project Proposal Form.
It is strongly suggested that you submit your top two or three topic choices.
First and foremost, please choose a topic that you are interested in learning about; be sure that it is age appropriate and a challenge! Although there are many suitable projects to choose from or design, if a project includes human test subjects or animal test subjects, there must be strict compliance to ISEF guidelines. Projects dealing with animals, humans, and hazardous materials should be pre-certified by Mercer Science and Engineering Fair committee prior to experimentation. Permission slips for test subjects - minors and adults, risk assessments, and permission from SGGA faculty and administration is required as well.) Please visit the Mercer Science and Engineering Fair webpage (http://www.mercersec.org/resource/fair) for ISEF guidelines. NO growth of mold, bacteria, or other biologicals. NO gases, NO flammable liquids, and NO fumes! The use of heat is discouraged and is only to be used with parental approval and supervision. Teachers must also be notified. All electrical equipment must be constructed according to standard electrical safety rules. Contact local electrician inspection bureau if necessary.
*Electrical exhibits must operate on 120 volt current. If using batteries, they must be either dry cell or storage.
*120 volt toggle or pushbutton type switches mounted on suitable panels or switch boxes must be used for electrical exhibits. Doorbells and open knife switches are prohibited on 120 volt apparatus.
*All electrical joints must be properly soldered and taped.
*Nails, tacks, and un-insulated staples may not be used for fastening wires. *Use porcelain or other approved types of insulators.
*No unprotected flames, heaters, or dangerous chemicals are permitted.
*Parental supervision when using sharp objects.
SAFETY is #1.
SCIENTIFIC METHOD
Steps must be clearly labeled on the board
Scientific Method steps #1-7 is logically placed and followed on the board (refer to diagram)
1. Question
2. Research with works cited
3. Hypothesis
4. Experimental Procedure (Including Materials)
5. Collect Data (Data Tables and Graphs)
6. Data Analysis
7. Conclusion/Benefits
*Communicating your project and project results as a presentation to your class will occur after the Science Fair is completed. This will be addressed in a separate rubric.
PROCESS & PRESENTATION BOARD
Title: A creative title will attract your audience to want to learn about your investigation. You may use *pre-made letters/labels and artistic fonts (*some pre-made labels have the tendency to not stick well, adjust accordingly) Example: The Miracle of Growing Plants
Placed on the top center of board and is easy to read from a far distance
The title is creative
Question: What question will be answered or what problem will be solved? A scientific question usually starts with: How, Can, Will, What, When, Who, Which, Why, or Where. Example: Can increasing the amount of fertilizer given to three of the same plants cause the plants to grow taller?
You ask a question that is able to be tested and measured quantitatively
The question that you want to answer is easy to understand and stated as simply as possible.
Research: Before moving in a new direction, it is important to gather the information that already is known about the subject. Some sources may include textbooks, Internet articles from valid sources, journals, magazines, and encyclopedias to name a few. It is important to choose reliable sources. Avoid sources in which validity is questionable. Consult the most current resources. All sources are subject to validation by your teacher for reliability and accuracy. Read at least three sources and then write an authentic summary of what you learned from your research. You should use your best Language Arts skills in writing your summary. No plagiarism or cutting and pasting. DO NOT CITE search engines. Reference SGGA approved databases. Research plays an important role in applying the scientific method. Plagiarism rules: http://wps.prenhall.com/hss_understand_plagiarism_1/6/1668/427073.cw/index.html Follow SGGA Student Handbook as a guide.
Research is an authentic summary, by the student, reflecting knowledge gained during the research process.
You used at least 3 sources to gather your information
A minimum of two double-spaced typed pages (Font should be easy to read and size 14)
Use your question to help guide your research.
Research summary also defines new vocabulary found in the topic, question, and/or body of the research summary.
Works Cited: Always list the sources of your research. You will be given a MLA guide sheet and many examples. You may find www.bibme.org/mla/website-citation helpful. This page may be placed behind your research summary.
Attempted to cite sources using MLA format
Clearly labeled as "Works Cited" on the board All the sources are in alphabetical order according to author's last name or article's name and use reverse indentation format
Hypothesis: A hypothesis is an educated guess, prediction, or possible explanation based on previous knowledge and observations. To be valid, a hypothesis has to be something you can test by using an investigation. You should have only ONE hypothesis, ONE experiment, ONE independent variable and ONE dependent variable.
Example: If three plants are fertilized with increasing amounts of fertilizers, then the plant that receives the most fertilizer will grow the tallest.
Must be presented in "If….. then" format
It is a prediction of what you think the outcome of your experiment will be
The hypothesis you write is based on the research that you have gathered
It is quantitatively measureable
It answers the "Question"
One correct hypothesis for the one chosen experiment
Experimental Design: The experimental design is the plan to test your hypothesis. This is not a specific item on your board, but it is determined by your hypothesis, variables, materials, and process that you need to carry out for your investigation.
Experiment is set up correctly and correlates with the question and the hypothesis
Experimental design must be able to produce recordable data. No project will be accepted without recordable and interpretable data. A trial or trials with all zeroes as results is NOT acceptable.
Data must be able to be collected that represents a quantity such as count, length, width, weight, percentage, time etc. If the outcome of your investigation does not produce sufficient and reasonable data, you MUST revise your experimental design. Allow sufficient time to revise if needed.
Materials: After planning your experiment, make a list of all equipment and materials that will be used.
List of all of the materials that were used throughout your experiment
Precise amounts or numbers of items must be clearly listed
Procedure: A procedure tells you what to do step by step in a detailed description. Remember, any scientist should be able to take your procedure and repeat your experiment following your instructions. Be clear!
You have a step-by-step list of everything you must do to perform your experiment
Procedure is listed by number
The audience is able to follow the directions and reproduce the experiment
Validity: the experimental procedure specifies how many times you repeated your experiment.
The minimum number of trials is three and is represented in the photos.
Trial 1 and shown in photos
Trial 2 and shown in photos
Trial 3 and shown in photos
Variables: In an experiment, it is important to keep everything the same except for the item that you are testing. Variables explain what you are changing in your experiment and what you are keeping the same.
Independent variable: the one factor that you change. Only ONE independent variable.
Example: the amount of fertilizer
Dependent variable: the factor that is being measured in an experiment & gives you data Example: height of plant
Constant variables: the parts of your experiment that remains the same so that you can compare the results of your test.
Example: size of the pot, type of plant, amount of water and sunlight, brand of fertilizer...
Control: the part of your experiment that does not receive the independent variable.
Example: plant that does not receive any fertilizer
Independent variable is listed and correct
Dependent variable is listed and correct
Constant variables are listed and correct
*A control has been set up for the experiment, listed, and correctly done if
applicable.
Log Book: The log book acts as a record of the progression of your science fair project. It is a book which may contain handwritten, computer generated, or a combination of both pages outlining the entire process from beginning to end. Computer generated pages can be made by
using your Google Drive. In keeping with MCSEF guidelines, rules for using computer generated log book pages are listed below. Most importantly, the log book should always include data. When carrying out your experiment, you must collect and record valid data. The
data in the form of numbers and/or descriptions must be recorded in an organized way. (This is the first time you present your data)
Use a new black and white marble composition notebook
Label the log book's cover with the title of your experiment
Organize your log book by date at the top of each page and page number at the bottom of the page
If it is a personal handwritten record of your work then all the information must be legible and organized.
If the log book contains computer generated entries, each entry must be printed, initialed, and dated.
All computer printed log entries are to be attached to a numbered page in the log book and placed in chronological (date) order.
The log book was used during all phases of your experiment. You included ideas or thoughts you may have had, data you collected, graphs, charts, sketches and calculations.
*Glue any loose papers, and photographs you have gathered during the experiment. Additional pictures may be placed in a photo album instead of your log book
Measurement: Refer to Glencoe Science text for SI units.
All quantities are in metric measurements (SI units are used).
Data Tables: A data table is an organized chart to display the numerical results of your experiment. (This is the second time that you present your data.)
All data is organized in a computer made data table showing all data and averages
Data table with descriptive title
Includes appropriate subtitles on columns
Units of measurement are clearly noted next to the subtitles
Data reflects at least three trials
Data is correctly recorded and calculated
Data MUST appear on the board
Graphs: This is the third way of presenting your data. You have a number of options in making your graph: scatter plot, line, bar, pie graph etc. Choose the type of graph that will best represent your data.
The graph is appropriate for the data being presented showing all trials or the averages of the data
The graph explaining what is being resulted in the experiment
The graph is computer made from the data you collected
Graph titled
X and Y axis are both titled
Proper units of measure are noted in parenthesis after the axis titles
Graph uses reasonable increments to display the data
Data and plotting is correct
Independent and dependent variables are represented on the proper axis
Data Analysis: This is your final way to show your data using words. To determine the meaning of your observations and investigation results, you will need to look for patterns in the data. Critical thinking is needed in explaining what your data means. What did the data show? Why? Identify the control group and the test group to see whether or not changes in the independent variable had an effect. Look for differences in the dependent variable between the control group and test groups. Classify, compare/contrast, and recognize cause and effect when analyzing your data. Display this in a narrative form in at least two paragraphs.
Data is analyzed and you clearly interpret the experiment's results through logical thought
You use data to explain WHY!
At least two well-written paragraphs
Conclusion/Benefits: Look at your hypothesis again and decide if your experimentation supported your hypothesis or refuted it. (You may be concerned if your data does not support your hypothesis. Don't worry! Remember, it is also important for scientists to know when something doesn't give the expected outcomes, too!) What were your major findings? What are possible reasons for the results? What are the benefits to the science community or to everyday life? Are there new questions to be investigated?
A few sentences summarizing your results
Give an answer to the "Question" by using evidence from results
State whether your results supported or refuted your hypothesis
Suggest changes in the experimental procedure (or design) and/or possibilities for further study if necessary
Benefits are listed on board
Board
An eye-catching, organized, and neatly completed visual display on a trifold board that is sturdy. The board does not lean, bend, or has fallen apart during transport
Maximum size of project is:
Depth (front to back): 30 inches or 76 centimeters
Width(side to side): 48 inches or 122 centimeters
Height(floor to top): 108 inches or 274 centimeters
There is no drawing or hand written materials on the board
Decorations are appropriate and connected to topic
Correct grammar, usage, and spelling is used throughout
Photographs
Photographs of your experiment are glued to the display board; other pictures may be placed in the log book or photo album
Photographs should have computer typed captions and attributions. (Taken by…) Photographs do not have your face or any family members faces present
Photographs should represent the process of the experiment (construction, experimentation, and/or results)
Neatness:
Avoid sloppiness. Cutting with straight edge strongly advised. Be attentive to gluing (too much, too little) and no visible tape. Placement of text, labels and photographs should be in alignment (no skewing).
Name
Your name should not be present anywhere on the board or on the log book
Extras: You can bring in parts of your experiment for display, as long as it does not exceed the size restrictions. We cannot be responsible for any lost or damaged items. No glassware, please.
REMINDER: Please refer to the SGGA Family Handbook, regarding Science Projects. "All projects must conform to Christian moral and ethical values. Therefore, displays may not contain pictures or materials that are related to acts of violence. Guns and look alike guns (toy guns, water guns, paint ball guns etc.) explosives, including fireworks, bullets, knives, and bows and arrows are not permitted in the display."
Any further changes or updates to MCSEF guidelines will be forwarded to you as they are received.
Remember, these are guidelines to assist you, the student, in creating a wonderful, informative, and exciting Science Fair project. Please use your CREATIVITY and INTELLIGENCE every step of the way! God bless you as you begin this memorable and enjoyable project!
Rev: 06 13 2016
Sample Board:
QUESTION
RESEARCH
HYPOTHESIS
(WORK CITED)
TITLE
MATERIALS
PROCEDURE
VARIABLES
PHOTOGRAPHS
(WITH CAPTIONS)
DATA TABLE
GRAPH
DATA
ANALYSIS
CONCLUSIONS
BENEFITS | <urn:uuid:a8a5ec2a-2315-4bb9-99ef-b3a9d1c17a72> | CC-MAIN-2017-30 | http://stgregorythegreatacademy.org/documents/2016/6/2016SFGrade67.pdf | 2017-07-24T10:31:26Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00392.warc.gz | 288,769,281 | 3,718 | eng_Latn | eng_Latn | 0.998113 | eng_Latn | 0.99863 | [
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Foreword
Eighteen thousand years ago the sea rose to engulf the coastal plain that extended to what are now Stradbroke and Moreton Islands in south-east Queensland. As a result of this cataclysmic event, the Brisbane River and the bay as we know them today came into being. According to archaeological evidence, Aboriginal people were present along the coast for approximately fourteen thousand years prior to the flooding of the coastal plain.
This is the story of Tom Petrie, an early Queensland settler who arrived at the Moreton Bay Penal Colony in 1837 at the age of six. Tom was unusual in that
The Aboriginal people saw themselves as integral to, and responsible for, the land they inhabited. They knew their country intimately—their survival depended on their knowledge of flora, fauna, landscape and weather. Country, for want of a better word, encompasses the spiritual world where the landscape comes alive through spiritual beings and ancestors; it embraces all aspects of the Aboriginal people's relationship to the physical nature of their environment. Country is perpetuated through every aspect of daily life and particularly in ritual, dance, song, stories and art. The Australian Indigenous peoples considered themselves as custodians of the earth and its creatures. They were an integral and vital part of a multitude of interdependent bonds within the universe, and their attachment to where they lived was their essence. They believed that those who destroy country, destroy themselves. However, the English colonisers saw the world differently and had no time for what they dismissed as superstition. To them, there was only one law—their own. And they could not understand, or chose not to, that the people they had invaded might also have their rules and regulations.
he learnt the language of the local Turrbal people and was accepted as one of their own. Tom acted as guide, messenger, interpreter, explorer, timber cutter and surveyor for the white settlement. With the help of Dalaipi, a Turrbal clan leader, he established the property of Murrumba in the North Pine area where the town of Petrie was later named after him. The Petrie family played an important part in the development of south-east Queensland. Tom's father Andrew was the superintendent of works for the penal colony, the first free settler and a major builder in the new town, while Tom's elder brother John became the first mayor of Brisbane in 1859.
The land that our white ancestors conquered was not an empty wasteland. Australia was inhabited by peoples who had lived and developed on our island continent since time immemorial. Through the reconciliation process we have come to recognise this heritage but there is still much to be done. Relations between black and white on Queensland's early frontier were complex, with misunderstandings on both sides. Turrwan recounts those troubled times in an attempt to foster discussion and hopefully contribute in some way to the emergence of a balanced view of the events that forged this state.
I now once More hoisted English Colours, and in the Name of His Majesty King George the Third took possession of the whole Eastern coast from the above Latitude down to this place by the Name of New South Wales together with all the Bays, Harbours, Rivers, and Islands, situated upon the said Coast.
Captain James Cook, 22 August 1770
January 26 is a day that commemorates the armed invasion of our lands. In 1788, the British fleet landed on our soil and laid claim to land that was sovereign to 500 indigenous tribes. Every inch of our land had its own name and own Dreaming story. In 1901, The Australian nation was proclaimed on land that had not been ceded or surrendered by the traditional owners. The so called "Australian" flag means nothing to Aboriginal people. In fact, it is a symbol of oppression.
Sam Watson, 'The Courier Mail' January, 2006
The frontier is never somewhere else. And no stockades can keep the midnight out.
Norman MacCaig, 'Hotel Room, 12 th Floor'
*Aboriginal and Torres Strait Islander peoples are respectfully advised that this work contains the names of deceased people
1909 Murrumba
The old chair groans with my weight, the greying wood still solid beneath the scars of a long life overlooking the garden, and before that, in the house in Brisbane. Grandmother's chair has held bodies of all shapes and sizes, often more than one at a time. The children were the ones who inflicted the most damage; myself more than the rest. I used the chair as a prop in games that ended with this piece of furniture a victim of attack by spear, waddy, boomerang, musket and pistol. Not when my father was around. Such acts of mistreatment would have called forth the strap if my father ever caught me.
I built the house on a low knoll overlooking the North Pine River to the south, with Brisbane some sixteen miles in the distance. "Murrumba," I had named it, "a good place" in the local dialect. The surrounding countryside is mostly open timbered land dominated by tall eucalypts and hoop pine. The aboriginal people used to regularly burn the area to make it easier to catch the kangaroos and other animals that came to feed on the rich grasses that sprang up after the fire. The river itself is clothed in dense scrub where ferns and vines abound amongst the she-oaks and black bean trees.
Lining the road that climbs the rise to the house are the hoop, bunya and kauri pines I planted as seeds over forty years ago, now magnificent giants. Clumps of tall bamboo rustle and sway in the breeze, a stark contrast to their neighbours. They provide an exotic background to the bougainvillea, the rich purples and violets etched on their trunks. A family of quails bobs across the lawn, suddenly skittering for cover beneath the bushes as a grey goshawk swoops down to perch in a silky oak, its yellow talons clawing the branch. It seems that all the small birds in the vicinity have gathered to attack the hostile intruder; in a fury of chattering and chirping, the bravest dive-bomb the predator. The hawk disdains all attentions for some time, its eyes searching the bushes for a sign of the quails. A near miss from a clacking magpie rouses him from his perch. He flies languorously off, the feathered mob chasing him across the river until they disappear and peace is restored.
My younger sister Isa sits beside me, a blanket covering her lower body, despite the heat. We both know we have little time left. We often sit together for hours, remembering old times. My wife Elizabeth pampers us with tea and fresh-baked scones.
It was hard work: I built this homestead, the barns and sheds, the fences, the gardens. I could never have done it, though, without all my willing workers: my brothers Andrew and George, and my friends—Wanangga, Dalaipi, Mindi-Mindi, King Sandy. They are all long gone, only Dal-ngang is left.
1858
My friends Dal-ngang and his father Dalaipi helped me choose the best place to settle. Dalaipi was head man and rainmaker of the North Pine clan. He had rejected the white man's temptations of grog and tobacco when he had seen the effect they had on his people. He could see that resistance was futile. The whites were too many and too powerful; they would take his land whether he liked it or not.
With Dal-ngang, I spent days riding the country looking for a likely place. I had listened to Dalaipi's discourses about the virtues of his land and had guessed the old man's ploy. I knew he wanted me to take up the land where the clan lived–it was common sense. However, it was then part of the Whiteside run owned by the Griffins. Would they let me move in? As chance would have it, we came across John Griffin accompanying a dray loaded with timber at the North Pine upper crossing. He was an impressive figure, sitting on his horse, Terra, like a monument. The aboriginals kept well away from this horse, as it seemed to have a great dislike for their race and would kick and bite anyone with a black skin. I remember Griffin's face was shadowed by a wide-brimmed hat. He had a rifle by his side and two pistols across his saddle. We got to talking about the land and I said I would like to graze some cattle in the area.
"Before the whitefellow came," Dalaipi once told me, "we wore no dress, but knew no shame, and were all free and happy. There was plenty to eat and it was a pleasure to hunt for food. Then, when the white man came among us, we were hunted from our ground, shot, poisoned, and had our daughters, sisters, and wives taken from us. Could you blame us if we killed the white man? If we had done likewise to them, would they not have murdered us?" he asked. "But you are different, Tommy. You are one of the people. If you are looking for land to raise cattle and to provide a home for your family, this is where you must come," he was solemn as he said this. "I know you will respect our sacred sites and our way of life."
John looked at Dal-ngang, who had backed away from the vicious horse, and drew me aside. "You should talk to Mother about this," he said. "We can't make a go of this place because of the blacks. The buggers keep spearing our cattle, and no one is safe." His hands tightened on the rifle.
Mrs Griffin said she was more than willing to leave me the land that stretched from Sideling Creek to the coast. It was too dangerous to run cattle there, she told me. If I thought I could do it, good luck to me. We sorted out the details of our agreement, then Mrs Griffin invited me to stay for lunch. I declined, as I was in a hurry to get back to Brisbane to tell Elizabeth the news that I had managed to secure some of the best land in the colony.
"Why not go and see her now, then," I said, turning my horse to the west where the Whiteside station lay. I left John where he stood. "You're mad, Petrie," I thought I heard him shout as we left.
THREE
1837 Moreton Bay
I stood on the deck of a paddle steamer as it threaded its way through the narrow, deep channel between two large islands where the shifting sands awaited the unwary mariner. I closed my eyes and inhaled the scent of vegetation and land mixed with the brine of the sea. The trip from Sydney had been long and rough and I was looking forward to being on solid ground again. I felt the breeze on my face as I listened to the gulls squabbling for scraps in the ship's wake. When I opened my eyes I saw we were entering the calmer waters of a sheltered bay.
"We'll be arriving at Dunwich on Stradbroke Island shortly. The pilot boat is waiting to take you up the river tomorrow," he said.
I made my way to where my father was talking to the captain in his cabin, studying a map on the desk. Father was a big man and known for his energy. He disliked those he called fools. Now he waited for Captain Griffin, who would later set up the Whiteside run, to explain their situation.
I turned back towards the water where I spotted two triangular black fins not far from the boat. "Father, come quick," I called.
I sulked at the door and Father returned to the map. "You were saying we have to take the pilot boat up the river to the town, Mr Griffin."
"That's enough," he said. "You know better than to interrupt. Wait until I'm finished."
The captain tapped his finger on the map. "That's right. There's too much sand in the river mouth here for a steamer this size. We'll transfer your luggage at Dunwich, where you'll spend the night. The boat will leave first thing in the morning and you'll be at the settlement in no time."
Father turned towards me, raising an eyebrow. I spun around and ran. I was jumping up and down, clinging to the ship's rails when Father emerged on deck. My brothers John and Walter were standing beside me. Isa was below with Mother. I saw my father arriving and pointed at the water. "Look father. Look. Sharks," I shouted.
"Good. Thank you, Captain."
John and Walter grabbed me and hoisted me off my feet. "How about a swim, eh?"
"Act your age John. And you Thomas, come down from there. Now!" Father was not amused.
I let out a yell, struggling.
My brothers released me, and I jumped down to the deck. Father turned towards the bow. We were approaching Dunwich wharf, a narrow jetty that thrust some one hundred and fifty yards out from the shore. Built out of rocks by convicts some years before, the jetty allowed big ships to dock and offload their cargo. Where it met the shore, the structure was flanked on the left by stone-strewn mud. To the right, a narrow beach of yellow sand disappeared around a rocky point. A small hut at the end of the causeway stored tools and acted as a shelter. Further back in a cleared area stood a larger slab hut. Beyond the camp, thick scrub lay on the hillsides like a worn, shredded blanket.
I disappeared inside, glad for something to do. My excitement carried me towards the family's cabin. "Mother!" I shouted. "We've arrived. Father says to come on deck." I would say I was my mother's favourite. Her soft heart saved me many times. She straightened her bonnet, taking one last look at the cabin the family had shared from Sydney. Seven berths had been crammed into the tiny cabin, but it did have modern conveniences. The wash stand provided fresh water from a cistern on the wall. You could turn the water on with a small brass cock and then the waste was piped overboard.
"Go fetch your mother and sister, Thomas. And be quick about it, we're almost there," Father ordered.
Mother particularly liked the bells hanging outside the doors of the cabins. When rung, each had a distinctive sound so that the steward in his pantry would know who required his services. She turned and followed me above.
I wanted to be first ashore. I shot off the boat onto the stone jetty, nearly knocking one of the convicts into the water. It was Grayson, though I didn't know his name at the time. He was a big man, even bigger than Father. Caught off balance he stumbled backwards towards the edge of the wharf. He twisted his head around and saw the dark water beneath him. He was afraid; he couldn't swim and he knew the sea was infested with man-eating sharks. At the last moment, he managed to grab a post to stop himself falling.
Soldiers and convicts milled about on the wharf, waiting to unload the cargo. The prisoners wore the standard convict attire of grey calico trousers with buttons on the side, which allowed them to be worn over leg irons; plus a shirt, grey jacket and leather cap. The clothes were stamped with broad arrowheads indicating they were government property; the word 'felon' was printed on the jacket. The captain edged the James Watt towards the end of the wharf. Two sailors threw ropes to waiting convicts and the captain ordered the engines stopped as the boat was secured at its berth.
"You little bugger," he muttered. He recovered quickly and leapt at me, but I ducked out of his way.
The soldier need not have struck Grayson, but he thrust the butt of his rifle in his rib. The convict grunted with the pain, rubbed his bruised flesh through the rough tissue of his prison garb. He glared at me, but kept his distance.
"Lay off, Grayson," called one of the soldiers, "or you'll feel the bite of the whip!"
I was shaken, and as quickly as I could I joined the rest of the family as they disembarked, and watched the convicts transfer our luggage to the much smaller pilot boat. Father's eyes were drawn to a sizeable stack of timber which he said was red cedar, a valuable cargo. He would supervise its loading on the James Watt for its return trip to Sydney. We hadn't properly arrived yet and he was already at work.
"Get back to your job," said the soldier, once again pushing Grayson with his rifle. The convict cursed and then he made his way onto the boat to help unload. I could see he was hampered by a pain where the rifle butt had struck. He looked at Father. "Petrie," he said. His eyes swung from Father to me and back, then he was gone.
***
The following morning, the family made their way down to the wharf. Stars were still visible as the eastern sky brightened, the dull grey of night gradually transmuting into a rust-flecked dawn. It was August and the air was brisk.
"The blackfellas call them dugong," said the pilot. "Some of them are huge, up to ten feet long, but they're mostly harmless. They're good eating, if you ever get the chance."
Convicts, Grayson among them, sat waiting at the oars. The pilot boat headed into the bay and we were soon passing islands of mud and coral covered in low scrub. Gulls, gannets, sea eagles and cormorants, amongst others, rent the morning air with their cries and dove into schools of fish that flashed below the sun-burnished water. As we crossed a broad swathe of ocean grass in a shallow area, I saw a strange creature in the crystal-clear water. "Look at that thing," I cried. "What is it?" I asked nobody in particular. The huge, slate-grey fish was many times bigger than myself. It swam lazily, feeding on the lush green grass which it chewed with its large rough lips. It propelled itself through the water with its fluked tail and used the flippers just behind and below its head to manoeuvre. Cow-like eyes presided over a snout shaped like that of a mournful bulldog.
The mood on the boat sobered as we approached the low-lying, dense green shore. In the distance to the north, small, spikey hills poked at the sky. We glided smoothly between sand and mud banks where numerous birds waded in the shallow water looking for a meal. A pelican landed with a flutter of its huge wings, a fish tail sticking out of its distended bill. We passed an island on our left where I saw a number of aboriginal people sitting around a fire just up from the beach.
At last, we turned into the river proper where mangroves stood like strange creatures anchored to the mud by a tangle of sinewy legs. As the sharp blue of the sky narrowed above us, the dank odour
of decay exuded by the vegetation and mud permeated the air. Beyond the thick river growth, ancient eucalypts and tall pines lined the horizon.
The river and surrounding bush teemed with life; I heard whistles, hoots, chirps and many other unknown sounds that filled the air around us. I watched spellbound as long-beaked kingfishers darted and swooped, their scarlet breasts flashing. A family of black swans sailed gracefully by, while a flock of noisy, multi-coloured lorikeets squawked overhead. Occasionally, I caught glimpses of dark figures in the areas where the bush was thinner; smoke drifted in lazy columns from hidden campfires. Every now and then, a burst of golden incandescence broke the verdant monotony—a winter-flowering wattle tree, father informed me. Its perfume wafted across the water.
Father recognised one tree and pointed it out to me. "That's the hoop pine," he said. "It's used extensively for ships' spars, houses and furniture." The widespread stands of pine in the area had been a major factor in the decision to settle, first at Red Cliff Point on the bay and then the present site further inland. As he embraced the scene around him, Father remembered a convict he had met in Sydney. The man had been at the original settlement and had told him of his trip up the river to the new site at Brisbane. He had described it as a "veritable garden of Eden."
Progress was slow and tedious as sand bars and the tides delayed the boat's passage. "At this rate it will be night before we reach the town," I complained to no one in particular. At the start of the trip, I had been fascinated by each new vista. I had watched my three brothers take their place at the oars—in later years, they would be quite good at rowing and winning races on this same river. But as the day dragged on, I grew weary and bored.
Suddenly, a black man appeared at the edge of a clearing on the bank, watching the boat advance along the river. The soldiers tightened their grip on their rifles and kept their eyes on the figure, ready to fire at the least provocation. There could be more of them hiding in the trees, I thought with apprehension, but also I was glad of the diversion.
It seems cruel to me now, but behind my parents' backs, safe in the knowledge he couldn't touch me, I made faces at Grayson, the man whose injury I had helped to cause. The rest of the family was absorbed by the scenery. I was six, and it seems I had already forgotten how frightened Grayson had made me feel at the wharf.
I focused Father's telescope on the aboriginal who stood motionless, as though planted in the ground; he was a young man and well-built, his head covered in ebony curls. The dark eyes that stared back at me. I can remember that his probing gaze made me uneasy, as though it was the black man holding the telescope and looking inside my head. I examined the strong face, the broad forehead and nose, the heavy lips encased in a beard; his chest was beaded with horizontal lines of scars.
The man on the shore was Dundalli, whose name means "wonga pigeon." Many years later, he laughed when he told me of his detailed assessment of our craft and its passengers. First, he had carefully scrutinised the red and white-clothed soldiers holding their muskets in readiness. He then examined the rowers leaning into their oars and sweeping them back for another stroke that propelled us. He could see by their dress that most of them were convicts.
Through the telescope I could see two vicious-looking spears the black man was holding in his right hand. A band of string made from kangaroo hair (as I would later learn) encircled the man's waist, holding a long, curved piece of wood in place; otherwise, he was naked. I glanced at my mother who had raised her hand to her face as though to block out the sight. He must be a warrior, I thought. I instinctively moved closer to Mother as the boat pulled slowly past him.
He noticed me looking at him. The big man at the front, three youths, a young girl and a woman who was probably their mother, were the only other passengers. More and more whites were coming to his traditional land and Dundalli was not happy. Some of his people thought they were the magui, ghosts of ancestors returning to the heart of their family, but he did not believe it. The discussions around the campfires had been long on this subject, but he knew the ancestors would never act the way these strangers did, with no respect for the law. The elders had told him to observe and do nothing. For the moment, he did as ordered.
For once, I sat quietly. I had seen blacks before in the streets of Sydney, but no one like the man on the shore. I looked to see what my father was doing. By the time I returned my gaze to the shore, the man was gone.
As the boat pulled out of range of where the black man had been, everyone relaxed a little, but all eyes surveyed the scrub on the banks with some trepidation. Then the river began to twist and turn upon itself. The sun was low in the western sky when we passed cultivated land on the bank to our right and high brown cliffs lined the water to the left. We rounded yet another bend to the welcome sight of the settlement. A number of small craft were plying back and forth across the river.
A team of oxen hauling a huge load of timber crawled down towards the wharf, their hooves churning the dust. The bullock driver cracked his whip above the heads of his beasts and whistled at them to keep moving. On the top of a ridge just beyond the settlement stood the squat conical shape of a windmill, the giant sails immobile despite the fresh breeze. Gangs of convicts guarded by soldiers—the aboriginals called them 'diamonds' because of their red and white uniform—toiled in the vegetable gardens to the rear of the buildings.
My tiredness vanished as we drew towards the river bank. Before me stood the town of Brisbane, a harsh prison, miles from any other form of civilisation, inhabited by some of the worst criminals England had produced. I appraised the buildings and the layout of my new home. To the right of the wharf lay a long narrow shed my father told me was the boat house. A substantial two-storey building made from stone stood about fifty yards further back, huddling into the hill that wrapped it on three sides. I listened as my father explained that it had taken ten convicts, working in irons it must be said, four months to dig out the rock and to lay the foundations for what was the Commissariat Store where the colony's provisions were jealously guarded. A road ran away to the left up the slight grade. Above it on the rise stood a magnificent fig tree that I imagined climbing. With its massive buttress roots and trunk, it towered like a sentinel, dwarfing the one-storied building that housed the chaplain. The commandant's house was along the ridge to the right of the Commissariat. I had watched Father study crude plans of the town in Sydney before we left and the layout of the colony was sketched in his mind. He pointed out and named each of the buildings. Sounds of hammering and sawing came from our left where the road from the wharf ran past the military barracks and the lumber yard. This would be the focus of Father's attention for some time to come. Further along the river bank were the hospitals for the soldiers and convicts and then the surgeon's house. In the distance behind the lumber yard, the convict barracks loomed, a forbidding stone structure some three stories high and about one hundred yards long, surrounded by a high wall.
I had conjured up visions of the settlement as a smaller version of Sydney, but that was definitely not the case. Our new home was tiny in comparison, no more than a scratch on the sub-tropical landscape where luxuriant forests and scrub pressed in upon the township, threatening to swallow it. Despite a sense of mild disappointment, I was eager to explore and to get to know this place.
Father had warned that strict rules would apply. There was to be no fraternising with the convicts or aboriginal people and we were never to go about the colony alone or leave its confines. Father had reassured Mother that the large garrison of soldiers would guarantee our safety. As I was to learn, Brisbane had been, and still was, a harsh, cruel place for the convicts. | <urn:uuid:d2faa2fa-d728-4a82-ad8e-8ba8be92da24> | CC-MAIN-2017-30 | http://richardjcarroll.com/wp-content/uploads/2014/05/extract1.pdf | 2017-07-24T10:33:39Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00392.warc.gz | 258,051,572 | 5,846 | eng_Latn | eng_Latn | 0.999019 | eng_Latn | 0.999539 | [
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HIGHMORE-HARROLD HIGH SCHOOL
2015-2016 REGISTRATION HANDBOOK
Spring 2015
High School Graduation Requirements
- Welcome to Highmore-Harrold High School! The following pages identify the number of credits required in grades 9-12 for graduation by the Highmore-Harrold School District and the South Dakota Department of Education.
- It is the student's responsibility to know if all requirements for graduation are being met. It is also the student's responsibility to register for the courses required for each grade level.
- The student's teachers, counselor and/or principal are willing to help him/her decide if his/her registration supports his/her career plans and graduation requirements.
- To qualify for the South Dakota Opportunity Scholarship, students would need to
o Receive a composite score on the ACT of at least 28 and meets the ACT college readiness benchmarks scores equaling or exceeding 18 for English, 22 for Reading, 22 for Math, and 23 for Science.
OR:
o Have an ACT composite score of 24 or higher and
o Complete high school course requirements with no final grade below a "C" (2.0 on a 4.0 scale) and a cumulative high school GPA of 3.0 on a 4.0 scale.
High School Graduation Requirements Starting with the Class of 2015
Combined South Dakota and Highmore-Harrold Schools GRADUATION REQUIREMENTS
To graduate from Highmore-Harrold High School, you must:
1. Complete all required work in grades 1-8.
2. Earn 25 or more high school credits. (grades 9-12)
A credit is defined as: passing a course which meets for one period five days a week for a year. One half credit is earned per semester. The following are exceptions:
b. Band – ¼ credit per semester
c. Chorus – ¼ credit per semester
3. All regularly enrolled students will be required to enroll in six academic classes each semester.
4. A student's transcript must document a minimum of 22 credits that include the following:
English – 4 units
- English I – 1 unit
- English III – 1 unit
- English II – ½ unit, Speech ½ unit
- English IV – 1 unit
Mathematics – 4 units
- Algebra I – 1 unit
- *Geometry – 1 unit
- Senior Math or Pre-Calculus – 1 unit
- *Algebra II – 1 unit
Lab Science – 3 units
- Physical Science – 1 unit
- Biology – 1 unit
- *Chemistry or Physics – 1 unit
Social Studies – 4 units
- Geography – 1 unit
- World History - ½ unit,
- American History I, II, III – ½ unit each
- Government – 1 unit
One unit of the following – any combination:
- Approved Career and Technical Education
- Capstone Experience or Service Learning
- World Language
Fine Arts – 1 unit
Personal Finance– ½ unit
Computer Science – 1 unit
Physical Education – ½ unit
**Health– ½ unit - beginning with students who are Class of 2017
Academic Electives Courses – 4 units
*With school and parent/guardian approval, a student may be excused from this course in favor of a more appropriate course. A student may be excused from Algebra II or Geometry, but not both. A student is still required to take four units of Math. If a student is excused from Chemistry or Physics, the must still have three units of lab science.** Regarding the health requirement: Beginning with students who are in the Class of 2017 students will be required to take ½ credit of health at any time grades 9-12.
The ONLY students in the graduation line will be the ones that have completed their courses outlined by the Highmore-Harrold School District for graduation in the state of South Dakota. These MUST be completed by noon, the Friday before commencement.
AGRICULTURE EDUCATION
Elective Credits
Agriculture Leadership Prerequisite: None
1 Semester Course – Offered 1 st Semester Grades 9-12 grade, ½ Credit
Leadership and Personal Development is designed to provide a foundation course for all of the Career and Technical Education Clusters, with emphasis being based in the Agricultural, Food and Natural Resources cluster. Opportunities for leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition. English and human relations skills will be reinforced in the course. Workbased learning strategies appropriate for this course are school-based enterprises, field trips, and internships.
Fundamentals Animal Science I Prerequisite – None
1 Semester Course - Offered 1 st Semester Grades 9-12, ½ Credit
Meet the demands/needs of students interested in basic animal science. This class will address the basic need to care for and meet the needs of animals. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Algebra, English and human relations skills will be reinforced in the course. This class is reinforced through the FFA and SAE project through Livestock Career Development Events and Proficiency Awards
Plant Science I Prerequisite – None
1 Semester Course - Offered 2 nd Semester Grades 9-12, ½ Credit
The plant science industry is a large part of the economic structure in South Dakota, from crop and forage production, to horticulture, to forestry. Every part of South Dakota from the very rural to the very urban is involved with the plant science field. The demand for careers in plant science is expanding in areas of laboratory science and commercial horticulture. In this course, students develop the necessary knowledge, skills, habits, and attitudes for entry-level employment and advancement in areas such as horticulture, research, and production agriculture. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Science, English, biology, and human relations skills will be reinforced in the course. Leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition.
Fundamental Ag Mechanics Prerequisite: None
1 Semester Course –r Grades 9-12 grade, ½ Credit
This course is offered to meet the basic need of Agricultural Mechanics. South Dakota demand is increasing with the shortage of certified mechanics. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Algebra, trigonometry, English and human relations skills will be reinforced in the course. Work-based learning strategies appropriate for this course are school-based enterprises and field trips. This class is reinforced through the FFA and SAE project through Ag Mechanics Career Development Events and Proficiency Awards. Each student will be expected to complete a Supervised Agricultural Experience or Internship project.
Animal Science II
Prerequisite – Preferred Animal Science I
1 Semester Course – Offered 2 nd Semester Grades 9-12, ½ Credit
This course is offered to meet the needs of students who want to advance their education in animal science Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Apply knowledge of anatomy and physiology to produce and/or manage animals in a domesticated or natural environment. Students will gain knowledge in species specific operations, genetics, setting up a detailed livestock operation, processing and detailed reproductive systems. Algebra, English and human relations skills will be reinforced in the course. This class is reinforced through the FFA and SAE project through Livestock Career Development Events and Proficiency Awards
Fundamentals of Ag Structures Technology
Prerequisite: None
1 Semester Course Grades 9-12 grade, ½ Credit
This course is offered to meet the basic need of Agricultural Structures. South Dakota demand is increasing with the shortage of certified electricians, plumbers, contractors and mechanics. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Algebra, trigonometry, English and human relations skills will be reinforced in the course. Work-based learning strategies appropriate for this course are school-based enterprises and field trips. This class is reinforced through the FFA and SAE project Ag Mechanics Career Development Events and related Proficiency Awards.
Each student will be expected to complete a Supervised Agricultural Experience or Internship project.
Agriculture Biotechnology
Prerequisite – None
1 Semester Course - Offered 2 nd Semester Grades 9-12, ½ Credit
Our lives are increasingly touched by technological advances in biology from discoveries in disease and pest control to reproductive capabilities in plants and animals as well as biological benefits in environmental sciences. Agricultural biotechnology will experience a 55% growth rate in the next five years particularly in the areas of crop and livestock genetic engineering. Biotechnology in Agriculture is designed to provide students with basic lab skills and skills in biotechnology applications in plant and animal and its many career opportunities in the Plant and Animal Systems Career Pathway. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Mathematics, English, biology, and human relations skills will be reinforced in the course. Leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition such as science related career development events and proficiency awards
Wildlife and Fisheries
Prerequisite – None
1 Semester Course - Offered 1 st Semester Grades 9-12, ½ Credit
Management of South Dakota wildlife and fisheries is critical to our future economic stability. Skills gained in this area will be beneficial to students seeking a career in wildlife and fisheries. It addresses the biological and environmental issues related to Wildlife & Fisheries within our State. Classroom content may be enhanced by utilizing appropriate equipment and technology. Mathematics, science, English, biology, and human relations skills will be reinforced throughout the course. Leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition such as participation in the natural resources Career Development Event or related proficiency award areas
Ag Metal Fabrication
1 Semester Course
Prerequisite: None
Grades 9-12 grade, ½ Credit
Course consists of standards to prepare students for careers in the metal fabrication industry in the Agricultural Services and Supplies Career Pathway. Employment in the agriculture metal fabrication career area is projected to rise on pace with average for all occupations through 2012. Classroom and laboratory content will be enhanced by utilizing appropriate equipment and technology. Mathematics (geometry), science (physical, physics), English, and human relations skills will be reinforced in the course. Worked based learning opportunities appropriate for this course are school based enterprise and field trips. Opportunities for application of clinical and leadership skills are provided by participation in the FFA organization through activities, conference and skills. Each student will be expected to complete a Supervised Agricultural Experience project and/or Internship Project.
Agriculture Business Sales and Marketing 1 Semester Course - Offered 1 st Semester
Prerequisite – None
Grades 11-12, ½ Credit
Agribusinesses are involved in the sales and marketing of their products leading to many related positions at these businesses. Skills in selling and marketing of products will greatly enhance the success of an employee in an agribusiness operation. Agribusiness Sales and Marketing is designed to provide students with skills that focus on job preparatory skills as well as employee tasks necessary in agricultural sales and marketing occupations and its many career opportunities in the Agribusiness Systems Career Pathway. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Mathematics, English, biology, and human relations skills will be reinforced in the course. Leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition such as sales related career development events and proficiency awards.
Agribusiness Entrepreneurship Pre-requisite – None
1 Semester Course - Offered 2 nd Semester Grades 11-12, ½ Credit
Financial success in business operation often depends upon the managerial skills of each individual owner/operator. Job opportunities in farm management will be stable with no increase; opportunities to manage businesses related to agriculture should see a slight to strong increase in demand. Agribusiness Entrepreneurship is designed to give students a background in the decision making process, day to day management skills, and financial management required to operate an agribusiness and its many career opportunities in the Agribusiness Systems Pathway. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Mathematics, English, biology, and human relations skills will be reinforced in the course. Leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition such as management career development events and entrepreneurship proficiency awards.
ART CLASSES Elective Credits
Art Appreciation Level I
Semester course ½ credit per semester
Prerequisite: None
Fine Arts/General Elective
Art Appreciation is an introduction into the world of visual arts, design and crafts. It examines the visual arts throughout time, culture and geography. This class will cover art history, painting, drawing, sculpture, and other areas of the art world. Students will be required to complete projects, written assignments, and participate in classroom activities. Topics covered: Visual Elements & Design Principles, Drawing, Painting, Watercolor, Perspective, Mixed media. Art History: Ancient - Roman Times
Art Appreciation Level II
Fine Arts/General Elective
Prerequisite: Art Appreciation Level I
Semester course
1/2 credit per semester
Art Appreciation is an introduction into the world of visual arts, design and crafts. It examines the visual arts throughout time, culture and geography. This class will cover art history, painting, drawing, sculpture, and other areas of the art world. Students will be required to complete projects, written assignments, and participate in classroom activities. Topics covered: Photography, Animation, Printmaking, Clay, Sculpture, Wood burning, Movie production. Art History: Medieval times - Modern Day
Drawing – Painting Level I
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Art Appreciation Level I
Drawing/Painting is a semester long class that will cover the basics of creating works of art using drawing and painting methods. This class will also examine the history of these methods and changes overtime. Students will be required to complete projects, written assignments, and participate in classroom activities.
Drawing – Painting Level II
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Drawing/Painting Level I
Drawing/Painting Level II is a more advanced project based class than level I. It will allow for more time consuming and complex works to be completed. As well as take an in-depth look at drawing and painting methods from the past.
Drawing – Painting Level III
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Drawing/Painting Level II
Drawing/Painting Level III is an advanced studio class where students will put together a portfolio of their own works. While working toward mastery of drawing/painting methods.
Sculpture I
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Art Appreciation I
Sculpture is a semester long class that will cover the basics of creating works of art using 3-dimensial design methods as well as different materials. This class will also examine the history of these methods and changes made overtime. Students will be required to complete projects, written assignments, and participate in classroom activities.
Sculpture II
Fine Arts/General Elective
Semester course
½ credit
Prerequisite: Sculpture I
Sculpture is a semester long class that will include creating works of art using 3-dimensial design methods as well as different materials at an intermediate level. This class will also examine the history of these methods and changes made overtime. Students will be required to complete projects, written assignments, and participate in classroom activities.
Sculpture III
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Sculpture II
Sculpture is a semester long class that will include creating works of art using 3-dimensial design methods as well as different materials at an advanced level. This class will also examine the history of these methods and changes made overtime. Students will be required to complete projects, written assignments, and participate in classroom activities.
Creative Art Comprehensive Level I
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Completed or in English II (Art Appreciation Level I suggested)
Creative Art-Comprehensive, comprehensive courses provide students with the knowledge and opportunity to explore an art form and to create individual works of art. These courses discuss and explore of career opportunities in the art world.
2 Topics covered within class:
Mixed Media: using different mediums to create a work of art. Projects include but are not limited to: costume design and representational art.
Art in Technology: Students will learn to create movies, edit images, animate, and produce the Pirate News Network. Primary role but not limited to, will be to write stories and edit video for PNN.
Creative Art Comprehensive Level II
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Creative Art Comprehensive Level I
Creative Art-Comprehensive, comprehensive courses provide students with the knowledge and opportunity to explore an art form and to create individual works of art. These courses discuss and explore of career opportunities in the art world.
2 Topics covered within class:
Mixed Media: using different mediums to create a work of art. Projects include but are not limited to: costume design and representational art.
Art in Technology: Students will learn to create movies, edit images, animate, and produce the Pirate News Network. Primary role but not limited to, will be to write stories and edit video, create segments, and interview for PNN.
Creative Art Comprehensive Level III
Semester course
Fine Arts/General Elective
½ credit
Prerequisite: Creative Art Comprehensive Level II
Creative Art-Comprehensive, comprehensive courses provide students with the knowledge and opportunity to explore an art form and to create individual works of art. These courses discuss and explore of career opportunities in the art world.
2 Topics covered within class:
Mixed Media: using different mediums to create a work of art. Projects include but are not limited to: costume design and representational art.
Art in Technology: Students will learn to create movies, edit images, animate, and produce the Pirate News Network. Primary role but not limited to, will be to oversee operations, approve segments & stories, lead anchor newscasts.
Personal Finance
Graduation Requirement
Prerequisite: None Required
One Semester Open to 9-12 grade, ½ credit
Would like to have $1,000,000 when you retire? Learn how to make your money work for you. Students will learn to manage personal finances by balancing accounts and budgeting. They will also learn about investing in stocks, bonds, and mutual funds; determine interest on loans and installment buying.
COMPUTER SCIENCE CLASSES
Elective Credits
Computer Applications I
General Elective/Computer Science
One Semester Open to 9-12 grade, ½ credit
Prerequisite: None
Use Microsoft Office Word, Excel from the basics to advanced skills. Topics or projects can include: how to format a research paper in MLA style; create spreadsheets and charts; create documents to integrate word processing, spreadsheet, and Internet; apply ethical considerations in the use of information systems. Use advanced word processing skills to create a newsletter and utilize mail merge; use Excel to create personal budgets and financial statements using advanced spreadsheet skills. Gain an understanding of technology across the full spectrum, agriculture, energy, medical, transportation, education, systems design and digital design concepts, compare and contrast innovations and emerging technology and it's impact to global markets and societies.
Computer Applications II
General Elective/Computer Science
One Semester Open to 9-12 grade, ½ credit
Prerequisite: Skills using Microsoft Office Applications
Use Microsoft Access and PowerPoint to develop communication skills and database design. Students will create and organize databases based on good design principals, apply ethical considerations in the use of information systems. Topics or projects can include: planning a database, creating tables, reports, formatting and filtering information and create graphs. Using PowerPoint students will create presentations from basic slide shows to advanced techniques using videos, graphics, animation, and sound. Students will gain an understanding of technology across the full spectrum, agriculture, energy, medical, transportation, education, systems design and digital design concepts, compare and contrast innovations and emerging technology and it's impact to global markets and societies.
Introduction to Information Technology I
General Elective/Computer Science
One Semester Open to 10-12 grade, ½ credit
A unique approach teaching computer technology the way students would actually experience it is real life, not a history lesson on computers. During the progression of the semester, both team and individual assignments are presented for grading. Students will also develop an understanding of technology through computer fluency, computer hardware, using the internet, application software, system software, assessing hardware, networking and security. By the end of the semester, students should have completed several projects related to real world experiences.
Introduction to Information Technology II General Elective/Computer Science
One Semester Open to 10-12 grade, ½ credit
A unique approach teaching computer technology the way students would actually experience it is real life, not a history lesson on computers. During the progression of the semester, both team and individual assignments are presented for grading. Students will also develop an understanding of technology through mobile computing, system hardware, software programming, databases and information systems, networking advantages, and management of the internet. By the end of the semester, students should have completed several projects related to real world experiences.
BUSINESS CLASSES
Leadership/Service Learning
Prerequisite: None
FACS CLASSES Elective Credits
One Semester Course Open to 9-12th Grade, ½ Credit
Students will develop leadership skills, promote volunteerism, and strengthen school and community awareness. Topics addressed include but are not limited to: an introduction to principles of leadership development, definitions and approaches to the study of leadership, leadership styles, gender and ethnic diversity, leadership in groups, moral and ethical issues, leadership renewal, mission statements, and contemporary leadership issues. The goal for this course is that students will leave more informed, self-aware, and better equipped to function as leaders in their families, careers, and communities. The integration of FCCLA provides students with opportunities for leadership development, personal growth, and school/community involvement. Community Service Hours will be recorded for use in future scholarship applications!
Skills for Parenting
One Semester Course
Prerequisite: None
Open to 9-12th Grade, ½ Credit
This course will allow students to develop knowledge, skills, and attitudes necessary in a variety of parenting roles across the life span. Topics addressed include: roles and responsibilities of parenting; societal conditions that impact parenting; parenting practices that maximize human growth and development; external support services for parents; physical and emotional factors related to the parenting process; and preparation necessary for a healthy beginning for families. A major project in this class is to take care of a computerized doll to assimilate what it is like to take care of a baby, mock wedding, and so much more!
Interior Design
One Semester course
Prerequisite: None
Open to 9-12
th
Grade, ½ Credit
Interior Design discusses concepts related to Housing and Interior Design which are core to every individual's basic needs and wants. Each student has and will continue to be affected by concepts of living arrangements. Housing & Interior Design allows students to gain an appreciation of the design fundamentals that form the foundation by which all design is judged. Learning how to manipulate and apply the tools of design in a variety of situations in the home is a major focus throughout the course of study. Topics addressed include the history of housing, career opportunities, principles and elements of design, space planning, selection of interior furnishings and products, and the design and development of architecture and furniture.
Nutrition and Wellness Prerequisite: None
One Semester Course Open to 9-12th Grades, ½ Credit
Join Nutrition & Wellness to learn basic cooking skills in foods labs while also learning the basics of nutrition and wellness. Students will develop the knowledge and skills necessary in making healthy food choices and planning and implementing a life wellness plan. This course will allow the student the opportunity to develop skills that will enable them to realize and put into practice the importance of overall health and wellness. Topics addressed include: human sexuality, physical activity, nutrition, and mental health. This course also emphasizes the importance of being an informed consumer and using good nutritional knowledge as a basis for teaching others through intergenerational activities and community service. The integration of FCCLA provides students with opportunities for leadership development, personal growth, and school/community involvement.
Skills for Employability
One Semester Course
Prerequisite: None
Open to 9th-12th Grade, ½ Credit
This course addresses the multiple life roles that enable individuals to connect family, career, and community responsibilities. The course will introduce students to the world of work, how it operates, and how they can better fit into that world. Students will be led through a process of self-knowledge and use that knowledge for effective career planning. The topics covered in the course will include the changing workplace, career decision-making and planning; job procurement procedures; workplace ethics and attitudes; workplace health, safety, and legal matters; interpersonal relationships; teamwork; thinking skills; technology; and time and information management. A unique focus is on the management of families, work, and their interrelationships. The course also allows time to prepare for and complete scholarship applications.
Food Technology One Semester Course
Prerequisite: None Open to 12
th Grade, ½ Credit
Food Technology is a course designed to teach seniors more indepth concepts about the food that we eat and how to prepare it. The class will consist of food labs/experiments. Some of those labs will consist of canning/pickling foods, baking (pies, cakes, etc.), freezing foods, etc. Food Technology is a course designed to offer opportunities to study the composition, structure, and properties of foods. The chemical changes that occur during the processing, storage, preparation, and consumption of food will also be examined. This course explores the effects of various materials, microorganisms, and processes on food products through kitchen experiments.
Introduction to Hospitality & Tourism Prerequisite: None
One Semester Course
Open to 9th-12th Grade, ½ Credit
The hospitality and tourism industry is one of the largest and fastest growing industries in the world. In South Dakota, visitor spending in 2005 was $807,029,057, a $2.02 billion impact on the state's economy. This economic impact is expected to continue to grow. With this increase, there is a need for trained workers in the hospitality and tourism industry. In South Dakota, there has been a 14.18% increase in the number of employees in the industry in the past 10 years. Many aspects o this industry promote employees from within, a young parttime employee may work his/her way up to management in a short amount of time. This course is designed to give high school students an overview of the opportunities, occupations, and skills needed in this career cluster. Topic covered include practices and skills involve in hospitality, tourism, and recreation industries, concepts of customer service, and procedures related to safety, security, and environmental issues.
Human Development Pre-school to School Prerequisite: None
One Semester Course Open to 9-12th Grade, ½ Credit
This course provides students with an understanding of the aspects of human growth and development and will strengthen their knowledge in human development. Topics addressed include: principles of human growth (physical, social, & emotional) along the lifespan; personal and social forces that impact human growth and development across the lifespan; and strategies that promote healthy development across the lifespan. Learning activities, observation techniques, and lab experiences may be included. Student leadership (FCCLA) may be an integral part of the course.
Introduction to Education & Training Independent Study One Semester Course Prerequisite: Human Development Open to 9-12th Grade, ½ Credit
A historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than a million veteran teachers are nearing retirement. Experts predict that overall more than 2 million new teachers will be needed in the next decade. As people will be involved in education and training throughout their life, there is also a need for continued learning after the traditional end to formal education. Educators and trainers are needed to provide educational opportunities for these life-long learners. Introduction to Education and Training is designed to give high school students an overview of the opportunities, occupations, and skills needed in this career cluster. Topics covered include exploration of the career pathways within the cluster, qualities, characteristics, and skills of effective educators/trainers, influences one education and training, and a safe environment conducive to learning. In order to take this course, students must have taken Human Development and must be able to organize their time efficiently as this is an independent study FACS course.
English Language Arts I Graduation Requirement
LANGUAGE ARTS CLASSES
Full year course Open to 9 grade, ½ credit/semester
Prerequisite: None
Write multi-paragraph descriptive, narrative, expository and persuasive essays; demonstrate writing competence in voice, grammatical conventions, organization, content, word choice, and sentence structure; read independently; read short stories, poetry, novels, and drama; identify elements and techniques of literature; broaden vocabulary.
English Language Arts II / Speech Graduation Requirement
Full year course
Open to 10 grade, ½ credit/semester
Prerequisite: None
Use writing process strategies and six traits; identify the elements of literature; analyze literature and apply literary techniques to pieces of literature; read fiction and nonfiction, poetry, novels, and drama; articulate connections between literature, observations, and real life; complete writing projects; increase written and spoken vocabulary; read independently. Research library information; demonstrate poise, self-confidence, and skills in public speaking; demonstrate organizational skills in writing speeches and outlining; exhibit an appreciation for other student ideas and opinions.
English Language Arts III / American Literature Full year course Graduation Requirement Open to 11-12 grade, ½ credit/semester
Prerequisite: None
Relate history to the evolution of literature; become familiar with author backgrounds, works, and themes; use reading, writing, speaking, and listening skills to express ideas clearly, correctly, and appropriately; develop autonomy and confidence as readers who find personal meaning and connections in literature; read from short stories, poetry, drama, novel, etc.; trace trends and movements in American literature; study outstanding writers, their work, and influence; recognize the relationship between American history and literature.
English Language Arts IV / British Literature Graduation Requirement
Full year course Open to 11-12 grade, ½ credit/semester
Prerequisite: None
To expose students to a wide array of global literature; to understand the universality of classic and modern world literature; to recognize a common humanity transcends time and space; to learn to analyze literature and discover keys to artistic quality; to encourage students to think, question, draw conclusions, and understand others through literature; to challenge students to become more demanding of what they read and become more skillful in what they write. Demonstrate the proper use of mechanics in writing; develop language and vocabulary skills; demonstrate knowledge and skills to write a traditional research paper.
Journalism I
Full year course
Prerequisite: None
Open to 11-12 grade, ½ credit/semester
Journalism is a semester course designed for students interested in yearbook, newspaper journalism, and developing their skills as a writer. The course explores the contemporary media and the ethical responsibility issues inherent in the press today. Students will learn the fundamentals of news, feature, editorial and sports writing. Copy reading, news style and editing will be stressed. Students will create numerous original stories for the school newspaper using varied structures and writing techniques. Students will also be required to structure and edit yearbook pages, as well as attend extracurricular activities to take photos.
MATH CLASSES
Passing a math class with anything less than a C- should be considered an indicator that the next level math class may be difficult to successfully complete.
Students planning on attending college in South Dakota that have anything less than a C- in Algebra I, Geometry and Algebra II may have some difficulty with the required math placement exam. An unacceptable score on this exam will require the student to take a remedial math class for no credit at their own expense.
Algebra I
Full year course
Prerequisite: None
Open to 9-12 grade, ½ credit/semester
Algebra I is where it all starts. This course is authentic Algebra, Algebra that models the real world. Topics include the rules of Algebra, solving linear equations, graphing linear equations, writing linear equations, solving and graphing linear inequalities, solving systems of linear equations, powers and exponents, quadratic equations, polynomials and factoring, using proportions and rational equations, statistics, and probability.
Geometry
Full year course
Prerequisite: Algebra I
Open to 10-12 grade, ½ credit/semester
Are shapes your thing? Then this course is for you! Geometry involves different types of math skills than were used in Algebra. This math course deals with: points, lines, triangles, quadrilaterals, circles, proportions, similarities, transformations, areas, surface areas, volumes, probability and measurement. Geometry has more emphasis on vocabulary, theorems, diagrams, construction, and the organization of ideas in proofs.
Algebra II
Full year course
Prerequisite: Algebra I or Geometry
Open to 10-12 grade, ½ credit/semester
Planning to attend a college or technical school? If so, Algebra II is a necessity! This course builds on and expands on the concepts used in Algebra 1. Topics include linear functions, systems of equations, matrices, complex numbers, quadratic relations and functions, polynomials, inverses and radical functions, factoring, logarithms and exponential functions, probability, and statistics.
Trigonometry
Full year course
Prerequisite: Algebra II
Open to 12 grade, ½ credit/semester
Are you taking physics? Going to a college or technical school? Plan on taking Calculus in the future? Then this course is designed for you. This course is designed to prepare you for Calculus or College Algebra by building a strong foundation in pre-calculus. Topics covered include the six trigonometric functions and their graphs, applications of circular functions, polar equations and their graphs, and trigonometric identities. Other topics may include vectors, matrices and various other pre-calculus materials.
Pre-Calc
Full year course
Pre-requisite: Algebra II
Open to 12 grade, ½ credit/semester
Topics include a comprehensive review of Algebra II concepts, as well as some Trigonometry and Analytic Geometry topics. Areas such as matrices, probability, logarithms and exponential functions may be studied as well.
Senior Math Full year course
Prerequisite: Algebra II Open to 12 grade, ½ credit/semester
This course is designed to help high school seniors meet the college readiness standards in mathematics as defined by the Smarter Balanced Policy Achievement Level Descriptors (ALD). This course is not intended for students pursuing a STEM degree. Topics covered include: basic properties of real numbers, exponents & radicals, rectangular coordinate geometry, solutions to linear and quadratic equations, systems of equations, inequalities, polynomials, factoring, rational expressions and equations, radical expressions and equations, complex numbers, and an introduction to functions.
Band
Fine Arts/General Elective
Music
Full year course
Open to 9-12 grade, ¼ Credit/semester
Prerequisite: None
Care for musical instruments; improve proficiency in reading music; demonstrate confidence and poise during public performance; develop awareness for the arts as a vital part of lifelong learning. Develop knowledge of musical terms.
Chorus
Full year course
Fine Arts/General Elective
Open to 9-12 grade, 1/4 Credit/semester
Prerequisite: None
Demonstrate expertise in care of the voice; demonstrate proficiency in music reading skills; demonstrate proficiency in performance; show confidence and poise during public performance; develop awareness for the arts as a vital part of lifelong learning.
Physical Education
Physical Education I
Full year course
Prerequisite: None
Open to grades 11-12, ½ credit/semester
This course is designed to give the students a wide variety of activities that they can use throughout their lifetime. It will explore both team and individual recreational activities such as basketball, volleyball, tennis, golf, etc. This course may be taken twice, but the second time the student will earn a grade but will not receive a credit. The grade earned will not count in GPA calculation. This course cannot be taken concurrently with Weight Lifting & Conditioning. Can be used to meet South Dakota physical education requirement.
Fitness / Conditioning Activities
Full year course
Prerequisite: None
Open to grades 11-12, ½ credit/semester
This course is designed to teach the fundamentals of strength training and aerobic and anaerobic conditioning. Students will learn proper technique for various lifts and weight room safety and etiquette. Students will be measured for height, weight, and body fat %. They will then be given a chance to set various fitness goals and design a program to help them meet their goals. This course cannot be taken concurrently with PE. Can be used to meet South Dakota physical education requirement.
Physical Science (Lab Science)
Prerequisite: None
SCIENCE CLASSES
Full year course
Open to 9-12 grade, ½ credit/semester
Graduation Requirement
This course covers the basic concepts of physics and chemistry: motion, force, energy, heat, electricity, magnetism, sound and light, chemistry and the atom, chemical activity and the periodic table. The course includes daily lab activities and text exercises.
Biology (Lab Science)
Full year course
Prerequisite: None
Open to 10-12 grade, ½ credit/semester
Graduation Requirement
This course studies life from single cell development to complex organisms. We explore life from a molecular and cellular level and classify the different living organisms. We also look at interactions between organisms in an ecology unit. The course includes both lab and text experiences.
Chemistry (Lab Science)
Full year course
Prerequisite: Completed or in Algebra II
Open to 11-12 grade, ½ credit/semester
This course should be taken by all students planning to attend a four year college and is an essential course for those considering a career in a scientific, mathematical, or related field Chemistry deals with the substances that make up our environment and with the chemical changes these substances undergo This course includes the study of inorganic chemistry to provide a basic understanding of reaction concepts and to develop basic lab skills. Students will study the characteristics of elements and common compounds. The student will learn to write chemical formulas, name chemical compounds, and solve chemical problems. The course includes both lab and text experiences.
Physics (Lab Science)
Full year course
Prerequisite: "C" or better in Algebra II
Open to 11-12 grade, ½ credit/semester
This course should be taken by all students planning to attend a four year college and is an essential course for those considering a career in a scientific, mathematical, or related field. This course covers the complexities of fluids, solids, heat, sound, light, electricity, and nuclear phenomena. We explore Newtonian mechanics through many challenges and inquiry investigations. There are numerous opportunities for engineering projects such as a load bridge and a hydraulic lift. The course includes both lab and text experiences. This course is offered everyother year opposite Anatomy.
AP Biology (Lab Science)
Full year course
Prerequisite: HS Biology and Chemistry
Open 11-12 grade, ½ credit/semester
Advanced Placement Biology is designed to be equivalent to a college introductory biology course. The class curriculum is set at the college level and students are expected to work accordingly. The purpose is to expose students to college level material and give study strategies that will prepare them for college. AP Biology differs significantly from a traditional high school biology course due to text content, depth of material covered, lab work, and time and effort required to achieve mastery in subject area. This course is designed to be taken by students after successful completion of high school biology and high school chemistry.
Anatomy
(Non lab course)
Full year course
Prerequisite: "C" or better in Biology
Open to 11-12 grade, ½ credit/semester
Students will gain and understanding of the structure and function of the human body by studying anatomical terms, organization of body parts, chemistry of life, cell structure and function, and body tissues and membranes. Systems of the body studied will be: Integumentary, skeletal, muscular, nervous, endocrine, circulatory, lymphatic, respiratory, digestive, urinary, and reproductive. Special emphasis will be placed on the skeletal and muscular systems. The course includes both lab and text experiences.
World Geography
Graduation Requirement
SOCIAL SCIENCE CLASSES
Full year course Open to 9-12 grade, ½ credit/semester
Prerequisite: None
Locate places in the world using a map and/or globe, analyze and interpret data presented on maps, charts, graphs, tables and atlases, use critical thinking skills in applying physical geography concepts to describe how people live in various regions, develop the understanding and appreciation of diverse cultures and people that inhabit earth, enrich the comprehension of geography through use of technology.
Modern World History
Graduation Requirement
One semester course Open to 10-12 grade, ½ credit
Prerequisite: None
This course studies the chronological development of World History beginning with the early civilizations (5000 B.C.) and progressing through time, eventually reaching the 21 st century. Students will piece together the political, social, religious, and economic evidence given to us to form a better understanding of all the people that helped make up our world today.
Modern U.S. History I, II, III
One semester course each Open to 10-12 grade, ½ credit each
Graduation Requirement
Prerequisite: None
Although the focus of this yearlong course is the 20 th century, a review of American history from the Civil War to the turn of the century is included. The major units encompass foreign and domestic policy. The emphasis on foreign issues relates to the world wars, the Cold War, Vietnam and terrorism. Domestic policy stresses the Jazz Age, the Great Depression, Civil Rights and the Counter Culture. Most of the class is devoted to modern history.
U.S. Government
Full year course
Graduation Requirement
Open to 12 grade, ½ credit/semester
Prerequisite: None
Student will learn about the basic principles of American government, major topics of study are the Constitution, federal, state and local government. Students will also discuss current political issues.
Psychology
One Semester
Prerequisite: None
Open to 11-12 grade, 1/2 credit
Students will gain an in-depth knowledge of human behavior and individual mental and emotional problems that exist. Students will develop a basic working knowledge of founders of psychology and the methods in which early psychology was practiced. Students will research and present speeches and power points on early psychologists and diseases such as schizophrenia and Alzheimer's. Students will also participate in numerous experiments including an animal training experiment. The class is devoted to group discussion and classroom participation.
Sociology
Prerequisite: None
One Semester
Open to 11-12 grade, 1/2 credit
Students will examine human behaviors found throughout the world and develop an understanding of these cultures. Students will look at specific cultures and be able to discuss topics such as material and non-material cultural traits. They will look at why traditions, music, dance, religion, and foods are so different from one culture to another. Students will participate in classroom discussion, presentations of power points and speeches to demonstrate their knowledge of these cultures.
Pre-Apprenticeship
WORLD LANGUAGE
Spanish I
Prerequisite: None
Full year course
Open to 10-12 grade, ½ credit/semester
Understand limited spoken Spanish; speak Spanish in a manner comprehensible to native speakers; read short dialogs, narratives; write sentences and short, guided paragraphs; demonstrate an awareness of cultural similarities and differences. (This class meets for one period every day and is taught over the Dakota Digital Network (DDN) by professors at Northern State University. The DDN broadcast lasts for 50 minutes.)
Spanish II
Full year course
Prerequisite: Spanish I
Open to 11-12 grade, ½ credit/semester
Understand spoken Spanish at an increased level of difficulty; read texts, authentic materials, and read with increased comprehension; write controlled and semi-controlled compositions; demonstrate an awareness of cultural similarities and differences. (This class meets for one period every day and is taught over the Dakota Digital Network (DDN) by professors at Northern State University. The DDN broadcast lasts for 50 minutes.)
Miscellaneous
Elective Credits
Semester course
Prerequisite: None
Open to 12
th grade, ½ credit/semester
Gain valuable experience in the area of career interest and earn credit towards graduation through work experience. Student placement is based on career interest and available of work sites. Students will be required to keep a weekly journal, a portfolio, and do a presentation and exit interview.
Youth Internship – Capstone Experience
Semester Course
Prerequisite: None
Open to 12
th grade, ½ credit/semester
An internship is an opportunity for a student to spend time with one or more employees at a business, non-profit organization or government agency. The objective is to provide an opportunity to observe and gain valuable hands on experience in the area of career interest and earn credit towards graduation through work experience. Student placement is based on career interest and available of work sites. Students selected for this program are chosen based on school attendance and behavior, year in school, seniors first (junior maybe eligible), enrollment in career and technical education courses and/or enrollment in a career or employability course. Students will be required to keep a journal, a portfolio, and do a presentation and exit interview. See State requirements for complete course requirements.
Teacher-Office Aide -
Semester Course
Prerequisite: None
Open to 12 th grade with approval; ½ credit/semester
Teacher/Office aide courses provide students with the opportunity to gain experience working with teacher or in campus offices completing a variety of assigned responsibilities.
Other Capstone Experience courses may be available on SD Virtual School.
DISTANCE EDUCATION
Many courses are available to students through distance education, including Advanced Placement (AP) courses. Some classes are taught through the Dakota Digital Network (DDN) or the South Dakota Virtual High School. Other options can be explored depending on the students' needs. Every attempt will be made to personalize the students' learning plan. However, student must take courses on site that are available on site at Highmore School. See the Counselor for details and registration. | <urn:uuid:baa91e1e-3d93-4d28-9532-c6d11c5b861a> | CC-MAIN-2017-30 | http://highmore-harrold.k12.sd.us/schools/highmorehighschool/registrationhandbook/ | 2017-07-24T10:39:43Z | crawl-data/CC-MAIN-2017-30/segments/1500549424846.81/warc/CC-MAIN-20170724102308-20170724122308-00391.warc.gz | 147,258,623 | 9,871 | eng_Latn | eng_Latn | 0.938767 | eng_Latn | 0.993435 | [
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Prior to the 1960s nearly everyone understood that the tariff was the main issue between the Northern Yankees who wanted a very high protectionist tariff and Southerners who wanted the country to be a free zone with limited import tariffs.
Everyone also understood that slavery had nothing to do with Lincoln's launch of a military invasion on his own country. This changed in the 1960s
when leftwing historians decided to rewrite the history of the war and reconstruction to portray New England Yankees as martyrs for freedom of blacks a thousand miles away and all Southerners as treasonous racists.
For several years, Democrats have been calling for the removal of Confederate statues in the Capitol Building. Recently the House passed H R 7573 with 72 Republicans – including six Texans – voting with the Democrats to remove Confederate statues on display in the U.S. Capitol Building. Passage of the resolution in the Senate is not certain.
Nancy Pelosi, in her letter to the Joint Committee on the Library, stated that Jefferson Davis and Alexander Stephens, President and Vice President of the Confederate States of America, respectively, were both charged with treason. She did not add that they were not tried for treason.
The six Texans -- Will Hurd (the only black House Republican), Michael Burgess, Van Taylor, Dan Crenshaw, Michael McCaul, and Pete Olson – seem to be more concerned about being politically correct than in following their constituents' wishes and the Republican Party platform.
In 2019, 97.3% of Texas Republican voters supported a primary ballot proposition to preserve all historical monuments. The Texas Republican Platform Planks 314 and 315 call for preservation of all American and Texan symbols of heritage, including Confederate, and the return of those removed to their historical locations.
The public statements of these liberal Texans show a deplorable ignorance about the real facts of the era. Their politically correct comments reflect the distortions of liberal revisionist historians.
The Dallas Morning News reported, "Hurd, the only Black Republican in the U.S. House, says 'anyone committing treason' to protect slavery doesn't deserve a statue in Congress."
The 11 Southern states that seceded did not commit an act of treason. That's why Confederate leaders were not tried for treason. Secession was lawful under the U.S. Constitution. The Founding Fathers had deliberately omitted from the Constitution the clause in the Articles of Confederation which bound the states perpetually to the Union. Since the Constitution was binding upon the states, so was the omission about secession.
Taylor stated, "...Tributes to slavery contradict the blessings and freedoms that make America great." The DMN points out that Taylor seems not to worry about contradictions when he stops at the statues of Texans, Stephen F. Austin and Sam Houston, in his Washington tours for constituents. Not disclosed is that Austin owned slaves and resisted Mexico's effort to end slavery in Texas before independence. It seems that only politically incorrect Southern Confederate statues bother Taylor.
Crenshaw and Burgess justified their vote with Democrats to cancel American culture by attacking the racism of the Democrat party. Crenshaw tweeted, "….I'm glad to help them confront that racist past & voted to remove these Democrat statues from positions of prominence." Burgess' statement noted that Southern politics was dominated by a racist Democrat party in the late 1880s.
A long ago era is being judged through a modern day prism. To quote Nigerian journalist, Adaobi Tricia Nwaubani, whose great grandfather was a slave trader, "Assessing the people of Africa's past by today's standards would compel us to cast the majority of our heroes as villains." This is what the radical left is doing to our American heroes, especially those from Southern states. And Republicans seem only too happy to accommodate them.
Slavery has been a worldwide social institution for centuries and still exists in some parts of the world. Practiced almost universally in ancient and classical societies around the world, slavery was recognized as an acceptable institution in the Bible and the Quran. It was only during the 19h century Industrial Revolution that slavery became outmoded as technology provided an alternate means of creating income.
Civil War historian Frank Conner notes that it is secular humanist propagandists, in their zeal to demonize the Christian South, who have made the word "slavery" synonymous with "guilt" and "the white south." (The South Under Siege, p. 48) And, of course, the latest buzzword of the left – "white supremacist."
These six Texans are unfairly trashing 19th century Confederate leaders and the Southern people as "racists" in their political retaliation against the Democrat Party. Unlike its contemporary counterpart, the Republican Party of the mid-to-late 19th century -- with socialist roots -favored big government, corporate subsidies, high protectionist import taxes, and monetary policies while Democrat and "conservative" were virtually synonyms.
The Southern states did not need to secede to keep slavery because the Constitution did not ban it. Ending slavery immediately would have required a constitutional amendment. In his First Inaugural Address Lincoln said he did not have the authority to interfere with slavery.
Although most wars are fought over economic and political issues, the aggressor nation is obliged to present a high road moral justification to garner citizen support. President Woodrow Wilson, in his History of the American People, explained the purpose behind the exaggeration of the issue of slavery:
"It was necessary to put the South at a moral disadvantage by transforming the contest from a war waged against states fighting for their independence into a war waged against states fighting for the maintenance and extension of slavery."
It was nearly two years into the war that Lincoln decided to employ slavery as a tactic and issued the Emancipation Proclamation. Lincoln admitted this was simply a war measure without Constitutional authority. The proclamation purported to free only slaves in the territory controlled by the Confederate States of America over which the U.S. government had no control whatsoever. It did not free any slaves
in any Southern states that did not secede nor any slaves in Northern states. Historian Frank Conner (The South Under Siege, p. 171), notes,
"...the British and French governments needed some sort of moral justification for continuing to deal primarily with the North while ignoring its blatant war of aggression against the South. The Emancipation Proclamation furnished that excuse – even though the proclamation was excoriated stingingly in much of the British press for being precisely what it was."
Yes, slavery was one of the issues that divided the North and South but it did not trigger secession. Economics did. At that time, 95% of the federal revenue came from a tariff on imported goods of which the South provided 83% even though it had only 29% of the nation's population. Of that tax revenue, four out of every five dollars were used for Northern improvements.
Lincoln supported an increase in the tariff on Southern imports to speed up the industrialization of the North. With the passage of the Morrill Tariff that increased rates from 24% to 47% and the election of Lincoln, the Southern states knew they faced financial doom. With South Carolina in December, 1860, Southern secession began.
By voting to remove monuments of those who were widely considered to be men of character and honor in their day but today are considered "villains," Republicans have committed the unpardonable sin of supporting radical Democrats who are destroying American culture to pave the way to a totalitarian society that will transport us back to the Dark Ages. | <urn:uuid:c99d091e-877b-4f03-9972-9caf49283927> | CC-MAIN-2020-45 | https://confederatehonorhome.files.wordpress.com/2020/08/the-truth-about-e28098treasonous-confederate-generals-and-turne280a6.pdf | 2020-10-25T11:39:26+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00551.warc.gz | 269,968,124 | 1,557 | eng_Latn | eng_Latn | 0.998719 | eng_Latn | 0.998777 | [
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An Introduction to Rocket Flight
Learning Objective
In this lesson the student will learn the origins of rocket flight and will be introduced to some of the key individuals whose discoveries brought us to where we are today.
Grade Level
5 – 8
– Introduction –
Modern rocket flight is the culmination of centuries of discoveries and experiments. From early discoveries in Alexandria to the work of Sir Isaac Newton and up to Wernher Von Braun, rocket flight has changed our world significantly.
Through the use of rocket flight we have been able to put satellites in orbit. This has allowed us not only the ability to map our world, but have enabled us to connect to each other in ways previous generations could only dream off. For example, GPS satellite have changed our world like few other technologies have.
Rockets have allowed humankind the ability to send spacecraft to explore the planets we share the solar system with. In the 1960s, American astronauts were sent to the moon to explore. Their spacecraft and lunar lander were both carried to the moon using the massive Saturn V rocket. More recently NASA has successfully landed a rover on Mars that conducts experiments
and sends data back to earth.
A Brief History of Rockets video
We will start the lesson off with a video on a brief history of rocket flight. The video starts with the early discoveries and leads through to the private space industry. We will then expand on some of the concepts later in the lesson.
Early Discoveries
The main principles behind rocket and jet motors can be traced back to the Hero Steam Engine. Invented by Hero of Alexandria in the early years of the first millennium, the Hero Steam Engine was a sphere filled with water and when heat was applied, spun on its axis as the steam escaped.
Hero of Alexandria, also known as Heron of Alexandria, was a Greek mathematician and engineer born in the ancient city of Alexandria of Roman Egypt. He was highly influential in his time and his work is representative of the Hellenistic scientific tradition.
Rockets using gunpowder were invented by the Chinese sometime around 1232 A.D. These early rockets were developed as weapons and possibly used by the Chinese against Mongol hordes. The devastation caused by these early rockets could be heard for 25 km (15 miles) with a destructive radius capacity of 600 metres (2000 ft).
Galileo Galilei, born in Italy in 1564, was known for many accomplishments including reigniting the flame of scientific discovery. His Hellenistic beliefs, the belief that the Earth and planets revolved around the Sun, were quite controversial at the time. He spent the last nine years of his life under house arrest where he continued to publish works promoting Heliocentrism.
Sir Isaac Newton and the Laws of Motion
Sir Isaac Newton image: NASA
Sir Isaac Newton was born in England on Christmas day in 1642. He was a physicist and mathematician and is considered one of the most influential scientists of all time.
During the Black Plague of the mid-1660s, Cambridge University, where young Isaac Newton was a student, closed its doors for two years. During his time away from the university, Newton worked on his theories which would form the basis of his 1687 book, Philosophiæ Naturalis Principia Mathematica ("Mathematical Principles of Natural Philosophy").
Often referred to as Principia, this book is regarded by many as the most important work in the history of science.
During his life, Newton also made contributions to the field of optics, and he shares credit with Gottfried Leibniz for the development of calculus.
Newton's Three Laws of Motion
Described in Principia, Newton's three laws of motion are:
Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.
The relationship between an object's mass m its acceleration a, and the applied force F is F =ma
For every action there is an equal and opposite reaction
Robert Goddard – The Father of Modern Rocketry
image: NASA
As electric power came to American cities in the 1880s, a young boy by the name of Robert Goddard started his life-long interest in science and technology. As a five-year-old, he was fascinated by static electricity generated from the family's carpet. To further the young Robert's scientific interests, his father provided him with a microscope, a telescope, and a subscription to Scientific American. Goddard would go on to become the man many considered to be the "Father of Modern Rocketry."
Dreaming of Space Travel
As a teenager science fiction took hold of Robert's imagination. This combined with his interest in technology resulted in his preoccupation with flight. The date of October 19th holds special significance for Robert Goddard. On this day in 1899, while pruning the family's cherry tree, he experienced an epiphany of sorts. Not only did he think that it was possible to go to Mars one day, he came up with an idea of how to bring that about. On this day he realized his purpose in life, and observed its anniversary every year after that.
University Research
Goddard began to make a name for himself while doing his undergraduate degree at Worcester Polytechnic. In 1907 a powder rocket was fired in his lab in the basement of the institute. This garnered much interest in his work. He continued his postgraduate studies at Clark University and not long after earning his PhD, he accepted a research fellowship at Princeton.
In 1913 Goddard came down with tuberculosis and while doctors did not think he would survive, his research gave him the energy to pull through. Once he was better, he applied for two patents to protect his intellectual property. One was for liquid-fueled rockets, the other for multi-stage rockets.
Smithsonian Support
In 1920, Robert Goddard's paper "A Method of Reaching Extreme Altitudes" was published by the Smithsonian Institute, who provided him (among others) with financial support for his research. The paper outlined the theories of rocket propulsion. It also mentioned the possibility of a rocket reaching the moon. This was negatively received and ridiculed by reporters, instilling in Goddard a life-long distrust of the public media.
First Liquid Propelled Rocket Flight
On March 16, 1926, Robert Goddard tested the first rocket using liquid fuel in Auburn, Massachusetts. The 2.5 second flight saw the rocket rise 41 feet. This demonstrated that liquid-fueled rockets were a possibility. NASA describes this event to be as important as that of the Wright Brothers at Kitty Hawk.
In 1936 the Smithsonian published "Liquid Propellant Rocket Development," the contents of which would become a precursor to the technical innovation of the V2 missile.
Wernher von Braun
image: NASA
Born in 1912 in Wirsitz, in what was then the German Empire and now Poland, von Braun's aristocratic background gave him an upper middle class upbringing. The second of three boys, he became proficient in playing the cello and piano at an early age and for a while wanted to become a composer. At 13 years of age, a gift of a telescope from his mother sparked a life-long interest in astronomy.
It was also at this time that von Braun discovered the book By Rocket into Interplanetary Space by rocket pioneer Hermann Oberth. He was able to experiment and apply what he read of Oberth's book when he joined the Society for Space Travel at 18 years of age.
Despite not doing well in his early academic life, his devotion to aerospace resulted in an undergraduate degree in aeronautical engineering (from Berlin Institute of Technology) and a doctorate in physics (from Frederick William University). Not only did Oberth's book inspire von Braun, he described it to be the guiding light of his life.
V-2
While von Braun was working on his doctorate in the early 1930s he caught the attention of the Nazi Party. The Nazi Party had made rocketry a part of the national agenda and all civilian rocketry activity was banned. As rocketry became part of the national agenda, von Braun had virtually limitless access to create and test rockets. It was during this time that the V-2 rocket, a liquid-propellant rocket and ballistic missile, was created by von Braun and his team and deployed by Nazi Germany. To this day the extent of von Braun's role in the Nazi Party, his motivations and intent, are inconclusive. It has been noted, however, that space travel was first and foremost von Braun's goal. Whatever the case may be, the V-2 design is the precursor to all modern rockets.
Going to the Moon
The post-war era proved to be a frustrating time for von Braun. After surrendering himself and his team of rocket scientists to the Americans in 1945, they were expected to develop missile technology for the US Army–the Redstone rocket being a result coming out of this period. The army was not interested in von Braun's vision of space travel at this time. Meanwhile the Soviet Union was developing new rocket designs and launching Sputnik.
By the late 1950's America started to get anxious about the apparently emerging Space Race and so created NASA in 1958. In 1960, NASA's Marshall Space Flight Centre was established in Huntsville, Alabama and von Braun was asked to be the director. He accepted on the terms that he could continue to work on the
Saturn rocket (program).
The Saturn rocket would eventually lead to the Apollo program, culminating in sending three men to the moon in 1969.
Father of Rocket Science
Not long after this momentous event, von Braun retired from NASA as it became evident that interest and funding in space flight dramatically dropped.
After NASA, von Braun worked for the aerospace firm Fairchild Industries, continued to give speeches at universities and promote space camps for children. He also helped to start the National Space Institute (currently the National Space Society) and in 1977 was awarded the 1975 National Medal of Science by the U.S. government.
The Cold War between the Soviet Union and the United States following the Second World War brought about the race into space between the two nations. Sputnik 1 launched by the Soviet Union became the world's first artificial satellite. Human flights into space followed, which lead to moon landing in 1969. The massive Saturn V rocket was the vehicle to do the job.
Space Shuttle and the Future
NASA's space shuttle first flew in 1981 and would continue until 2011. The space shuttle was made up of a glider style orbiter with liquid fuel propelled rocket motors. Fuel for the motors was provided through the large tank the orbiter was attached to. Large solid fuel rocket boosters at the sides of the tank provided much of the initial power for the space shuttle.
In 2003 China became the third country to send humans into space. The Chinese Shenzhou spacecraft, based on the Russian Soyuz, is launched into space aboard China's Long March rocket.
With the retirement of the space shuttle program, focus has now been placed on private firms to build and launch rockets into space. With a goal of improving the efficiency, we may be looking to a future of more frequent rocket flights into space.
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In Conjunction with
massachusetts institute of technology
Nazi Germany and the Holocaust
Jewish civilians: copy of a German photograph taken during the destruction of the Warsaw Ghetto, Poland, 1943. (Image courtesy of the National Archives and Records Administration. [Pictures of World War II (238-NT-282.)] [Electronic Records].)
Course Highlights
This course features a detailed assignments section.
Course Description
The rise and fall of National Socialism is one of the most intensively-studied topics in European history. Nevertheless, after more than half a century, popular views of Nazism in the media and among the public remain simplistic-essentialized by equal parts fascination and horror. Adolf Hitler, for instance, is often portrayed as an evil genius of supernatural ability; while the Nazi state is similarly imagined to have held absolute power over every aspect of its subjects' lives. Such characterizations allow ordinary Germans to be portrayed as helpless victims of Nazism, ensnared or coerced into submission by forces beyond their control. Another popular characterization is that German culture itself is fundamentally flawed - that all Germans were basically Nazis at heart. This schema conveniently erases the manifestations of fascism in other Western nations, and allows Americans and other Westerners to reassure themselves that the horrors of Nazism could never emerge in their own enlightened national cultures.
Syllabus
Description
The rise and fall of National Socialism is one of the most intensively-studied topics in European history. Nevertheless, after more than half a century, popular views of Nazism in the media and among the public remain simplistic-essentialized by equal parts fascination and horror. Adolf Hitler, for instance, is often portrayed as an evil genius of supernatural ability; while the Nazi state is similarly imagined to have held absolute power over every aspect of its subjects' lives. Such characterizations allow ordinary Germans to be portrayed as helpless victims of Nazism, ensnared or coerced into submission by forces beyond their control. Another popular characterization is that German culture itself is fundamentally flawed - that all Germans were basically Nazis at heart. This schema conveniently erases the manifestations of fascism in other Western nations, and allows Americans and other Westerners to reassure themselves that the horrors of Nazism could never emerge in their own enlightened national cultures.
In fact, most of the myths about Nazism can be traced directly back to images that the National Socialists themselves carefully constructed in their rise to power. (And post1945 political concerns-the need for a "new" Germany to distance itself from the crimes of the Nazi regime; Cold War efforts to equate Nazism with Communism and fascism with capitalism-reiterated these myths.) This class will peel away at the image of Nazism by investigating the rise of National Socialism as a political, social, and cultural phenomenon, and by placing its development firmly within the larger framework of German history.
About a third of the class studies will address the perpetration of the Holocaust, the nadir of Western civilization. We will grapple with the roots of the Holocaust in ideology, culture, prejudice, and even in some of the most mundane practices of modern life. One of the central aims for this course is to think about whether Nazism, and the crimes that it perpetrated, were part-and-parcel of what we think of as "modernity," or were a horrific deviation from it.
Requirements
There will be a final exam.
Sessions
Readings
Note: Wherever possible, the book citations below reflect the specific editions used in the course.
Books
Fallada, Hans. Little Man, What Now? Chicago, IL: Academy Chicago Publishers, 1983, c1933. ISBN: 0897330862. (Kleiner Mann, was nun?)
Allen, William S. The Nazi Seizure of Power. Harmondsworth, UK: Penguin, 1989. ISBN: 0140228780.
Levi, Primo. Survival in Auschwitz. New York, NY: Summit Books, 1986. ISBN: 0671605410.
Browning, Christopher. Ordinary Men. Reinbek bei Hamburg, Germany: Rowohlt, 1993. ISBN: 3498005693.
Fabri, Friedrich. "Bedarf Deutschland des Colonien?/Does Germany Need Colonies?" In Studies in German Thought and History. Edited and translated by E. C. M. Breuning, and M. E. Chamberlain. Lewiston, NY: Edwin Mellen Press, 1998, pp. 2-177, 179, and 181. ISBN: 0773483713.
Jünger, Ernst. Storms of Steel. Translated by B. Creighton. New York, NY: Howard Fertig, 1975, pp. 300-319. ISBN: 0865273103. (excerpt)
Remarque, Erich Maria. Chapter 4 in All Quiet on the Western Front. New York, NY: Ballantine Books, 1987. ISBN: 0449213943. (excerpt)
Fest, Joachim. The Face of the Third Reicht. Cambridge, MA: Da Capo Press, 1999. ISBN: 030680915X. (excerpt)
Nenno, Nancy. "Femininity, the Primitive, and Modern Urban Space: Josephine Baker in Berlin." In Women in the Metropolis. Gender and Modernity in Weimar Culture. Edited by Katharina Van Ankum. Berkeley, CA: University of California Press, 1997, pp. 145161. ISBN: 0520204654.
Kershaw, Ian. The "Hitler Myth". New York, NY: Oxford University Press, 2001. ISBN: 0192802062.
Koonz, Claudia. Mothers in the Fatherlandt. New York, NY: St. Martin's Griffin, 1988. ISBN: 0312022565. (excerpt)
Peukert, Detlev. "The Genesis of the Final Solution from the Spirit of Science." In Nazism and German Society. Edited by David Crew. New York, NY: Routledge, 1994. ISBN: 0415082404.
Spielvogel, Jackson J. Hitler and Nazi Germany: a History. Upper Saddle River, NJ: Prentice Hall, 2001. ISBN: 0139759964.
Readings by Class Session
Readings Table
Readings Table
Readings Table
In Conjunction with the
Presents
The Holocaust: The Destruction of European Jewry, 1933-45
Professor Nora Levin
About the lecturer
Professor Nora Levin is Associate Professor of Modern Jewish History and Director of the Holocaust Archive at Gratz College in Philadelphia, Pennsylvania. Her book The
Holocaust: The Destruction of European Jewry, 1933-45, for which this course is named, received instantaneous and widespread acclaim on its publication by Crowell in 1968. It was chosen as an Alternate Selection by the Book-of-the-Month Club, received the Jolson award of the National Jewish Book Council, and was selected as an outstanding academic book by Choice. It has since appeared in paperback in several printings by Schocken Books, and has been widely used as a textbook in college and high school courses on the Holocaust. It is the basic text for this course.
Professor Levin has also written While Messiah Tarried: Jewish Socialist Movements: 1871-1917 (Schocken, 1977, and currently published by Oxford University Press in the Littman Library of Jewish Civilization). Her new book, Soviet Jewry Since 1917: Paradox of Survival, will soon be published by New York University Press. Professor Levin's articles have appeared in numerous publications and she has presented papers at many conferences and seminars. She has frequently appeared on the lecture platform throughout the country and is also actively involved in Jewish community affairs, particularly in relation to Soviet Jewry.
This course was sponsored by:
The Samuel Bronfman Foundation
Supplementary Reading List: Fiction, Semi-Fiction, and Poetry
Aichinger, Ilse. Herod's Children. New York, 1963.
Becker, Jurek. Jacob the Liar. New York, 1969. Berger, Zdena. Tell Me Another Morning. New York, 1961. Bor, Joseph. Terezin Requiem. New York, 1963. Habe, Hans. The Mission. New York, 1966. Hersey, John. The Wall. New York, 1950. Lustif, Arnost. A Prayer for Katerina Horovitzova. New York, 1973. Sachs, Nelly. O The Chimneys. New York, 1967. Schaeffer, Susan Fromberg. Anya. New York, 1974. Schwarz-Bart, A. The Last of the Just. Bantam, 1960. Steiner, Jean-Fracois. Treblinka. New American Library, 1976. Wiesel, Elie. A Beggar in Jerusalem. Avon, 1970.
Historic Roots Lecture 1
* Introductory Remarks: Definition of Holocaust, complexities of subject, brief overview of material to be covered
* History of European anti-Semitism and particular features of German-Jewish experience as contributing factors in Holocaust:
1. Long history of Christian attacks on Jews as a deicide people, rejected, doomed to wander and suffer, made Jew disposable
2. Jews were expelled from most countries of Europe and lived precariously in ghettos, segregated economically and socially, targets of abuse and physical violence
3. Christian Europe for centuries was conditioned to think of Jews as degraded, evil, suspect, outside the pale – an indigestible element in society that would forever remain foreign, strange, and undesirable
4. Popular as well as officially-inspired anti-Semitism infected all of Europe to a lesser or greater degree, and lingered long after the so-called emancipation following the French Revolution
* In Germany, complications of its unique history deformed German-Jewish relations with particularly fateful consequences:
1. Late unification
2. Absence of tradition of dissent, democracy, middle-class support of political reform – as in France and England
3. Religious split
4. Geographical vulnerability, giving rise to fear of encirclement
5. Late industrialization and late development of capitalism, movements which threatened low middle class elements, landed aristocracy and political conservatives with new, risky economic activities in which Jews played conspicuous role
6. Jews were frequently blamed for political failures: French victories in early 1800s, German setbacks at Congress of Vienna in 1815, German defeat in World War I
7. Jews were continuously being tested, from early 1800s on, as to their eligibility for citizenship, civil emancipation, patriotism, and were often deemed unworthy
8. Superimposed on Christian anti-Semitism, the Germans developed a virulent body of thought called racial anti-Semitism, which made the Jew inherently and biologically incapable of ever being a true German and, more sinister, defined him as an enemy
(To listen to the corresponding Lecture please hold "Control" on your keyboard and Left "Click" on your Mouse to follow link)
Listen
Cohn, Norman. Warrant for Genocide: The Myth of the Jewish World Conspiracy. New York, 1967.
Parkes, James. An Enemy of the People: Anti-Semitism. Penguin, 1946.
Pulzer, Peter G. J. The Rise of Political Anti-Semitism in Germany and Austria. New York, 1964.
Shirer, William. The Rise and Fall of the Third Reich. Fawcett, 1962.
Snell, John L. The Nazi Revolution: Germany's Guilt or Germany's Fate? Lexington
Mass.: Heath and Co., 1959. The Problems in European Civilization series
Topics for Discussion
Required Reading
Dawidowicz, L. The War Against the Jews. pp. 29-62. Levin, N. The Holocaust. pp. 3-27.
1. The definition of Holocaust as referring to the unique and singular annihilation of the Jews has been expanded to include other victims. What are the arguments for each definition?
2. Enumerate the anti-Jewish measures adopted by Hitler that were borrowed from earlier Christian anti-Semitic antecedents.
3. How did the absence of democratic traditions in German history influence events in Germany after 1933?
4. In what ways was the Emancipation process in Germany incomplete?
5. What was the Volkisch movement and why did it play such an important role in derogating Jews?
6. Why were ideas of Aryan racial superiority more readily accepted in Germany than in France or England?
Hitler and the Failure of the Weimar Republic Lecture 2
1. Historic forces notwithstanding, the Holocaust would have been impossible without Hitler, whose hatred of the Jews was a central, elemental drive ultimately leading to the mass destruction of European Jewry. Even so, his obsession to cleanse Germany – and then the world – of Jews needed a set of historic conditions that propelled him to power in Germany:
1. Hitler's experiences in Vienna and in World War I crystallized his fanatical hatred of Jews
2. His obsession with German racial purity may have had its origins in the dubious legitimacy of his parents' marriage and his father's illegitimate birth
3. His tenacity in holding together the rag-tag elements of the German Workers' Party (which became the National Socialist Party) despite the aborted putsch in 1923, was a striking indication of his political ambitions and singlemindedness, despite earlier failures
4. Hitler's opportunity came during the declining years of the Weimar Republic:
1. The Republic was associated with Germany's defeat in World War I
2. It never succeeded in establishing popular support
3. Violations of the Versailles Treaty were not fully prosecuted
4. The Republic could not cope with inflation, the myth of the "stab in the back," the depression of the early thirties, the threat of bolshevism, or the political fragmentation
5. Army elements and industrialists began to look increasingly to Hitler to restore Germany's place in the sun and solve Germany's internal unrest
6. The deadly conflict between Communists and Socialists in Germany and the increasing street violence played into Hitler's hands and led millions of Germans to look to him as Germany's savior
7. Five national elections in 1932 created untenable national frustration and fear
8. Acceptance of Hitler as Chancellor on January 30, 1933, created illusion that he had come to power constitutionally and would adhere to constitutional process
(To listen to the corresponding Lecture please hold "Control" on your keyboard and Left "Click" on your Mouse to follow link)
Listen
Suggested Reading
Halperin, S. William. Germany Tried Democracy: A Political History of the Reich from 1918 to 1933. New York, 1965.
Hitler, Adolf. Mein Kampf. Trans. Ralph Manheim. Boston, 1943.
Mosse, George L. Germans and Jews. New York, 1970.
Nicholls, A. J. Weimar and the Rise of Hitler. 2nd ed. New York, 1979.
Vogt, Hannah. The Burden of Guilt. New York, 1964.
Topics for Discussion
Required Reading
Bullock, A. Hitler: A Study in Tyranny. pp. 187-250.
or
Shirer, W. The Rise and Fall of the Third Reich. pp. 120-262.
and
Snell, John L. The Nazi Revolution. pp.15-29.
or
Snyder, Louis L. Nationalist Germany. pp. 1-24, and 78-98.
1. What were the serious problems facing the Weimar Republic after World War I?
2. What elements and traditions of pre-war German life remained after the Republic was created, and how did they obstruct democracy?
3. What forces in modern life that frightened many Germans did the Jew come to symbolize? How were the Protocols of the Elders of Zion used to blame Jews for the post-war crises?
4. How did the Leipzig Trial in 1930 increase Hitler's popularity?
5. How do you account for the great political gains made by the Nazis in the national election of 1930?
6. How did General von Schleicher and von Papen misjudge Hitler's political shrewdness and single-minded ambition in their maneuvers in 1932?
7. Why did not the large Communist and Social Democratic parties in Germany unite and create an anti-Nazi front in the early 1930's?
8. Discuss the basic ideas Hitler had about Jews and his experiences in Vienna, which were of great importance in shaping them.
9. Why did so many Germans, including Jews, believe that the Hitler regime would not last very long?
The Consolidation of Hitler's Dictatorship and the First Phase of Persecution of Jews, 1933-38
Lecture 3
* Nazi-instigated Reichstag fire on February 28, 1933, leading to emergency decree abolishing constitutional guarantees of individual freedoms
* Unleashing of Brown Terror, February 28-March 5, 1933, prior to new elections
* Passage of Enabling Act, destroying power of Reichstag, and Hitler's assumption of Presidency, making him Commander-in-Chief of Army
* Destruction of all political opposition, trade unions and opposition press
* Creation of first concentration camps for political and clerical opposition
* Anti-Jewish boycott, April 1, 1933, and application of "Aryan paragraph"
* Support of Army reassured by purge of S.A. (Storm Troops) in June, 1934, at same time that Heinrich Himmler became head of Prussian Gestapo
* Jews isolated, stigmatized as state enemy; Jewish "influence" in mathematics, science, literature condemned
* Emergence of Himmler and Heydrich and S.S. and S.D. terror-structures
* Nuremberg Laws of 1935 fatefully defined a Jew, leading to expropriation, ghettoization, and finally destruction
* Lacking a national body to represent German Jews vis-à-vis the government, a Reichsvertretung der Deutschen Juden was established, with Rabbi Leo Baeck as head
* Steady decline of German Jewish morale and hope, in the face of escalating persecution
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Suggested Reading
Allen, William Sheridan. The Nazi Seizure of Power: The Experience of a Single German Town, 1930-1935. Chicago, 1965.
Crankshaw, Edward. Gestapo: Instrument of Tyranny. New York, 1956.
Dicks, Henry V. Licensed Mass Murder. London, 1972.
Schoenbaum, David. Hitler's Social Revolution: Class and Status in Nazi Germany. New York: Norton, 1980.
Topics for Discussion
Required Reading
Shirer, W. The Rise and Fall of the Third Reich. pp. 263-381.
or
Levin, N. The Holocaust. pp. 59-73.
and
Dawidowicz, L. The War Against the Jews. pp. 93-116.
or
Snyder, L. Nationalist Socialist Germany. pp. 25-43, and pp. 99-128.
1. How did the Nazis exploit the burning of the Reichstag on February 27, 1933 to advance their cause?
2. What was the significance of the Enabling Act in leading to Hitler's dictatorship?
3. What were the chief systems of terror introduced by Hitler?
4. Why did Hitler drastically purge the SA (Storm Troop movement) and weaken it on June 30, 1934?
5. How did German Jews, generally speaking, react at first to the Hitler regime?
6. Analyze the effects of the anti-Jewish boycott of April 1, 1933, and the "Aryan paragraph"?
7. How did Rabbi Leo Baeck help to strengthen the spirit of German Jews as they faced Nazi persecutions?
8. What were some of the inconsistencies in Nazi policy in the 1930s, up to November 1938, that confused German Jews about their ultimate fate and led many of them to think there would still be a future for them in Germany?
1938: The Fateful Year Lecture 4
* Hitler's determination to seize Austria and go to war to obtain Czechoslovakia
* Intensified persecution of Jews: confiscation of Jewish property, destruction of several synagogues in June, compulsory addition of "Israel" and "Sarah" to names
* Failure of Evian Refugee Conference, July 1938; Hitler's victory at Munich
* Deportation of former Polish (Jewish) nationals to Poland in October, followed by slaying of German official in Paris by Herschel Grynszpan, and unleashing of Kristallnacht, November 9-10
* Imposition of one billion reichsmarks "atonement fine" on Jews and mass arrests of Jews
* Eichmann in Austria after Anschluss, giving Gestapo full control of Jewish "emigration"
* Threat by Hitler to destroy all Jews in Europe "if international Jewry in Europe and elsewhere should involve the European peoples in a new world war."
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Suggested Reading
Baker, Leonard. Days of Sorrow and Pain: Leo Baeck and the Berlin Jews. New York, 1978.
Kochan, Lionel. Pogrom: 10 November 1938. London, 1957.
Schleunes, Karl L. The Twisted Road to Auschwitz: Nazi Policy Toward German Jews, 1933-1939. Urbana, Ill., 1970.
Wighton, Charles. Heydrich: Hitler's Most Evil Henchman. Philadelphia, 1962.
Topics for Discussion
Required Reading
Dawidowicz, L. The War Against the Jews. pp. 117-142.
or
Levin, N. The Holocaust. pp.74-112.
and
Morse, A. D. While Six Million Died. pp.199-240.
1. Why was it important for German Jewry to create a representative national body, the Reichsvertretung der Deutschen Juden?
2. What were the provisions of the Nuremberg Laws of 1935, and why are they considered the first step leading to the "Final Solution"?
3. How did Hitler's decision to absorb Austria and Czechoslovakia affect the conditions of life for Jews in those countries and in Germany?
4. What were the results of the refugee conference at Evian in 1938?
5. Describe Western reactions to the Kristallnacht pogroms November 9-10, 1938?
6. What policy decisions affecting Jews were made by Hitler after Kristallnacht?
7. What was the significance of putting Eichmann in charge of "Emigration Offices" in Berlin, Vienna, and Prague?
The Jewish Struggle to Leave Europe
Lecture 5
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* Panic emigration of Jews in 1933 – 37,000 Jews left Germany in an unplanned, unorganized exodus
* Jewish agencies worked with Weimar left-over civil servants from 1934 to 1937 in programs of vocational retraining. By the end of 1937, 25 percent of German Jewry had left the country, many to France and England, some to Palestine, but few to the U.S
* American immigration policy unyielding: native anti-Semitism, depression, control of Congress by conservatives, weakness of American Jewry; anti-Jewish bias of American consuls
* Failure of dozens of resettlement schemes: British Guiana, Rhodesia, Bolivia, Ecuador, etc.
* Efforts of Mossad agents to make deals with Gestapo to allow Jews to leave – for a price – while Gestapo at same time mounted immense anti-Semitic campaign abroad
* Failure of Evian conference, July 1938
* Gestapo control of emigration after conquest of Austria; ruthless treatment of Austrian Jews, marking end of orderly emigration
* British White Paper of May 1939 and hounding of ships carrying Jews struggling to escape from Europe
* Except for refuge in Shanghai, under Japanese control, escape from Europe was virtually impossible after German invasion of Poland Sept. 1, 1939, and spreading war
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Suggested Reading
Feingold, Henry. The Politics of Rescue: The Roosevelt Administration and the
Holocaust, 1938-45. New Brunswick, N.J., 1970.
Friedman, Saul S. No Haven for the Oppressed. Detroit, 1973.
Frier, Recha. Let the Children Come: The Early History of Youth Aliya. London, 1961. Habas, Bracha. The Gate-Breakers. New York, 1963.
Kimche, Jon. The Secret Roads: The "Illegal" Migration of a People. London, 1954.
Topics for Discussion
Required Reading
Levin, N. The Holocaust. pp. 124-146.
Morse, A. While Six Million Died. pp. 130-149, 241-269.
1. Why was the dismissal of Hjalmar Schact in January 1939 of fatefull importance to the Jews of Europe?
2. How did the Transfer Agreement (Ha-avara) save the lives of many German Jews? Why has it been criticized? How do you react to this criticism?
3. How did American emigration officials effectively prevent German Jews from emigrating to the United States?
4. What factors in American society in the 1930's militated against a liberal immigration policy toward Jewish refugees?
5. What success did the Mossad le Aliyah Bet have in rescuing Jews in the later 1930's?
6. Discuss the British White Paper of 1939 and its effect on the Jewish emigration struggle.
7. How do you interpret the Japanese willingness to allow Jews to find a haven in Shanghai in 1939-40?
Ghettoization of Polish Jews
Lecture 6
* Heydrich's directive of September 21, 1939 ordering ghettoization of Polish Jews: evacuation of all Jews to points near railheads, creation of Jewish Councils to foster illusion of Jewish autonomy, and seizure of Jews for forced labor
* Deliberate Nazi choice of Poland as laboratory for process of physical and psychological attrition, entrapment, and ultimate destruction
* Perversion of Jewish Councils for Nazi ends: early positive achievements, gradual distortion to serve Nazi purposes, inability of early Councils to discern ultimate Nazi design
* Example of ghetto in Warsaw as prototype: population, housing, economy; social services, tenant's committees, clandestine schools, cultural programs
* Varying types of ghetto-experiences: Lodz, Bialystock, Vilna – making generalizations inaccurate
* Tenacity of writers such as Ringelblum and Kaplan in keeping diaries in order to record the events of daily life for posterity
* Nazi-ordered labor camps set up in Poland, in which first gassing experiments were made; establishment of Auschwitz, February 1940
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Suggested Reading
Dobroszyscki, Lucian. The Chronicle of the Lodz Ghetto. New Haven, Conn., 1984. Kaplan, Chaim. A Scroll of Agony. New York, 1964.
Meed, Vladka. On Both Sides of the Wall: Memoirs from the Warsaw Ghetto. Israel: Ghetto Fighter's House, 1972.
Tushnet, Leonard. The Pavement of Hell. St. Martin's Press, 1974.
Hilberg, Raul, ed. The Warsaw Ghetto of Adam Czerniakow: Prelude to Doom. New York, 1979.
Topics for Discussion
Required Reading
Dawidowicz, L. The War Against the Jews. pp. 327-420.
and
Ringelblum, E. Notes from the Warsaw Ghetto. pp. 61-168.
or
The Warsaw Diary of Adam Czerniakow. pp. 304-385.
1. What were the sinister implications involved in Heydrich's order of September 21, 1939?
2. Why was Poland to become the Nazi laboratory for the physical annihilation of Europe's Jews?
3. What were some of the traditional kehilla functions the Jewish Councils were expected to perform?
4. In what ways did the Jewish Councils unwittingly become instruments of Nazi policy? What were some of the painful dilemmas they experienced?
5. How do you evaluate Rumkowski's policy that work was the Lodz Ghetto's salvation?
6. What were some of the underground educational and cultural activities the ghettos engaged in?
7. How did the "labor camps" in the Lublin Reservation, set up by Odilio Globocnik, lead irreversibly to death centers?
Nazi Invasion of Soviet Union and Official Decision to Destroy Europe's Jews
Lecture 7
* Analyze linkage between evolution of "Final Solution" and invasion of Russia
* Ignorance of Russian Jews re: persecution of Jews in western and central Europe, as a result of Hitler-Stalin Pact
* Unleashing of Einsatzgruppen, to accompany German army of invasion and murder Jews in Soviet Union
* Profile of Otto Ohlendorf, commander of Einsatzgruppe D, and summary of his testimony at Nuremberg
* Mass massacre at Babi Yar; inability of Russian Jews today to publicly commemorate massive losses during World War II
* Escalation of war paralleled escalation of destruction process, leading to formal and official decision coded "The Final Solution" at Wannsee, January 20, 1942
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Suggested Reading
Gilboa, Yehoshua. The Black Years of Soviet Jewry. New York, 1971.
Hautzig, Esther. The Endless Steppe; Growing up in Siberia. New York, 1968.
Kogon, Eugene. The Theory and Practice of Hell. New York: Octagon, 1973.
Kuznetzov, Anatoly. Babi Yar. New York, 1967.
Musmanno, Michael. The Eichmann Kommandos. Philadelphia, 1961.
Sereny, Gitta. Into That Darkness: From Mercy Killing to Mass Murder. New York, 1974.
Topics for Discussion
Required Reading
Ehrenburg, I., and V. Grossman, eds. The Black Book. pp. 3-91.
Levin, N. The Holocaust. pp. 234-287.
1. How do you connect the evolution of the "Final Solution" with the German invasion of the Soviet Union in June 1941?
2.
Why were Soviet Jews totally unprepared for the murderous Nazi assault upon them?
3. What missions were given to the Einsatzgruppen?
4. Like Ohlendorf, many of the mass killers in the Einsatzgruppen were welleducated. How were they conditioned to murder without remorse?
5. Why were so many Jews in Eastern Poland deported to Siberia in the period from August 1939 to June 1941? What was their fate?
6. Why is Babi Yar of particular significance in Soviet Jewish history?
7. Who attended and what was decided at Wannsee on January 20, 1942?
Jewish Resistance
Lecture 8
* Singular conditions under which Jews resisted: isolation, lack of arms, lack of support from Allies, absence of government or central directing force; whereas other resistance
movements in Europe were bolstered by Allies, governments‐in‐exile, arms, and aid from nationals
* Jewish resistance not valued by Allies for political, psychological, or military reasons
* Falsity of notion that Jews went like sheep to slaughter – without overstating case for Jewish resistance
* Need to understand diversity of Jews and their diverse attitudes toward Judaism, death; survival, and need to understand deceptions of Nazis which blunted or lulled Jewish perception of Nazi designs
* Decision to resist physically not aimed at victory over Nazis; decision came when some Jews began to understand what their ultimate fate would be; wanted "to die with honor"
* Revolts in Warsaw, Bialystok, Minsk, Crakow, Vilna, Kovno, Bendin and other ghettos, as well as extermination centers – Sobibor, Auschwitz, and Treblinka
* Jewish partisan units most successful in areas under Russian control; other efforts were generally wiped out by Germans, Poles, or Ukrainians
* Struggle to retain human communities, conduct schools and religious services and cultural activities – forms of spiritual and intellectual resistance
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Suggested Reading
Barkai, Meyer, ed. The Fighting Ghettos. Philadelphia, 1962.
Hannah Senesh: Her Life and Diary. Schocken, 1973.
Mark, Ber. Uprising in the Warsaw Ghetto. Schocken, 1975.
Topics for Discussion
Required Reading
Suhl, Y. They Fought Back. pp. 1-6, 7-50, 92-127. Syrkin, M. Blessed Is The Match. pp. 133-265.
1. What were the problems and obstacles facing Jewish resistance fighters which other resistance forces did not have to face?
2. Why did most Jewish resistance efforts begin only after it was realized that Jews were doomed no matter what they did?
3. Why did it take so long for many Jews to realize that the Nazis had planned death for all of them?
4. Explain why anti-Nazi resistance did not slow down the deportations.
5. What were the experiences of Jews trying to fight as partisans in the woods and forests?
6. How did Nazi deceptions and psychological warfare disable Jews from active resistance?
7. Why was there no Allied help to the Jewish ghetto and partisan fighters?
8. Defend or refute the proposition that underground religious and cultural activity were also forms of resistance.
Deportations from Western Europe: Scandinavian Countries, France, Holland, Belgium, and Germany Lecture 9
* Specific factors shaping the ultimate fate of Jews in these countries: degree of Nazi control, native collaboration, relations of non‐Jewish nationals to Jews, presence of foreign Jews, resistance efforts
* Salient features of each deportation process
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Suggested Reading
Boehm, Eric. We Survived: The Stories of the Hidden and the Hunted of Nazi Germany. New Haven, 1949.
Frank, Anne. The Diary of a Young Girl. Press Pocket Books, 1964.
Gross, Leonard. The Last Jews in Berlin. New York, 1982.
Hillesum, Etty. An Interrupted Life: The Diaries of Etty Hillesum. New York, 1983.
Leboucher, Francois. The Incredible Mission of Father Benoit. New York, 1969.
Lowrie, Donald A. The Hunted Children New York. 1963.
Marrus, Michael, and R. O. Paxton Vichy France and the Jews. New York, 1981.
Presser, Jacob. Breaking Point. New York, 1959.
Topics for Discussion
Required Reading
Gilbert, M. Final Journey: The Fate of the Jews in Nazi Europe. London, 1979. pp. 9-41, 126-167.
Levin, N. The Holocaust. pp. 389-458, 469-476.
1. What were the major factors that determined the scope and totality of the Nazi plan to kill the Jews of Europe?
2. In what respects is the story of the rescue of Danish Jews unique in Holocaust history?
3. What made Dutch and Dutch-Jewish resistance to the Nazis virtually impossible?
4. What were some of the elements in the story of Belgian Jewry that made it possible for half or more to survive the Nazi assault?
5. How do you account for the French policy of giving up its foreign-born Jews for deportation while refusing to deport French-born Jews?
6. What was the fate of German Jews deported "to the East" in the fall and winter of 1941?
7. What were some of the legalistic problems facing the Nazis at the Wannsee Conference in their efforts to define who was Jewish and who was German?
Deportations from Central and Southern Europe: Austria, Czechoslovakia, Italy, Greece, and Yugoslavia
Lecture 10
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Suggested Reading
Friedlander, Albert H. Leo Baeck: Teacher of Theresienstadt. New York, 1968.
Katz, Robert. Black Sabbath. New York, 1969.
Lederer, Zdenek. Ghetto Theresienstadt. New York, 1983.
Schoenberner, Gerhard. The Yellow Star. Bantam, 1979.
Volavkova, Hana, ed. I Never Saw Another Butterfly. Schocken, 1978.
Topics for Discussion
Required Reading
Levin, N. The Holocaust. pp. 476-506; 527-547; 459-468; 507-526.
Zuccotti, S. The Italians and the Holocaust. pp. 52-165.
1. How did the Nazis disguise the nature of Theresienstadt? What were the actual conditions there?
2. How do you account for the remarkable cultural activity that took place in Theresienstadt, despite the fact that it served as a way-station to Auschwitz?
3. In early 1942, the Vatican knew that Slovakian Jews were being sent to their deaths and urged the Catholic leaders of Slovakia to stop the deportations. However, Slovakia did not respond. How do you interpret this refusal by Catholic political leaders? Could the Vatican have gone further than it did?
4. Why were Italian anti-Jewish laws, passed in 1938, so much milder than those in Nazi Germany?
5. What were the experiences of Jews in the Italian zone of Yugoslavia? In Greece?
6. On what basis did Franco intervene to save some Greek Jews?
7. How did the fall of Mussolini in September 1943 affect the fate of Jews who had been in Italian zones (in France, Yugoslavia, and Greece)?
Deportations from Eastern Europe: Bulgaria, Hungary, Rumania, and Mass Murder of Jews in Soviet Union
Lecture 11
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Suggested Reading
Dorian, Emil. The Quality of Witness: A Romanian Diary, 1943-1944. Philadelphia, 1983.
Fischer, Julius. Transnistria. New York, 1969.
Hautzig, Esther. The Endless Steppe. New York, 1968.
Kluger, Ruth. The Last Escape. New York, 1974. with Peggy Mann
Malaparte, Curzio. Kaputt. Avon Books, 1966.
Wells, Leon W. The Death Brigade (The Janowska Road). Holocaust Library paperback, 1978.
Wiesel, Elie. Night. Avon, 1969.
Topics for Discussion
Required Reading
Levin, N. The Holocaust. pp. 548-618. Hirschmann, I. Life Line to a Promised Land. pp. 46-71, 82-132, 150- 164.
1. What were the factors in Bulgaria's relationship with Germany and Bulgarian attitudes toward Jews that led to the saving of Jews in Old Bulgaria?
2. Why were the Jews in the annexed territories of Bulgaria completely vulnerable to Nazi plans, and thus deported?
3. Despite its notorious anti-Semitism, most Jews in Old Romania survived. How do you account for this fact?
4. To what extent were Jews able to flee Romania by boat in 1940-41?
5. How was Hungary able to hold off German pressures to deport Jews until May 1944?
6. What led to Hungary's capitulation to German demands?
7. What methods did Eichmann use to reassure Hungarian Jews that they would not suffer the fate of other Jews in Europe?
Rescue Efforts and Failures
Lecture 12
* Attitude of Allies: Jewish rescue not an objective; declared aim was to win the war and punish persecutors and murderers
* Attitude of International Red Cross: "Stirring up a scandal over the Jewish problem would have endangered everyone, without saving a single Jew"
* Attitude of Vatican and Christian Churches
* Jewish rescue efforts: parachutists, Brand Mission, Europa Plan, Zionist undergrounds in Holland and France
* Efforts of "Righteous Gentiles" – Zegota group in Poland, Danish, Italian, and Bulgarian rescue efforts, which constitute an unusual and humane chapter in Holocaust history
* Allied failure to bomb extermination centers
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Suggested Reading
Bierman, John. Righteous Gentile: The Story of Raoul Wallenberg. New York, 1981.
Feingold, Henry L. The Politics of Rescue. New Brunswick, N.J., 1969.
Flender, Harold. Rescue in Denmark. New York, 1963.
Friedlander, Saul. Pius XII and the Third Reich. New York, 1966.
Friedman, Philip. Their Brothers' Keepers. Schocken, 1978.
Laqueur, Walter. The Terrible Secret: Suppression of the Truth About Hitler's "Final
Solution". Boston, 1980.
Hirschmann, Ira. Lifeline to a Promised Land. New York, 1946.
Weissberg, Alexander. Desperate Mission: Joel Brand's Story. New York, 1958.
Topics for Discussion
Required Reading
Morse, A. While Six Million Died. pp. 37-99.
Wyman, D. The Abandonment of the Jews. pp. 288-340.
1. When did the Allied governments first acknowledge the reality of the physical annihilation of European Jews? What response was made?
2. How was the official American suppression of news about this annihilation exposed?
3. What rationalization did the British use for not taking any steps to save Jews?
4. Why were Jewish leaders severly handicapped in their rescue efforts?
5. What evidence is there that Allied airmen could have bombed Auschwitz or railroad lines leading to it?
6. Analyze the reasons for the Vatican's silence regarding the fate of Jews during the Holocaust
7. How did Wallenberg manage to save over 30,000 Jews in Hungary?
8. What was the mission of the Jewish parachutists? Why did they start their operation so late?
9. What was the "Europa Plan"?
10. What evidence is there to indicate that some Nazis were seriously interested in ransoming Jews?
Reflections on the Holocaust
Lecture 13
* Everlasting trauma for Jewish people
* Great proliferation of literature indicative of need to wrestle with facts, questions, causes, and the question of lessons
* Need to teach and study Holocaust continuously and establish rituals of commemoration
* Implications for Christian thinking – need to reexamine anti-Jewish dogmas and attitudes; some pioneering steps being taken
* Implications for American-Jewish "coming of age" as new roles are thrust upon it
* Impact on Israel – the alleged siege mentality
* Continuing eruption of anti-Semitism and the predicament of Jews trying to maintain their psychic balance in a post-Holocaust world that is far from secure for them
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Suggested Reading
Cohen, Arthur, ed. Arguments and Doctrines: A Reader of Jewish Thinking in the Aftermath of the Holocaust. New York, 1970.
Des Pres, Terrence. The Survivor: An Anatomy of Life in the Death Camps. Pocket, 1977. Katz, Steven T. Post-Holocaust Dialogues. New York, 1985.
Levi, Primo. Auschwitz: The Nazi Assault on Humanity. Collier, 1969.
Steinitz, Lucy, and David Szonyi. Living After the Holocaust: Reflections by the Postwar Generation Living in America. New York, 1976.
Wiesel, Elie. One Generation After. Avon, 1972.
Topics for Discussion
Required Reading
Fleischner, E. Auschwitz; Beginning of a New Era? pp. 113-128, 155-178, 201-235.
and
Borowitz, E. Choices in Modern Jewish Thought. pp. 187-217, 275- 289.
or
Katz, S. Post-Holocaust Dialogues. pp. 141-145, 150-155, 163-169, 205-247, 268-286.
1. What does Elie Wiesel mean by "the secret and the silence" of survivors, even as he places responsibility on them for transmitting their experiences?
2. How was the debasement of medicine, law, teaching and science during the Nazi period a prerequisite process leading to the destruction of European Jews?
3. Discuss some of the efforts being made by Christian theologians and thinkers to purge Christian dogma and texts of anti-Semitism
4. How have Emil Fackenheim and Eliezer Berkovits responded to the events of the Holocaust in their religious thinking?
5. How can Jews achieve a balance between anxiety over Israel's survival and criticism of certain of Israel's policies?
6. How can Jewish parents and teachers who want children to know the facts of Holocaust history help them retain enough trust in the world to enable them to live purposefully and affirmatively?
7. In what ways is anti-Semitism internally useful to the Soviet and Arab regimes?
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Michigan Developmental Disabilities Council
Supported Decision-Making in Michigan
Parents of individuals with Intellectual and Developmental Disabilities (I/DD) often ask, "What will happen to my son or daughter when I am gone?" As young people approach adulthood, families often question whether or not to pursue guardianship. This decision is made more difficult by lack of information. Supported Decision-Making is an approach that encourages individuals with I/DD to make their own life decisions with support from family, friends and trusted individuals.
It starts with acknowledging that people with I/DD have the right to make their own decisions. Supported Decision-Making allows people with I/DD to receive the support they need and want to understand the situations and choices they face, while maintaining their rights. Supported Decision-Making mirrors how all adults make decisions. Practicing self-determination means making your own choices, learning to solve problems, and experiencing the consequences of making choices.
"You are free to choose what you want to make of your life. It's called free agency or free will, and it's your birthright." Author, -Sean Covey
Guardianship Takes Away a Person's Civil Rights
Guardianship is a legal relationship established by the court in which a person is given authority over another person. It is a legal step that removes some or all decision-making from an adult and assigns it to a guardian.
* Residence and travel
* Freedom of association
* Health care and medical decisions
* Access to personal finances
* Possess a driver's license
* Own property
* Marriage
* Reproduction
Peer Mentor, Detroit, MI
Having a guardian impacts the individuals rights to:
It is essential that parents know that the best protection for their child and their child's future is a caring, involved family and a network of community connections. With these two things in place, aided by appropriate estate planning, parents can truly achieve some peace of mind for both the parent and child's future.
Myths Vs. Reality
Myths:
* Guardianship provides protection for the individual.
* Guardianship can prevent bad things from happening.
* Guardianship can ensure good things will happen.
Reality:
* When people have guardians, they can still be abused by friends, family members or strangers.
* Just like anyone else, they can be hit by a car, choose the wrong foods, destination, or friends.
* Guardianship does not determine needed services or supports.
* A guardianship document is not the only way to "fix" things, or seek recourse.
How parents can stay involved after their family member becomes an adult
* Continue an open line of communication with their family member.
* With the individuals permission, review records.
* File a complaint on behalf of the family member.
* Continue to attend meetings, at the invitation of the person receiving services.
"This country is supposed to be about freedom, yet thinking we are protecting people with disabilities, we routinely remove their rights!" - Bonnie Gonzalez Peer Mentor, Muskegon, MI
Actions Youth Can Take Before Turning 18
* Learn more about selfdetermination
* Ask that training about selfdetermination be written into your IEP
* Ask for resources on student led IEP's
* Actively Participate in your IEP meetings
* Make a written request to keep your parents or trusted person involved
The PRACTICAL Tool
The American Bar Association (ABA) developed the PRACTICAL Tool to help individuals, families, and lawyers. The tool was created in collaboration with ABA entities, the Commission on Law Aging, Commission on
Disability Rights, Section on Civil Rights, Section on Real Property Trust and Estate, and the National Resource Center for Supported Decision-Making.
Presume: Don't automatically assume that guardianship is needed, presume competence
R
eason: Clearly identify the reasons for concern
Ask: Is a triggering concern caused by a temporary or reversible condition
Community: Determine if concerns can be addressed by connecting the person to family or community resources
Team: Ask the person if they already have a team for decision-making
Identify: Identify areas of strength and limitations in decision-making
Challenges: Screen for and address any potential challenges presented by supporters
Appoint: Appoint a legal support or surrogate consistent with the person's beliefs and values
Limit: Limit any guardianship petition or order to only what is necessary
Tools Used With Supported Decision-Making
*For more information go to michigan.gov/ddcouncil
For more Information about Supported Decision-Making
Contact the Michigan Developmental
Disabilities Council at 517-335-3158 or michigan.gov/ddcouncil
Published 3/19 | <urn:uuid:7a5cda83-113a-43c9-9a71-fda08cacb984> | CC-MAIN-2020-45 | https://www.michigan.gov/documents/mdhhs/Supported_Decision_Making_Brochure_Final_Draft_652346_7.pdf | 2020-10-25T10:59:51+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00552.warc.gz | 807,718,374 | 954 | eng_Latn | eng_Latn | 0.980703 | eng_Latn | 0.994803 | [
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Exercise Solutions
Question 1: An alpha particle is projected vertically upward with a speed of 3.0 × 10 4 km s –1 in a region where a magnetic field of magnitude 1.0 T exists in the direction south to north. Find the magnetic force that acts on the α-particle.
Solution:
-1
Magnetic field, B = 1.0 T Upward speed of the alpha particle = v = 3 × 10 4 km s
Charge on the alpha particle = q = 2e where, e = charge of an electron
=> q = 2 × 1.6 × 10 −19 C
Magnetic force acting on the alpha particle: F = qv x B sin 90 o
= 2 x 1.6 x 10
-19
x 3 x 10
7
x 1
= 9.6 × 10 −12 N towards west.
Question 2: An electron is projected horizontally with a kinetic energy of 10 keV. A magnetic field of strength 1.0 × 10 –7 T exists in the vertically upward direction.
(a) Will the electron deflect toward right or towards left of its motion?
(b) Calculate the sideways deflection of the electron in travelling through 1m. Make appropriate approximations.
Solution:
K.E. of the electron when projected towards horizontal direction = 10 keV = 1.6 × 10 −15 J Magnetic field = B = 1 × 10 −7 T
(a) The direction of electron deflection can be found by the right-hand screw rule. Since magnetic field is vertically upward, So, electron will be deflected towards left.
(b) We know, K.E. = (1/2) mv
2
Again, we know relation, F = qvB sinθ Also, by F = ma [using Newton's second law of motion]
Using above relations, we have
Applying equation of motion:
Since, the initial velocity is zero, so = u = 0
using value of "a"
Also, we know time (t) = distance/velocity or t = x/v
On substituting the value of v, we get
We know,
Mass of an electron = 9.1× 10
-31
kg
Charge on an electron = 1.60 × 10 -19
=> s = 1.5 x 10 -2 cm
Question 3: A magnetic field of (4.0 x 10 -3 𝑘 ⃗ )T exerts a force of (4.0𝑖 + 3.0𝑗 ) x 10 -10 N on a particle having a charge of 1.0 x 10 -9 C and going in the X-Y plane. Find the velocity of the particle.
Solution:
We are given with force and magnetic field.
Electric charge on the particle = q = 1 × 10 −9 C (going in the X-Y plane)
F = qvB sin θ
or v = F/[q B sinθ]
Motion along x-axis:
= 100 ms
-1
Similarly, vy = [3x10 -10 ]/[1x10 -9 x4x10 -3 ] = 75 ms -1
Therefore, velocity of the particle = -75 𝑖 + 100 𝑗 ms -1
Question 4: An experimenter's diary reads as follow: "a charged particle is projected in a magnetic field of (7.0 𝑖 - 3.0 𝑗 ) x 10 -3 T. The acceleration of the particle is found to be (x 𝑖 + 7.0 𝑗 ) x 10 -6 m/s 2 . The number to the left of "i" in the last expression was not readable. What can this number be?
Solution:
Magnetic field = B = (7.0 𝑖 - 3.0 𝑗 ) x 10 -3 T.
Acceleration of the particle = a = (x 𝑖 + 7.0 𝑗 ) x 10 -6 m/s 2
Magnetic force always acts perpendicular to the motion of the particle, this implies B and a are perpendicular to each other.
So, Acceleration of the particle = a = (3 𝑖 + 7.0 𝑗 ⃗⃗⃗ ) x 10 -6 m/s 2
Question 5: A 10 g bullet having a charge of 4.00 μC is fired at a speed of 270 ms –1 in a horizontal direction. A vertical magnetic field of 500 μT exists in the space. Find the deflection of the bullet due to the magnetic field as it travels through 100 m. Make appropriate approximations.
Solution:
Speed of the bullet in horizontal direction = v = 270 m/s Vertical magnetic field = B = 500 μT = 500× 10 -6 T
m = 10g = 10 -3 Kg and q = 4.00 μC =10 -6 C
Since distance travelled by the bullet = d = 100 m
=> time = distance/velocity = 100/270 s ...(1)
We know, F = qvB sinθ and F = ma
=> qvB sinθ = ma
=> a = qvB/m ....(2)
Deflection due to magnetic field in time t, y = (1/2)at 2
using (1) and (2), and substitute all the given values
= (1/2) x [4x10 -6 x270x500x10 -6 ]/[10x10 -3 ] x (100/270) 2
= 3.7 x 10 -6 m
Question 6: When a proton is released from rest in a room, it starts with an initial acceleration a0 towards west. When it is projected towards north with a sped v0, it moves with an initial acceleration 3a0 towards west. Find the electric field and the minimum possible magnetic field in the room.
Solution:
When a proton is released from rest in a room, it starts with an initial acceleration a0 towards west. (Given)
Using coulomb's force F and Newton's second law of motion
F = qE and F = ma0
Equating both the equations, we have ma0 = qE
=> E = ma0/q [acts towards west]
Again, we know, F = qvB sinθ
=> B = F/qv0
An electrical force acts on the proton in the west direction, producing an acceleration a0 on the proton.
Initially, the proton was moving at velocity v, so "B" also acted on the proton.
So, the magnetic force is the only reason for the change in the acceleration of the proton.
Change in acceleration towards west due to the magnetic force acting on it:
∆a = 3a0 − a0 = 2a0
So, F = m(2a0)
Hence, B = (2ma0)/qv0
Question 7: Consider a 10-cm long portion of a straight wire carrying a current of 10 A placed in a magnetic field of 0.1 T making an angle of 53° with the wire. What magnetic force does the wire experience?
Solution:
Magnetic Force on a Current carrying wire = F = BiL sinθ Where B= magnetic field, I = current and L = length of the wire at θ = 53 o , sinθ = sin 53 o = 0.798
F = 10 x 10x 10 -2 x 0.1 x 0.798 = 0.08 (approx)
The direction of force can be found using Fleming's left-hand rule.
When a current carrying conductor is placed in a magnetic field, a force acts on the conductor in a direction perpendicular to the directions of the current and the magnetic field.
Direction of the magnetic force is perpendicular to both the wire and the magnetic field.
Question 8: A current of 2A enters at the corner d of a square frame abcd of side 20 cm and leaves at the opposite corner b. A magnetic field B = 0.1 T exists in the space in a direction perpendicular to the plane of the frame as shown in figure. Find the magnitude and direction of the magnetic force on the
four sides of the frame.
Solution:
Magnetic Force on a Current carrying wire = F = BiL sinθ ...(1)
Angle between the frame and magnetic field, θ = 90°
substitute given values in (1), we have
F = 22 x 20 x 10 -2 x 0.1
= 0.02 N
The direction of force can be found using Fleming's left-hand rule.
When a current carrying conductor is placed in a magnetic field, a force acts on the conductor in a direction perpendicular to the directions of the current and the magnetic field. So, direction of magnetic force will be towards the left.
For wires along sides, dc and ab,
F = 22 x 20 x 10 -2 x 0.1 = 0.02 N
The direction of force can be found using Fleming's left-hand rule.
The direction of magnetic force will be downwards.
Question 9: A magnetic field of strength 1.0 T is produced by a strong electromagnet in a cylindrical region of radius 4.0 cm as shown in figure. A wire, carrying a current of 2.0 A, is placed perpendicular to and intersecting the axis of the cylindrical region. Find the magnitude of the force acting on the wire.
Solution:
Magnetic Force on a Current carrying wire = F = BiL sinθ ...(1)
Angle between the wire and magnetic field, θ = 90° and length, l = 2r = 8 x 10 -2 m substitute given values in (1), we have
F = 2 x 8 x 10 -2 x 1.0T x 1
= 0.16 N
Question 10: A wire of length ℓ carries a current i along the x-axis. A magnetic field exits which is given as B = B0(𝑖 + 𝑗 ⃗ + 𝑘 ⃗⃗⃗ )T. Find the magnitude of the magnetic force acting on the wire.
Solution:
Given : current is passing along the X-axis.
Magnetic field in vector form = B = Bo(𝑖 + 𝑗 ⃗ + 𝑘 ⃗⃗⃗ )T
Electric current through the wire = i 𝑖 A
Magnetic Force on a Current carrying wire = F = BiL sinθ
Since current, I, is along x- axis, 𝑖 x 𝑖 = 0
Magnitude of the magnetic force = |F| = √ [(Bo il ) 2 + (Bo il) 2 ]
= √2 Bo il
Question 11: A current of 5.0 A exists in the circuit shown in figure. The wire PQ has a length of 50 cm and the magnetic field in which it is immersed has a magnitude of 0.20 T. Find the magnetic force acting on the wire PQ.
Solution:
The direction of magnetic field is perpendicular to the plane and it is going into the plane. Angle between the plane of the wire and the magnetic field = θ = 90 0
we know, F = BiL sinθ
F = 5 x 50 x 10 -2 x 0.2 x 1
= 0.50 N
The direction of the force can be determined using Fleming's left rule. When a current-carrying conductor is placed in a magnetic field, a force acts on the conductor in a direction perpendicular to the directions of the current and the magnetic field. Thus, the direction of the magnetic force in the paper plane is directed upwards.
Question 12: A circular loop of radius a, carrying a current i, is placed in a two-dimensional magnetic field. The centre of the loop coincides with the centre of the field figure. The strength of the magnetic field at the periphery of the loop is B. Find the magnetic force on the wire.
Solution:
Let "a" be the radius of circular loop.
Circumference = Length of the loop = 2πa
As per question, loop is placed in a two-dimensional magnetic field. And the centre of the loop coincides with the centre of the field.
Direction of magnetic is radially outwards.
[strength of the magnetic field at the periphery of the loop is B]
The angle between the length of the loop and the magnetic field, θ = 90
we know, F = BiL sinθ
F = Bi(2πa)
The direction of the force can be determined using Fleming's left rule.
When a current-carrying conductor is placed in a magnetic field, a force acts on the conductor in a direction perpendicular to the directions of the current and the magnetic field.
Direction of magnetic force lies perpendicular to the plane pointing inwards.
Question 13: A hypothetical magnetic field existing in a region is given by B = B0 er, where er denotes the unit vector along the radial direction. A circular loop of radius a, carrying a current i, is placed with its plane parallel to the x-y plane and the centre at (0, 0, d). Find the magnitude of the magnetic force acting on the loop.
Solution:
Let "a" be the radius of circular loop. Length of the loop = 2πa
We are given that, the loop is placed with its plane parallel to the X−Y plane and its centre lies at (0,0, d).
0
Let "θ" be the angle between the length of the loop l and the magnetic field B. Then F (magnetic force) is as:
|F| = i l x B
= i(2πa x B) sinθ
Question 14: A rectangular wire-loop of width a is suspended from the insulated pan of a spring balance as shown in figure. A current i exists in the anticlockwise direction in the loop. A magnetic field B exists in the lower region. Find the change in the tension of the spring if the current in the loop is reversed.
Solution:
From figure, Direction of the magnetic field is into the plane of the loop.
The angle between the length of the loop and the magnetic field, θ = 90 0
So, magnetic force = 𝐹 = i𝑎 ⃗⃗⃗ x 𝐵 ⃗ = ia B sinθ
Direction of force can be found using Fleming's left-hand rule. The direction of the magnetic force will be upward. Similarly, changing the direction of current to clockwise, the force along BC, F = ia x B
Change in force = change in tension = iaB - (-iaB) = 2iaB
Question 15: A current loop of arbitrary shape lies in a uniform magnetic field B. Show that the net magnetic force acting on the loop is zero.
Solution:
Consider a square magnetic loop as below:
Let i be the current flowing clockwise through the loop. Direction of the magnetic field is going towards the plane of the loop.
Magnetic force = 𝐹 ⃗⃗⃗ = i𝑙 x 𝐵 ⃗⃗⃗
F = il B Sinθ
Here θ = 90 o
Let us find the direction of force using Fleming's left-hand rule.
Force F1 acting on side AB = ilB (directed upwards)
Force F
2
acting on side DC = ilB (directed downwards)
F
1
and F
2
are equal and in opposite direction, Both will cancel each other.
Similarly,
Force F3 acting on AD = ilB (Directed outwards, pointing towards left from AB) Force F4 acting on BC = ilB (directed outwards, pointing towards right from BC) F3 and F4 also cancel each other
Net force acting on the arbitrary loop is zero.
Question 16: Prove that the force acting on a current carrying wire, joining two fixed points a and b in a uniform magnetic field, is independent of the shape of the wire.
Solution:
Consider two wires of length l, one straight and the other circular. Length of circular wire having radius "a" = 2πa and Magnetic force = F = ilB sin(90 o ) = ilB
If magnetic field is pointing along the z-direction and both the wires are lying in the xy plane, the angle between the magnetic field and area vector is 90°.
For the straight wire of length l in a uniform magnetic field of strength B:
Magnetic force = F = ilB sin(90 o ) = ilB
Forces are equal in both the cases. Which shows that magnetic force is independent of the shape of the wire and depends on the length and orientation of the wire.
Therefore, magnetic force is independent of the shape of the wire.
Question 17: A semicircular wire of radius 5.0 cm carries a current of 5.0 A. A magnetic field B of magnitude 0.50 T exists along the perpendicular to the plane of the wire. Find the magnitude of the magnetic force acting on the wire.
Solution:
Length of the wire = 2r = 10 cm
Direction of magnetic field is perpendicular to the plane of the wire. => angle between length of the wire and magnetic field, θ = 90 o now, F = ilB
= i(2r) B
= 5 x 2 x 0.05 x 0.5
= 0.25 N
Question 18: A wire, carrying a current i, is kept in the x-y plane along the curve y = A sin(2π/λ)x . A magnetic field B exists in the z-direction. Find the magnitude of the magnetic force on the portion of the wire between x = 0 and x = λ.
Solution:
Find the magnetic force on the portion of the wire between x = 0 and x = λ.
We know ,magnetic force acting on a current carrying wire in an uniform magnetic field, F = Bil For a differential length dl
F = Bi dl sinθ
The effective force on the whole wire due to force acting on the wire. Integrate above equation between range 0 to λ.
=> F = i λ B.
Question 19: A rigid wire consists of a semicircular portion of radius R and two straight sections figure. The wire is partially immersed in a perpendicular magnetic field B as shown in the figure. Find the magnetic force on the wire if it carries a current i.
Solution:
As wire is partially immersed in a perpendicular magnetic field.
From figure, PQ and RS are straight wires with a length of 1 each and the strength of the magnetic field is also the same on both wires.
direction of force) left hand can be found out.
Force acting on these wires is the same, but in opposite directions
The magnetic force on the wire PQ and the force on the wire RS are therefore the same and opposite. Both forces will cancel each other.
Therefore, only the semicircular loop PR experiences a net magnetic force.
Magnetic force in the loop PR,
F = il x B
Here l = 2r
F = 2Ri B
[As angle between the length of the wire and magnetic field, θ = 90 o ]
Question 20: A straight horizontal wire of mass 10 mg and length 1.0 m carries a current of 2.0 A. What minimum magnetic field B should be applied in the region so that the magnetic force on the wire may balance its weight?
Solution:
We know, weight of an object = W = mg
Also, magnetic force acting on a current carrying wire in and uniform magnetic field, F = Bil sinθ
We are given that, the weight of the wire should be balanced by the magnetic force acting on the wire.
=> mg = Bil sinθ
=> B = mg/il
= 10 -5 x 9.82 x 1
= 4.9 x 10
-5
T
Question 21: Figure shows a rod PQ of length 20.0 cm and mass 200 g suspended through a fixed point O by two threads of lengths 20.0 cm each. A magnetic field of strength 0.500 T exists in the vicinity of the wire PQ as shown in the figure. The wires connecting PQ with the battery are loose and exert no force on PQ.
(a) Find the tension in the threads when the switch S is open.
(b) A current of 2.0 A is established when the switch S is closed. Find the tension in the threads now.
Solution:
(a) When the switch is open:
The weight of the rod is balanced by the tension in the rod.
=> 2T cos 30
0
= mg
T = mg/(2cos30 0 )
= [0.2x9.8]/2(√3/2)
= 1.13 N
(b) When the switch is open and current flowing through the circuit = 2 A
=> 2T cos 30 0 = mg + iBl
T = 0.2 x 9.8 + 2 x 0.2 x 0.5
= 1.25 N
Question 22: Two metal strips, each of length ℓ, are clamped parallel to each other on a horizontal floor with a separation b between them, A wire of mass m lies on them perpendicularly as shown in figure. A vertically upward magnetic field of strength B exists in the space. The metal strips are smooth but the coefficient of friction between the wire and the floor is μ. A current i is established when the switch S is closed at the instant t = 0. Discuss the motion of the wire after the switch is closed. How far away from the strips will the wire reach?
Solution:
Let the wire move a distance x.
The existing magnetic field acts on the wire towards the right.
Since the coefficient of friction is zero, the distance between the wire and the strip is smooth. Due to the influence of the magnetic force, the wire initially travels a distance that corresponds to the length of the strips. Then it travels a distance x and then a frictional force acts on the wire against its direction of movement.
So work done by the magnetic force and the frictional force will be equal.
And Magnetic force due to presence of current = F = Bil where, B= magnetic field, I = current and l = length of the wire
=> μmg x = Bib x l
=> x = iblB/μmg
Question 23: A metal wire PQ of mass 10 g lies at rest on two horizontal metal rails separated by 4.90 cm figure. A vertically downward magnetic field of magnitude 0.800 T exists in the space. The resistance of the circuit is slowly decreased and it is found that when the resistance goes below 20.0 Ω, the wire PQ starts sliding on the rails. Find the coefficient of friction.
Solution:
When the resistance of the circuit is slowly decreased below 20.0Ω the wire end PQ starts sliding on the metallic rails.
Current i from ohm's law becomes, i = v/R = 6/20 A
From Fleming's left-hand rule, magnetic force will act towards the right.
This magnetic force causes the wire to slide on the rails. The frictional force present on the surface of the metal rails tries to counteract this motion of the wire.
When the wire begins to slide on the rails, the frictional force that acts on the wire between the wire and the metal rail only compensates for the magnetic force that acts on the wire due to the current flowing through it.
```
=> μR = F and F = ilB => μ mg = iBl => μ x 10 x 10 -3 x 9.8 = 6/20 x 4.9 x 10 -2 x 0.8
```
```
=> μ = 0.12
```
Question 24: A straight wire of length ℓ can slide on two parallel plastic rails kept in a horizontal plane with a separation d. The coefficient of friction between the wire and the rails is μ. If the wire carries a current i, what minimum magnetic field should exist in the space in order to slide the wire on the rails.
Solution:
The frictional force on the surface of the metal rails tries to counteract the movement of the wire.
The minimum magnetic field required in the room to push the wire on the rails is such that this magnetic force acting on the wire should be able to balance the frictional force on the wire.
```
μR = F or F = μW and F = iBl => μ mg = iBl => B = (μmg)/il
```
Question 25: Figure shows a circular wire-loop of radius a, carrying a current i, placed in a perpendicular magnetic field B.
(a) Consider a small part dl of the wire. Find the force on this part of the wire exerted by the magnetic field.
(b) Find the force of compression in the wire.
Solution:
(a) Magnetic force due to presence of current on a small differential length dl
F = iB dl
B= magnetic field; I = current ; dl =differential length of the wire and
θ = the angle between B and dl
Using Fleming's left-hand rule is towards the centre for any differential length dl of the wire.
Also, dl and B are perpendicular to each other.
(b) Suppose a part of loop subtends a small angle 2θ at the centre of a circular loop.
From fig.,
2T sinθ = iB dl
and length l of an arc : l = rθ
Here, arc is subtending an angle 2θ, This implies
2T sinθ = iB x 2θ
Since θ is very small so, sinθ = θ.
=> 2Tθ = iB x 2θ
=> T = iB
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Mining and Reclamation to Protect the Environment
Grade/Subject: 5th Science
Strand/Standard 5.3.4 Evaluate design solutions whose primary function is to conserve Earth's environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Emphasize how humans can balance everyday needs (agriculture, industry, and energy) while conserving Earth's environments and resources. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Materials:
Lesson Performance Expectations (description): Students will conduct a mining activity with chocolate chip cookies, then design a solution to improve their profits and have a less negative impact on the environment.
* Keebler Chips Deluxe cookies (2 per student)
* Flat Toothpicks (enough for multiple per student)
* ¼ inch grid paper
* Round Toothpicks (enough for multiple per student)
* Calculators (optional)
* Paper Clips (enough for multiple per student)
Time: 2 - 60 minute periods
* Mining and Reclamation video, (9:34 min) Mining plays a huge factor in Utahns' daily lives: minerals are mined to provide the materials to make thousands of products that we have come to depend on daily. Mined coal provides energy for homes, schools, and businesses. Mining provides jobs to thousands of Utahns, along with other economic benefits to the state of Utah. There are several different kinds of mining that take place in Utah: underground mining (longwall mining and room and pillar mining) and surface mining (strip mining and open pit mining). Most of the mines in Utah are underground mines.
Teacher Background Information:
* After mining for these resources, the mining company is responsible for reclamation of the land. Mines have to factor in the costs of reclaiming the land when they initially permit to mine. This means the plan has to be in place before they begin mining: they need to estimate how much reclamation will cost and then be able to factor those costs into how much they need to get out of the mine to make it cost-effective. A multitude of people work on reclamation projects. Mine reclamation has come a long way in recent decades. The process includes decontaminating tailing areas, reforming the area to its former natural appearance, and developing a sustainable, natural ecosystem for the area.
* Students should have prior knowledge and experience with the Engineering Process.
Student Background Knowledge:
* Students should know that humans can impact the cycling of matter.
Teacher Step by Step: A 3-d lesson should insist students do the thinking. Provide time and space for the students to experience phenomenon and ask questions. The student sheet provided below provides guidance but is only an example of how students might respond.
1. Introduce Phenomenon: Kennecott Copper Mine
* Discuss effects of mining if students don't bring it up: Why do we mine? What are some items that you use make from materials that were mined? What are the positive effects of mining? What can be negative effects? What can be changed?
* Show students the following two pictures. Give them 5 minutes to list questions on their Student Sheet.
2. Mining Activity
a. Students will conduct a mining activity with chocolate chip cookies. They will do the activity twice, trying to better their profit the second time by designing a better mining or reclamation solution.
Use a Model
b. Mining Activity guidelines:
ii. On the paper, the students need to draw a body of water, their choice on size and placement.
i. Each student will get a chocolate chip cookie and grid paper.
iii. Have students place their cookie on their grid paper, it may overlap the water or not.
v. Students will purchase mining tools - (flat toothpicks, round toothpicks and paper clips). They can purchase as many as they feel necessary, if one breaks during mining they are not allowed to use it anymore.
iv. Students will trace the cookie on the grid paper and count the number of squares it covers.
vi. Students cannot touch the cookie with any object other than their mining tools.
vii. Students will time how long it takes them to mine the chocolate chips. They will have a maximum of 5 minutes. Students will record the cost on their chart.
ix. The students need to count the number of squares in their body of water that have crumbs in it.
viii. After students have mined the chocolate chips, they must count the number of squares covered by cookie pieces or crumbs (essentially looking at the impact of their mine).
x. All information will be recorded on the Student Sheet. Students will calculate the total cost and environmental impact of their mine.
1. Handout the Engineering Design Process Student Sheet
Design a Solution
2. Explain the responsibilities that mines have to protect Earth's resources and environments.
4. Allow 10-15 minutes for the students to design a solution and fill out the worksheet.
3. Explain that the students will need to design a solution to make their mine more profitable and to protect the environment with fewer cookie crumbs outside of the original cookie sketch.
Use a Model
2. Students will fill out the Student Sheet for the second mining activity.
1. Let students run the mining activity again with their newly designed solution. They should use the same grid paper.
3. Compare results from the first mining activity and second mining activity.
Gather Information
4. Lead a class discussion about the students' solutions. Bring out the connections between actual mining and how it is reflected in their model. You may also have students create a presentation about their solutions.
1. Show this video about Rio Tinto Mines and their efforts to protect the environment: https://vimeo.com/46395782 (length 1:10)
Assessment of Student Learning. The summary should have a clearly stated claim with one solution for minimizing environmental impact identified. Evidence statements should come from the data collected on the table and the process of their mining. The reasoning should be thoughtful and complete based on which evidence and why they think it is most compelling. Students should include the engineering process in their text.
Standardized Test Preparation:
Mining and Reclamation to Protect the Environment
1. What problems are created by abandoned mines? Choose all that apply.
a. Minerals enter water resources.
b. Plant cover is reduced.
c. The mine is harder to reuse.
d. The mine provides few homes for wildlife.
2. What is the first step in reclamation of a mine?
a. Plant trees and grasses
b. Bring in native wildlife
c. Place the waste materials into the ground.*
d. Smooth the surface over the mine.
3. What do mining operations have to keep in mind as they build a mine? Choose all that apply.
a. What it will cost to reclaim when they are done.*
b. What the profit of the mine will be.*
c. How much equipment they will need.*
d. Who will work at the mine.*
4. How can mines minimize the impact of mining on the environment? Choose all that apply.
a. Keep the mine from disturbing as little land as possible.*
b. Reclaim the land when they are finished.*
c. Remove the wildlife for their protection.
d. Take all the mining equipment away when finished.*
Extension of lesson and Career Connections:
* Have students research a mine that has gone through the process of reclamation. How is the land being used now?
* Rio Tinto is a company that mines in Utah. Have students research the company and their process of reclamation. Have students interview someone from the company about his/her job.
Mining and Reclamation to Protect the Environment
Name___________________________________
Phenomenon: Observe the pictures. Write down three questions about what you see and what you are wondering.
1.
2.
3.
Mining Activity
After you conduct your first mining activity, calculate the cost and profit of your mine using the table below.
Number of Chocolate chips = $2 each
Total profit = Remaining Mining money + money from chocolate chips
$________________________
Mining and Reclamation Game Instructions
1. You will start with $25 in your account. First, you must buy your own "mining property," which is one cookie.
2. After the cookie is purchased, place the cookie on the grid paper, and using a pencil to trace the outline of the cookie. Count each square that falls inside the circle. Count partial squares as a full square. Add this number to your chart.
3. Buy your "mining equipment." More than one piece of equipment may be purchased. Equipment may not be shared between students. If the mining tools break, they are no longer usable and a new tool must be purchased Mining equipment for sale is:
a. Flat toothpick — $2
b. Round toothpick — $4
c. Paper clips — $6
4. Mining costs are $1 per minute with a maximum of 5 minutes.
5. After the cookie has been "mined," count how many 'squares' are covered by any cookie crumbs. Reclamation costs are $1 for each square covered outside the original outline.
6. Also, count the number of squares in the water body that have crumbs in it. Reclamation costs are $2 for each water square with a crumb in it.
7. Total your mining experience.
8. The sale of one chocolate chip mined from a cookie results in a $2 profit. (Broken chocolate chips can be combined to make one whole chip). Total your mining profits and write it on your chart.
9. Add your profits to the remaining money from your mine purchases.
Name: _____________________________
Design a Solution
Design a solution that will increase the profit of your mine and decrease the environmental impact.
The Problem:
Criteria:
Constraints:
Solution:
Second Mining Activity
After you conduct your second mining activity, calculate the cost. Compare the original cost and environmental impact to your first mine.
Number of Chocolate chips = $2 each
Total profit = Remaining Mining money + money from chocolate chips
_________________________
Write a Claim statement: The summary should have a clearly stated claim with one solution for minimizing environmental impact identified. Evidence statements should come from the data collected on the table and the process of your mining. The reasoning should be thoughtful and complete based on which evidence and why they think it is most compelling. Students should include the engineering process in their text. | <urn:uuid:87197706-801a-41e2-b43c-5a0fd3fd980d> | CC-MAIN-2020-45 | https://energy.utah.gov/wp-content/uploads/Mining-and-Reclamation-to-Protect-the-Environment-Full-Lesson-Plan.pdf | 2020-10-25T11:05:27+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00555.warc.gz | 309,617,968 | 2,146 | eng_Latn | eng_Latn | 0.996623 | eng_Latn | 0.998835 | [
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IMPROVING STUDENTS' VOCABULARY MASTERY USING FLASHCARDS
Yosephus Setyo Nugroho*, Joko Nurkamto, Hefy Sulistyowati English Department Teacher Training and Education Faculty Sebelas Maret University
E-mail : email@example.com
Abstract
Vocabulary is one of the important elements in teaching English. Based on pre-research, the fourth grade students of SD Negeri II Watuagung in the academic year of 2011/2012 had problems in mastering vocabulary. It could be seen from two indicators: first, their vocabulary score was low. Second, the students did not have motivation during teaching-learning process. To overcome the problems, classroom action research is used. It implemented flashcards as the media. The aim of this research is to improve students' vocabulary mastery and students' motivation using flashcards. There are two cycles of action. In each cycle, the procedure of the research consists of planning, acting, observing, and reflecting. In collecting the data, the researcher used qualitative and quantitative methods. The technique of qualitative data was interview, observation, document analysis, and test. For the quantitative data, the data are analyzed by finding and comparing the mean scores in pre-test and post-test (descriptive statistics). Based on interview, observation, analyzing the document, and test result, the students made improvement in vocabulary mastery. The students can learn vocabulary more easy than before. When flashcards are used, in the first and the second cycle, students are active and enthusiastic in joining learning activity. The tests score results shows an improvement of the students' achievement. The students' mean score in the pre-test is 45.70, in post-test 1 is 70.52, and in post-test 2 is 80.13. It can be concluded that teaching English vocabulary by using flashcards as media does improve the students' vocabulary mastery. The result of the research implies that English teachers need to choose the appropriate media in teaching vocabulary; one of them is flashcards.
Key word: vocabulary, flashcards, classroom action research.
INTRODUCTION
Vocabulary is one of the important elements in teaching English. This statement is supported by Hatch and Brown (1995: 1). They say, "Vocabulary is
the foundation to build languages, which plays a fundamental role in communication". It describes that by mastering vocabulary; people can express their ideas and understand the other basic competence well. Students of Elementary School study basic English. They study about simple words or things in their surroundings, it is aimed that students are able to understand simple English used in daily context. However, it is difficult to master the other competences without understanding the vocabulary, because vocabulary is the basic competence that must be reached by students in order to get other competencies like reading, writing, listening, and speaking.
Based on the pre-research to the fourth grade students of SDN II Watuagung, they showed that the difficulty of their learning English coming from their vocabulary mastery. It is shown from the statements of majority students who said that English was a difficult lesson. In addition, the researcher find several problems about students‟ vocabulary mastery such as difficulties in understanding the meaning of words, difficulties in pronouncing words correctly, the students could not spell the words correctly, and the students could not use and understanding the reference well. It is also supported by the fact showing the students‟ poor score in pre-test. The mean of this English class score in preliminary test was 45.70. In fact, the passing grade for English subject 60.
The facts above show that the students are still low in vocabulary mastery. That matter is indicated from two indicators; first is viewed from vocabulary mastery and second is viewed from the students‟ motivation during teachinglearning process. From the result of pre-research, the researcher found some indicators dealing with the low level of the students‟ vocabulary mastery. The indicators are: a) the students had difficulty in understanding the meaning of some words; b) the students mispronounced some English words; c) the students were not able to spell words correctly; d) students were not able to use references correctly. Then, the problems also came from the students‟ motivation during teaching-learning process. The indicators are: a) some students were busy talking with their friends when learning process was occurring; b) some students were busy drawing picture to their books; c) the students were not actively involved in
the leaning process; they tended to be passive; d) some students ignored the teacher‟s instruction. From the pre-research and interview, the reseacher foud some reasons why those problems arose. One of them is that the teacher only teaching by doing the task on LKS, so the students did not have enough experience in learning vocabulary. It also made the students bored and were not interested with the lesson. Based on the facts above, it can be concluded that the main reason causing the problem is the teacher not creative to use media in teaching vocabulary mastery.
The researcher finds an appropriate media to solve the problems. The researcher chooses flashcards as his media. According to Cross (1991: 119), flashcard is a simple picture on a piece of card or paper, which is probably the most widely used visual aids in language teaching. It means that flashcard is one of media which can help the teacher to teaching English easily. Flash cards in teaching vocabulary are very simple visual aids and the teacher can make the students more active during the teaching learning process. Flashcards are some kinds of media that can be used by the teacher in the classroom. They can increase their span of attention and concentration to study new words in English. According to Haycraft (1978: 102), flashcards can be used for consolidating vocabulary, practicing structure and words order or a variety of games. The use of flashcards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and color.
Based on the background, some problems can be formulated namely; 1) Can the use of flashcards improve students„vocabulary mastery at the fourth grade students of SDN II Watuagung? ; 2) How is the learning motivation of the fourth grade students of SDN II Watuagung when flashcard is used?.
Philips (1996: 5) defines young learners as children from the first year of formal schooling (five or six years old) to eleven or twelve years of age. From Phillips‟s theory, young learners are mainly recognized based on their age. Moreover, Scott and Ytreberg (1990: 1) divided the children into two main groups
throughout the book, the five to seven years old and the eight to ten year olds. We are assuming that the five to seven year olds are all at level one, the beginner stage. The eight to ten year olds may also be beginners, or they may have been learning the foreign language for some time, so there are both level one and level two pupils in the eight to ten age groups. Teaching to young learners is difficult. In order to teach English successfully to young learners, the teacher has to consider the characteristics of young learners and try to make appropriate technique, so they are motivated and enjoy in teaching-learning process. Scott and Ytreberg (1990: 5-6) state what should be done by an English teacher in his teaching to children namely; 1) Words are not enough, 2) Play with the language, 3) Variety in the classroom, 4) Routines, 5) Cooperation.
According to Ur (1995: 60) vocabulary is the words we teach in the foreign language. It means vocabulary is written or spoken unit of language as symbol of idea in foreign language for the learners. Moreover, Hatch and Brown (1995: 1) state that vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speaker of a language might use. It means that vocabulary as the words of certain language which are used by language speaker in using language. According to Oxford Advanced Learner‟s dictionary of current English (1995:721), the word mastery means complete knowledge; great skill. From this simple definition, the word mastery is tightly related to the complete knowledge, and great skill of something. From those description of vocabulary and mastery, it can be concluded that vocabulary mastery as complete integrated word knowledge (knowing its form, meaning, and use) of certain language.
Ur (1998: 60 – 62) states some aspects that the learner should be mastered and the teacher should be taught in order to help the learners in mastering vocabulary. They are namely; 1) Form (pronunciation and spelling), 2) Grammar, 3) Collocation, 4) Aspect of meaning (a. Denotation, connotation, appropriateness and b. Meaning relationship), 5) Word formation. From all of the aspects, the appropriate aspects for teaching to young learners in Elementary School are form (its spelling and pronunciation) and the meaning (its denotation
meaning). It is because they are basic aspects in presenting vocabulary. Meanwhile, Nation (1990: 5) mentions two kinds of vocabulary learning. They are receptive learning and productive learning. Receptive learning is the ability to recognize a word and recall its meaning when it is met. Then, productive learning involves what is needed for receptive learning plus the ability to speak or write at the appropriate time.
According to Cross (1991: 11-13) the procedure of teaching vocabulary can be divided into three stages, they are namely: a) Presentation. In this stage, the teachers can use various techniques which are recommended in the previous discussion. However, the teachers have to be careful in selecting the techniques that they used in teaching activity; b) Practice. In the second stage, the teacher give exercises to the students in order to practice the subject items being learnt, making completion, matching, words classification, etc. those are several types of exercise that can be used by the teacher in this stage; c) Production. In this stage the students are expected to apply the newly learn vocabulary through the speaking activities or writing activities.
John Haycraft (1978: 102) states that flashcards are cards on which words and/or pictures are printed or drawn. According to Oxford Advanced learner‟s Dictionary (1995: 94), flashcard is a card with the word or words and sometimes a picture down it. Based on discussed above, it can be taken a general view that flashcards are cards with a word or words, number, or a picture on it for use in the classroom by teacher and students that help to learn and memorize new words. In addition, Haycraft (1978: 102-106) states two types of flashcards. They are word flashcards and picture flashcards. Word flashcards are cards on which words have been printed. When practicing word order, the teacher can use a number of cards representing all the words in a sentence. The cards can be fixed to the board, or given to a student, and arranged correctly either by the class a whole or individual students. The word flashcards also can be used to practice structure. Then, picture flashcards are useful for presenting, practicing and revising vocabulary or as prompts for other activities – for example, to illustrate the characters in a dialogue, to help students improvise. Picture flashcards can be used as prompts for
simple substitution drills. Picture flashcards are also useful for identifying verbs on action.
According to Haycraft (1978: 102) and Cross (1991: 120) there are some advantages of using flashcards in language teaching. They are namely: a) Flashcards can be used for consolidating vocabulary; b) Flashcards are motivating and eye-catching; c) Flashcards are effective that can be used for any level students; d) Flashcards can be taken almost everywhere and studied when are has free moment; e) Flashcards can be arranged to create logical grouping of the target words; f) Flashcards are cost effective/inexpensive; g) Flashcards provide visual link between L1 and the target language; and h) Flashcards also can be used for practicing structure and word order or for a variety of games.
Based on the explanations above, it can be concluded that flashcards have many advantages when used in teaching learning process. Flashcards have a great power in motivating and stimulating the students. Meanwhile, flashcards are easy media to help students and teacher in learning process, especially to teach the students of elementary school. Teacher can use it at any time and in any situation when he wants to teach.
RESEARCH METHODOLOGY
The method used in this study is classroom action research. Kemmis (1983) in Hopkins (1993: p.44) state that action research is a form of selfreflective inquiry undertaken by participants in social (including educational)
situation in order to improve the rationality and justice of (a) their own social or educational practices; (b) their understanding to these practices, and; (c) the situations in which the practices are carried out. It is most rationally empowering when undertaken by participants collaboratively, though it is often undertaken by individuals and sometimes in cooperation with outsiders.
Meanwhile, the model of classroom action research is this study is model by Kemmis and Mc Taggart (in Burns, 1999: 32) who state that the model of action research is consist of four steps in a spiraling process. There are namely: a) Planning. Here the researcher prepares everything that is needed in doing the action, for instance she prepares a lesson plan, the material that will be used in the action, and she also prepares the evaluation material after conducting the action to give information whether or not the speaking improve; b) Acting. After preparing the lesson plan, the material and the evaluation, the researcher was implemented the plan. In this study the researcher will implements flashcards games in teaching vocabulary, the flashcards games was doing in the group. She also give pretest, the material and the end of the study she do the post test; c) Observing. The researcher observes the effects of the critically informed action in the context in which it occurs. Beside that the researcher also makes the observation sheet about the process in teaching learning process; d) Reflecting. After doing the observation, the researcher continue to the next step namely reflection. In this step the researcher reflect how the teaching learning process runs. The function of reflecting is to know the weaknesses and the strengths of the action. She also prepares the other planning if the action was not improved the students‟ speaking skill.
The model of Action Research can be illustrated as follows:
7
REF
PLAN
Table 1.1. The Model of Action Research
The four steps at the model can be expanded into six steps which included in the procedure of action research. The procedures are: 1) Identifying the problems. The researcher identified the problem before planning the action. The problem referred to the students‟ difficulty in learning vocabulary. The problem
was caused by the technique of delivering material which was not suitable and interesting to the learners. It was obtained by observing the teaching learning process; 2) Planning the action. There are some activities which were done by researcher: a) Planning the steps and technique for delivering the material in the form of lesson plans. There were 3 lesson plan prepared for the cycle; b) Designing the steps in doing the action; c) Preparing the material; d) Preparing sheets for classroom observation (to know the situation of teaching learning process when the technique is applied); e) Preparing teaching aids; and f) Preparing a test; 3) Implementing the action. The researcher implemented the teaching learning activity of vocabulary using flashcards; 4) Observing and monitoring the action. The researcher observed all activities in the teaching learning process; 5) Reflecting the result of the observation. The researcher evaluated all actions in each cycle. The writer observed the actions to find the problems of the activities that had been carried out in using flashcards in teaching vocabulary; and 6) Revising the plan. Since there were some remaining problems of the activities that had been carried out using flashcards in teaching vocabulary, the researcher revised the plan for the next cycle.
Based on the explanation above, classroom action research is a systematic study and it is a form of self-reflective inquiry undertaken or carried out by participants in educational situation rather than outside researches to solve the problem in order to improve the students‟ ability. In this study, classroom action research means an educational attempt, which was done by the writer to improve the lack of vocabulary mastery in SDN II Watuagung by using flashcards. In this research, both qualitative and quantitative methodologies were applied. The qualitative methodology was used to describe how the process of teaching and learning vocabulary ran and the quantitative methodology was used to identify whether or not the students‟ vocabulary mastery were better or higher than before implementing the flashcards. The quantitative calculation for identifying the improvement of the students‟ vocabulary mastery was based on the scores of the vocabulary test given twice.
In this research, the data were collected by using some techniques of qualitative and quantitative data collection. The qualitative data were collected from interview, observation, and documents (the photograph and students‟ worksheet). The quantitative data were collected from tests (pre-test and post test). The analyses of the data were collected by using two techniques, namely: 1) The Qualitative Data. The classroom action research analyzes the qualitative data from the result of interview, observation, and documents. McKernan in Burns (1999: 156-160) states the stages in analyzing the data. They are as follows; a) Assembling the data, b) Coding the data, c) Comparing the data, d) Building interpretations, and e) Reporting the outcomes; and 2) The Quantitative Data. The researcher analyses the quantitative data from the tests (the pre- test and the posttest). The result of the test can answer the problem whether or not the use of flashcards can improve students‟ vocabulary mastery. It can be identified from the differentiation of the mean in pre-test and post-test.
The mean of the pre-test and the post-test can be calculated with the formula as follows:
In which x = mean of pre-test score
y = mean of post-test score
N = number of students / subject
Finally, by analyzing the qualitative and quantitative data, the researcher can make conclusion whether or not the use of flashcards can improve the students‟ vocabulary mastery. If almost all of the students give positive responses to the teaching learning process and their post-test score is higher than pre-test score, the technique is successful. On the contrary, if the students give negative responses to the teaching learning process and their post-test score is lower than pre-test score, the technique is not successful.
THE RESULT AND DISCUSSION
After analyzing the research result from the interview, observation (field notes), document (photograph and students worksheet), and test (pre-test and posttest), the researcher gets several findings that answers from the research questions stated in the introduction (problems statement). The research findings include the improvement of students‟ vocabulary mastery and the improvement from the students‟ participation.
First, the improvement of students‟ vocabulary mastery, from the result of the tests (pre-test and post-test) in the first cycle and second cycle showed improvement of the students vocabulary mastery. This improvement could be seen from the increase of the mean students‟ vocabulary score. It is summarized in the table below:
Table 1.2 The Finding Result
Second, the improvement of the students‟ participation, in this sections the result findings from the first cycle and the second cycle are discussed. From preobservation, the situation of the class was not conducive for teaching learning activity. Students did not focus to the learning process, they were busy doing something outside the learning activity (talking with friends, drawing picture). Moreover, they tended to be passive and ignore the teacher‟s instructions.
In the first cycle, students‟ enthusiastic and motivation increased in joining learning activity. The activities outside the learning activity were minimized; it is because the learning activities and the media which were used by the teacher were interesting for them. But, there were some problems which emerged, namely; the
mastery of the students‟ words – spelling was still low. When the teacher asked them to write down the names of Fruit, Vegetables, and Animals they wrote as how the words pronounced. Beside that, some students still pronounced the name of Fruits and Vegetables incorrectly. In addition, some students were not active when they did task in group. In the second cycle, students were also active as group members when they did the group task using flashcards. This was the distribution of group member responsibility which made them active in the group. The students words-spelling and pronunciation also increased. Moreover, in the end of second cycle, the interview to the two chosen students showed that they had good respond to this learning type using task and enjoyed learning through this way.
The first two points from observational data and interview show that the students‟ motivation improved because of teaching activity using flashcards. It goes along with the theory from Haycraft (1978: 102), Cross (1991: 120), and Schmitt and McCarty (1997: 215), they concluded that one of the advantages of flashcards; flashcards can motivate students in learning English. Finally from the explanation, first, based on the quantitative data (pre-test and post-test) it can be concluded that flashcards can improve students‟ vocabulary mastery. It is proved by the increase of students‟ vocabulary mastery score. Second, based on observational data (field notes); flashcards can improve students‟ motivation in teaching and learning process.
CONCLUSION AND SUGGESTION
After conducting the research of teaching vocabulary at the Elementary School by using flashcards and analyzing the data, the researcher found some research findings to answer the research questions in the introduction (problem
statement). All of the findings were gotten from the data that were collected by the researcher. After analyzing the data, the researcher found the results namely: 1) The students‟ vocabulary mastery improved. It was indicated by the results of the test. The students‟ achievement was satisfied enough. It can be said that the existence of flashcards makes the students familiar with certain words. They can see, read, and touch the object. Thus, after the lesson is over, they can memorize the words easily. The increasing attention, motivation, and existence of flashcards improve the students‟ achievement in mastering vocabulary. It can be shown by the increasing scores of the students in the pre-test and in the post-test; and 2) The students‟ motivation in teaching and learning process improved. Through the use of flashcards in each activity, there was an improvement of the students‟ motivations in learning. It could be seen from the students‟ interest in teachinglearning process which was higher. They also paid more to the teacher‟s explanation. The students‟ motivation in learning English influenced their participation in the class. The classroom situation became active and interactive because they enjoyed and they were motivated in teaching and learning process.
Based on the conclusion, the researcher would like to give some suggestions dealing with the teaching of vocabulary. First suggestions are to the English teacher, there are three suggestions, namely; a) the teacher needs to identify the students‟ behavior first before presenting the lesson. This is aimed to choose an appropriate technique; b) it is necessary for the teacher to use interesting technique and media, such as flashcards, so the students will be interested in joining the lesson; c) the teacher should be able to develop a good atmosphere in the class, so that the students learn at comfortable situation. Second suggestions are to the students, some students might consider English as a difficult subject if there is no motivation to learn. The students should encourage themselves to learn more, to ask more, and to know more. And the last suggestions are to other researchers; this research discusses the implementation of flashcards in teaching vocabulary to Elementary Students. This study is just one effort to improve students‟ motivation and achievement in learning English. It is
hoped that the result of the study could be used as the additional reference in other research.
BIBLIOGRAPHY
Burns, Anne. 1999. Collaborative Action Research for English Language
Teacher. United Kingdom: Cambridge University Press.
Cross, David. 1991. A Practical Handbook of Language Teaching. London: Cassel.
Hatch, Evelyn and Brown, Cheryl. 1995. Vocabulary, Semantic, and Language Education. Cambridge: Cambridge University Press.
Haycraft, Jhon. 1978. An Introduction to English Language Teaching. England: Longman
Hopkins, David. 1993. A Teacher's Guide to Action Research. Buckingham: Open University Press.
McCharty, Michael. 1990. Vocabulary. Oxford. Oxford University Press Nation, ISP. 1990. Teaching and Learning Vocabulary. New York: Newbury House Publishers.
1995. Oxford Advance Learner's Dictionary. New York: Oxford University Press.
Philips, Sarah. 1996. Young Learners. Oxford: Oxford University Press.
Scott, A. Wendy & Ytreberg, H. Lisbeth. 1990. Teaching English to Children. New York: Longman Inc.
Ur, Penny. 1998. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. | <urn:uuid:c3578dc8-f476-401a-a65d-8cfb49ef272a> | CC-MAIN-2020-45 | https://eprints.uns.ac.id/1214/1/1240-2801-1-SM.pdf | 2020-10-25T11:39:08+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00554.warc.gz | 313,683,755 | 5,303 | eng_Latn | eng_Latn | 0.938785 | eng_Latn | 0.998336 | [
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HISTORY (027) SET-2
SAMPLE PAPER 2015- 2016 CLASS –XII
……………………………………………………………………………………………….
TIME: 3 HRS MM-80
GENERAL INSTRUCTIONS
1. Answer all the questions. Some questions have choice. Marks are indicated against each question.
2. Answer to questions no. 1 to 3 carrying 2 marks should not exceed 30 words each
3. Answer to questions no. 4 to 9 carrying 4 marks should not exceed 100 words. Students should attempt only five questions in this section
4. Question 10 ( for 4 marks) is a value based question and compulsory question
5. Answer to questions 11 to 13 carrying 8 marks should not exceed 350 words.
6. Questions 14-16 are source based questions and have no internal choice
7. Questions 17 is a Map question includes identification and significant test items. Attach the map with the answer sheet.
......................................................................................................................................
PART-A
Answer all the questions given below: (2X3=6)
1. Why did Akbar show high respect towards the inter-faith debates? Give two reasons 2
2. How did Kushanas of first century BCE exemplify themselves with high status? State any two significant ways 2
3. Compare the racial divide of 'Black Town' and 'White Town' in colonial India . 2
PART-B
Section-I
Answer any five of the following questions: (4X5=20)
4. 'Epigraphy alone does not provide a full understanding of political and economic history.'Justify the statement with its four limitations 4
5. How have archaeologists used evidence from material remains to piece together parts of a fascinating Harappa history? Explain 4
6. Why were agricultural tracts incorporated within the fortified area of the Vijayanagara Empire? Give reasons 4
7. Abu'l Fazl had shaped and articulated the ideas associated with the reign of Akbar'. Substantiate the statement in the context Mughal court. 4
8. What was the Limitation Law of 1859? State its impacts on the ryots. 4
9. Critically evaluate Governor General Lord Dalhousie's policy towards Awadh during 1850s .4
SECTION-II
VALUE BASED QUESTION (Compulsory) (4x1=4)
Read the following lines and answer the question that follows:
A poem by Karaikkal Ammaiyar in which she describes herself:
The female Pey (demoness) with . . . bulging veins, protruding eyes, white teeth and shrunken stomach, red haired and jutting teeth, lengthy shins extending till the ankles, shouts and wails while wandering in the forest.
10 Karaikkal Ammaiyar's poetry dismantles the paradigm of human order and duty rooted in the household not by focusing on gender roles, but by extolling devotion. Highlight the values that provide the potential space for women in this emerging tradition
4
PART-C
LONG QUESTIONS (8x3=24)
Answer all the questions given below:
11. How did Siddhartha come to be known as the Buddha? Explain his philosophy mentioned in the Sutta-Pitaka . 4+4= 8
Describe the sculptural aspects of Sanchi Stupa . State the reasons for the survival of this Stupa
12. Analyze the condition of forest dwellers in the Mughal agrarian society.
Examine the role of the village Panchayats in the Mughal period
OR
8
13. 'Non cooperation became the epoch in the life of India and of Gandhiji'. Justify this statement with examples
Buried under the debris of the violence and pain of Indian partition is an enormous history of help, humanity & harmony'. Explain
PART-D
SOURCE BASED QUESTIONS (7x3=21)
14. Read the following excerpt carefully and answer the questions that follow:
.
Proper social roles
Once Drona, a Brahmana who taught archery to the Kuru princes, was approached by Ekalavya, a forest dwelling nishada (a hunting community). When Drona, who knew the dharma, refused to have him as his pupil, Ekalavya returned to the forest, prepared an image of Drona out of clay, and treating it as his teacher, began to practise on his own. In due course, he acquired great skill in archery. One day, the Kuru princes went hunting and their dog, wandering in the woods, came upon Ekalavya. When the dog smelt the dark nishada wrapped in black deer skin, his body caked with dirt, it began to bark. Annoyed, Ekalavya shot seven arrows into its mouth. When the dog returned to the Pandavas, they were amazed at this superb display of archery. They tracked down Ekalavya, who introduced himself as a pupil of Drona. Drona had once told his favourite student Arjuna, that he would be unrivalled amongst his pupils. Arjuna now reminded Drona about this. Drona approached Ekalavya, who immediately acknowledged and honoured him as his teacher. When Drona demanded his right thumb as his fee, Ekalavya unhesitatingly cut it off and offered it. But thereafter, when he shot with his remaining fingers, he was no longer as fast as he had been before. Thus, Drona kept his word: no one was better than Arjuna.
Here is a story from the Adi Parvan of the Mahabharata:
14.1 Why did Drona refuse to have Eklavya as his pupil? 2
14.2 What did Drona demand from Eklavya? How did Eklavya react on it? 3
14.3 Why did Drona ask for such type of gurudakshina? Give reasons. 2
15 Read the following excerpt carefully and answer the questions that follow:
Education and Entertainment
This is what Ibn Juzayy, who was deputed to write what Ibn Battuta dictated, said in his introduction:
A gracious direction was transmitted (by the ruler) that he (Ibn Battuta) should dictate an account of the cities which he had seen in his travel, and of the interesting events which had clung to his memory, and that he should speak of those whom he had met of the rulers of countries, of their distinguished men of learning, and their pious saints. Accordingly, he dictated upon these subjects a narrative which gave entertainment to the mind and delight to the ears and eyes, with a variety of curious particulars by the exposition of which he gave edification and of marvellous things, by referring to which he aroused interest.
15.1 Who was Ibn Batuta? 2
15.2 Mention any three exciting things which he noticed in India . 3
15.3 How has Ibn Batuta accounted his travelling experience in Rihla? 2
16 Read the following excerpt carefully and answer the questions that follow:
"The real minorities are the masses of this country'
Welcoming the Objectives Resolution introduced by Jawaharlal Nehru, N.G. Ranga said:
Sir, there is a lot of talk about minorities. Who are the real minorities? Not the Hindus in the so-called Pakistan provinces, not the Sikhs, not even the Muslims. No, the real minorities are the masses of this country. These people are so depressed and oppressed and suppressed till now that they are notable to take advantage of the ordinary civil rights.
What is the position? You go to the tribal areas. According to law, their own traditional law, their tribal law, their lands cannot be alienated. Yet our merchants go there, and in the so-called free market they are able to snatch their lands. Thus,even though the law goes against this snatching away of their lands, still the merchants are able to turn the tribal people into veritable slaves by various kinds of bonds, and make them hereditary bond-slaves. Let us go to the ordinary villagers. There goes the money-lender with his money and he is able to get the villagers in his pocket. There is the landlord himself, the zamindar, and the malguzar and there are the various other people who are able to exploit
these poor villagers. There is no elementary education even among these people. These are the real minorities that need protection and assurances of protection. In order to give them the necessary protection, we will need much more than this Resolution ...
PART-E
MAP QUESTIONS (2+3=5)
17 1 On the given political outline map of India, locate and label the following with appropriate symbols 1x2=2
a. Kot Diji
b. Agra, the imperial capital of Mughal
17.2 On the same outline map of India , three centres related to the Indian National Movement have been marked as A, B and C. Identify them and write their correct names on the lines drawn near them. 1x3=3
NOTE: The following questions are for the visually impaired candidates only in lieu of Q17
17.1 Name any one mature Harappa Sites..
17.2 Name any one capital city of Mughal Empire.
17.3 Name any three centres related with Indian National Movement
17 .Map Question
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Landmarks and preservation: worksheet n°6
Landmarks and preservation in New York City
Source 1: 'The Destruction of Penn Station'; A 1960's Protest That Tried to Save a Piece of the Past
A new book on New York's most famous demolished building -- ''The Destruction of Penn Station'', a series of demolition photographs by the late Peter Moore -- brings back memories of the failed effort to save the renowned structure. These days, four decades later, there would be no shortage of bodies to sit in front of the bulldozers. If there had been as much support in 1962, that era's small group of young, earnest and optimistic protesters just might have won. The architectural firm McKim, Mead & White's Pennsylvania Station was the last word in modernity -- in 1910. (…) Although the Pennsylvania Railroad made some improvements, it lost interest in its giant Classical structure, and in 1961 announced plans to demolish the old station for office buildings and a new Madison Square Garden with a swooping, circular roof and a new station below. The magazine Progressive Architecture was immediately critical of the project and especially of the proposed loss of Penn Station. At that time there was no landmarks law in New York City, no mechanism for protecting structures of public interest. (…)In early 1962 a meeting of the New York Chapter of the American Institute of Architects led to continued protest. (…)At 5 p.m. on Aug. 2, 1962, at least 100 people joined a picket line with signs reading ''Shame'' and ''Don't Amputate -- Renovate.'' An advertisement in The New York Times boldly stated that the group was formed to ''serve notice on present and future would-be vandals, that we will fight them every step of the way.'' THE unusual protest attracted broad press coverage, even on television, but the organizers had trouble moving from goals -- like persuading the Port of New York Authority, as the agency was then known, to take over the station -- to actual results.(…)
By CHRISTOPHER GRAY, Published: May 20, 2001, The New York Times
Pennsylvania Station
Destruction of Penn Station in 1963
Source 2: The Landmarks Preservation Commission
The Landmarks Preservation Commission is the New York City agency that is responsible for identifying and designating the City's landmarks and the buildings in the City's historic districts. The Commission also regulates changes to designated buildings. The Landmarks Preservation Commission was established in 1965 when Mayor Robert Wagner signed the local law creating the Commission and giving it its power. The Landmarks Law was enacted in response to New Yorkers' growing concern that important physical elements of the City's history were being lost despite the fact that these buildings could be reused. Events like the demolition of the architecturally distinguished Pennsylvania Station in 1963 increased public awareness of the need to protect the city's architectural, historical, and cultural heritage.
From the Landmarks Preservation Commission website, http://www.nyc.gov/html/lpc/html/about/about.shtml
Landmarks and preservation: worksheet n°6
Source 3: What is a landmark?
What is a landmark?
The New York City Landmarks Preservation Commission defines a landmark as a building, property or object that has a special character or special historical or aesthetic interest or value as part of the development, heritage, or cultural characteristics of the city, state, or nation. New York City has more than 23,000 landmarks including individual, interior and scenic landmarks and historic districts.
What minimum criteria must a building or site meet to be designated a New York City landmark?
A building or site must be more than 30 years old and have historical or architectural significance as determined by the Landmarks Preservation Commission.
What can be a landmark?
Since our history is defined by more than just buildings, a landmark can be many things that are reflective of history and convey significance, including building interiors, cemeteries, bridges and landscapes.
What is an historic district?
An historic district is an area where a group of buildings and sites have a distinct sense of place or character. The buildings and sites that make up an historic district represent a specific period or style of architecture that represents the city's history.
What is a National Historic Landmark?
A national historic landmark is designated by the Secretary of the Interior because of its exceptional value as demonstrating the heritage of the United States and its meaning to all Americans. There are 2,500 such sites that meet this high standard. The Statue of Liberty, Rockefeller Center and the Metropolitan Museum of Art are examples of local sites that are National Historic Landmarks.
From: http://gvshp.org/blog/2011/07/11/historic-preservation-101-what-is-a-landmark/, the blog of Greenwich Society for historic preservation
Source 4: Origins of Heritage Preservation in the United States
As in many countries of the New World, early preservation in the United States was closely linked to the establishment of a national identity by focusing on those sites that were linked to the early settlement and independence movement, especially sites associated with the life of George Washington and to a lesser degree with other important figures of that period. Unlike other countries, however, the will to conserve and monumentalize such sites did not issue from either the central or the local government, but rather, from local citizen groups who valued the cultural, historic and patriotic sites that lay in their immediate community.(…)
The emphasis on the associative patriotic values linked to the early independence movement and the colonial period acquired a new sense of urgency with the large immigrations of the late 19th and early 20th centuries, when the prevailing Anglo-Saxon and protestant ethic of colonial and earlier settlers were perceived to be endangered by the massive influx of eastern and central Europeans, plus Catholics, Jews, Orthodox and others. Heritage sites were recruited for their didactic potential in inculcating the newcomers with the values of a dominant culture whose carriers were dangerously diminishing in their proportion to the overall population.
Certainly, there were a number of governmental efforts during this period, including the establishment of the National Park Service, the declaration of a number of national monuments by presidential decree and the passing of several federal protective laws mostly dealing with archaeological sites. While they may seem weak by today's standards, they set up a strong foundation for the work that was to follow.
Other important actions of the 1930s had a profound pioneering impact on the preservation movement. Local preservation ordinances were established in New Orleans, Charleston and Alexandria. At the federal level, President Roosevelt's economic recovery programs put unemployed architects to work documenting historic buildings all over the country, an initiative that gave rise to popular awareness of our traditional architecture and established the Historic American Buildings Survey.
From: http://www.usicomos.org/preservation, us national committee of the international council of monuments and sites
Landmarks and preservation: worksheet n°6
Source 5: Failures and success of historic preservation in New York City
Failures
Each year countless historic buildings and neighborhoods in metropolitan and rural areas throughout our country are lost either to neglect or demolition. With each building's collapse goes some of the character and craftsmanship that used to define our cities' main streets and town centers. The intricate columns, detailed sculptures, arches and ornaments that defined the office buildings, homes, theaters, banks and churches of our country are fewer and fewer. Demolished by developers with the approval of local governments, these historic buildings are often replaced by high rise condominiums and apartments, cookie-cutter chain stores, nondescript retail buildings and parking lots. The result is not just the irreplaceable loss of architectural treasures but the historic ambience the buildings brought to the communities where they were located. What replaces them usually lacks any unique architectural quality and provides little cultural value for the future. Attacks on historic buildings are nothing new. For decades they have fallen at the hands of developers who find it more cost effective to rebuild than rehabilitate.
In New York City, the demolition of Penn Station in 1963 attracted national attention to the need to preserve our architectural heritage and helped make the case for Federal protections. Since then, America's one time tallest building, the Singer Building built in 1908 and located in New York City's financial district was demolished due to a perceived lack of functionality in today's business environment. In addition, five historic Broadway theaters built in the 1930s died an untimely death when they were demolished to accommodate a new hotel. Famous New York City buildings lost forever: Astor Theater , Bijou Theater Gaiety Theater , Helen Hayes Theater , Morosco Theater, Penn Station, Savoy Plaza Hotel , The Singer Building.
Success
In 1978, Penn Central Transportation Company applied to the New York City Landmarks Commission for approval of the construction of a 55-story addition to the 1913 Grand Central Terminal Building. The Landmarks Commission denied approval, and Penn Central attempted to have Grand Central's historic designation overturned. The New York Court of Appeals upheld the Landmarks Commission ruling, and the case went to the U.S. Supreme Court. The Landmarks Commission ruling was upheld at the federal level in a six-tothree decision. The case has become an important benchmark for the cause of preservation, as it supported the legitimacy of historic preservation as a governmental goal and responsibility and showed that historic ordinances function as the methods to accomplishing the goal and the responsibility.
From http://www.architecturaltrust.org/historic-preservation/historic-preservation-in-the-united-states/failures-a-successes, The Trust for Architectural Easement, organization that strives to be a leading force in the protection of America's architectural heritage.
Landmarks and preservation: worksheet n°6
Questions
1) Present 'Penn Station'. Explain when and why it was destroyed. Who opposed its destruction? Why were the protesters unable to stop the destruction? What was the impact of its destruction on historic preservation in New York City? (Sources 1, 2, 5)
2) What is the Land Preservation Commission? When and why was it created? (Source 2)
3) What is a landmark? What are the differences between a New York City landmark and a National Historic Landmark? (Source 3)
4) What were the originals aims of historic preservation in the USA? Who first encouraged the preservation of historic sites? What was the role of the federal state in historic preservation (Source 4)
5) What are the current aims of historic preservation in New York City? (Sources 2, 3, 5)
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FINDING SCIENCE IN ICE CREAM
Prof. H. Douglas Goff, Ph.D. Dept. of Food Science, Univ. of Guelph Guelph, ON, N1G 2W1 Tel: (519) 824-4120 ext. 53878 Email: firstname.lastname@example.org
For further information about Finding Science in Ice Cream: https://www.uoguelph.ca/foodscience/book-page/ice-cream-ebook
This page was designed as a supplement to a classroom experiment for secondary school teachers on ice cream making. Details of ice cream ingredients, manufacturing, structure, and many other aspects can be found on my website above.
As the hot weather approaches and students minds begin to drift from the rigors of the school classroom or laboratory, a fun afternoon might be spent making ice cream and in so doing, introducing several aspects of the science and technology "behind the scenes". To suggest that there is no science in ice cream could not be further from the truth. I have made a career out of ice cream research which has taken me into aspects of physical and organic chemistry, microbiology, and chemical engineering to name but a few. Because all of you are from different disciplines and teach in different ways, I will give you enough background information and practice from which you can prepare your own experimental work. You can use the ice cream lab, for example, to demonstrate heat transfer in physics classes, freezing point depression phenomena and emulsions and foams in chemistry classes, or pasteurization and the food use of seaweeds(!) in biology classes. By so doing, we may be interesting students in science in general because they can relate to ice cream, and in dairy science in particular as they see the applications of science in action. However you use the following information, even if it is for your own family picnic this summer, I hope you enjoy it!
THE HISTORY OF ICE CREAM
Once upon a time, hundreds of years ago, Charles I of England hosted a sumptuous state banquet for many of his friends and family. The meal, consisting of many delicacies of the day, had been simply superb but the "coup de grace" was yet to come. After much preparation, the King's French chef had concocted an apparently new dish. It was cold and resembled fresh- fallen snow but was much creamier and sweeter than any other after- dinner dessert. The guests were delighted, as was Charles, who summoned the cook and asked him not to divulge the recipe for his frozen cream. The King wanted the delicacy to be served only at the Royal table and offered the cook 500 pounds a year to keep it that way. Sometime later, however, poor Charles fell into disfavour with his people and was beheaded in 1649. But by that time, the secret of the frozen cream remained a secret no more. The cook, named DeMirco, had not kept his promise.
This story is just one of many of the fascinating tales which surround the evolution of our country's most popular dessert, ice cream. It is likely that ice cream was not invented, but rather came to be over years of similar efforts. Indeed, the Roman Emperor Nero Claudius Caesar is said to have sent slaves to the mountains to bring snow and ice to cool and freeze the fruit drinks he was so fond of. Centuries later, the Italian Marco Polo returned from his famous journey to the Far East with a recipe for making water ices resembling modern day sherbets.
In 1774, a caterer named Phillip Lenzi announced in a New York newspaper that he had just arrived from London and would be offering for sale various confections, including ice cream. Dolly Madison, wife of U.S. President James Madison, served ice cream at her husband's Inaugural Ball in 1813. Commercial production was begun in North America in Baltimore, Maryland, 1851, by Mr. Jacob Fussell, now known as the father of the American ice cream industry.
The first Canadian to start selling ice cream was Thomas Webb of Toronto, a confectioner, around 1850. William Neilson produced his first commercial batch of ice cream on Gladstone Ave. in Toronto in 1893, and Neilson ice cream was sold for nearly 100 years.
THE COMPOSITION AND INGREDIENTS OF ICE CREAM
Today's ice cream has the following composition : a) greater than 10% milkfat by legal definition, and usually between 10% and as high as 16% fat in some premium ice creams; b) between 9 and 12% milk solids-not-fat, the component which contains the proteins (caseins and whey proteins) and carbohydrates (lactose) found in milk; c) 12% to 16% sweeteners, usually a combination of sucrose and glucose-based corn syrup sweeteners; and d) 0.2% to 0.5% added stabilizers and emulsifiers, necessary components that unfortunately have unfamiliar sounding names that occupy three- quarters of the space of the ingredient listing and that will be described subsequently. The balance, usually 55% to 64%, is water that comes from the milk.
The ingredients used to supply this composition include: a) a concentrated source of the milkfat, usually cream or butter; b) a concentrated source of the milk solids-not-fat component, usually evaporated milk or milk powder; c) sugars including sucrose and "glucose solids", a product derived from the partial hydrolysis of the corn starch component in corn syrup; and d) milk.
The fat component adds richness of flavour, contributes to a smooth texture with creamy body and good meltdown, and adds lubrication to the palate as it is consumed. The milk solids-not-fat component also contributes to the flavour but more importantly improves the body and texture of the ice cream by offering some "chew resistance" and enhancing the ability of the ice cream to hold its air. The sugars give the product its characteristic sweetness and palatability and enhance the perception of various fruit flavours. In addition, the sugars, including the lactose from the milk components, contribute to a depressed freezing point so that the ice cream has some unfrozen water associated with it at very low temperatures typical of their serving temperatures, -15 o to 18 o C. Without this unfrozen water, the ice cream would be too hard to scoop.
Freezing point depression of a solution is a colligative property associated with the number of dissolved molecules. The lower the molecular weight, the greater the ability of a molecule to depress the freezing point. Thus monosaccharides such as fructose or glucose produce a much softer ice cream than disaccharides such as sucrose. This limits the amount and type of sugar which one can successfully incorporate into the formulation.
The stabilizers are a group of compounds, usually polysaccharides, that are responsible for adding viscosity to the unfrozen portion of the water and thus holding this water so that it cannot migrate within the product. This results in an ice cream that is firmer to the chew. Without the stabilizers, the ice cream would become coarse and icy very quickly due to the migration of this free water and the growth of existing ice crystals. The smaller the ice crystals in the ice cream, the less detectable they are to the tongue. Especially in the distribution channels of today's marketplace, the supermarkets, the trunks of cars, and so on, ice cream has many opportunities to warm up, partially melt some of the ice, and then refreeze as the temperature is once again lowered. This process is known as heat shock and every time it happens, the ice cream becomes more icy tasting. Stabilizers help to prevent this.
Gelatin, a protein of animal origin, was used almost exclusively in the ice cream industry as a stabilizer but has gradually been replaced with polysaccharides of plant origin due to their increased effectiveness and reduced cost. The stabilizers in use today include: a) carboxymethyl cellulose, derived from the bulky components of plant material; b) locust bean gum, which is derived from the beans of exotic trees grown mostly in Africa (Note: locust bean gum is a synonym for carob bean gum, the beans of which were used centuries ago for weighing precious metals, a system still in use today, the word carob and Karat having similar derivation) ; c) guar gum, from the guar bush, a member of the legume family grown in India for centuries and now grown to a limited extent in Texas; or d) carrageenan, an extract of Irish Moss or red algae, originally harvested from the coast of Ireland but now mostly come from the Phillipines or Chile. Often, two or more of these stabilizers are used in combination to lend synergistic properties to each other and improve their overall effectiveness.
The emulsifiers are a group of compounds in ice cream that aid in developing the appropriate fat structure and air distribution necessary for the smooth eating and good meltdown characteristics desired in ice cream. Emulsifiers are characterized by having a molecular structure which allows part of the molecule to be readily solubilized in a polar compound such as water, and another part of the molecule to be more readily solubilized in non-polar solvents such as fats. As a result, emulsifiers reside at the interface between fat and water, and lower the free energy or tension associated with two immiscible liquids in contact with each other. Their action will be more fully explained in the section below on emulsions and foams.
The original ice cream emulsifier was egg yolk, which was used in most of the original recipes. Today, two emulsifiers predominate most ice cream formulations: a) mono- and di-glycerides , derived from the partial hydrolysis of fats or oils of animal or vegetable origin; and b) Polysorbate 80, a product consisting of a glucose molecule bound to a fatty acid, oleic acid. Both of these compounds have hydrophobic regions ( the "fat loving" part), the fatty acids, and hydrophilic regions ( the "water loving" part), either glycerol or glucose. All of the compounds mentioned above are either fats or carbohydrates, important components in most of the foods we eat and need.
Together, the stabilizers and emulsifiers make up less than one half percent by weight of our ice cream. They are all compounds which have been exhaustively tested for safety and have received the "generally recognized as safe" or GRAS status.
THE MANUFACTURING PROCESSES
Ingredients are chosen by the manufacturer on the basis of desired quality, availability, and cost. The ingredients are blended together and produce what is known as the "ice cream mix". The mix is first pasteurized. Pasteurization is a process which is designed to kill all of the possible pathogens (disease causing organisms) that may be present. Organisms such as Mycobacterium tuberculosis, Salmonella, Staphylococcus, Listeria, and others that cause human disease can be found associated with farm animals and thus raw milk products must be pasteurized. In addition to this very important function, pasteurization also reduces the number of spoilage organisms such as psychrotrophs, and helps to "cook" the mix. The mix is also homogenized which forms the fat emulsion by breaking down or reducing the size of the fat globules found in milk or cream to less than 1 µm. Homogenization helps to produce a smooth product when frozen. The mix is then aged for at least four hours and usually overnight. This allows time for the fat to cool down and crystallize, and for the proteins and polysaccharides to fully hydrate.
Following mix processing, the mix is drawn into a flavour tank where any liquid flavours, fruit purees, or colours are added. The mix then enters the dynamic freezing process which both freezes a portion of the water and whips air into the frozen mix. The "barrel" freezer is a scraped-surface, tubular heat exchanger, which is jacketed with a boiling refrigerant such as ammonia or freon. Mix is pumped through this freezer and is drawn off the other end in a matter of 30 seconds, (or 10 to 15 minutes in the case of batch freezers) with about 50% of its water frozen. There are rotating blades inside the barrel that keep the ice scraped off the surface of the freezer and also dashers inside the machine which help to whip the mix and incorporate air. Ice cream contains a considerable quantity of air, up to half of its volume. This gives the product its characteristic lightness. Without air, ice cream would be similar to a frozen ice cube.
As the ice cream is drawn with about half of its water frozen, particulate matter such as fruits, nuts, candy, cookies, or whatever you like, is added to the semi-frozen slurry which has a consistency similar to soft-serve ice cream. In fact, almost the only thing which differentiates hard frozen ice cream from soft-serve, is the fact that soft serve is drawn into cones at this point in the process rather than into packages for subsequent hardening. After the particulates have been added, the ice cream is packaged and is placed into a blast freezer at -30 o to -40 o C where most of the remainder of the water is frozen. Below about -25 o C, ice cream is stable for indefinite periods without danger of ice crystal growth; however, above this temperature, ice crystal growth is possible and the rate of crystal growth is dependant upon the temperature of storage. This limits the shelf life of the ice cream.
SALT AND ICE
Making ice cream at home requires the use of an ice cream machine. The "homemade" or hand-crank freezer used was the forerunner to today's modern equipment. Many people enjoy fond memories of hot summer days spent preparing the ice cream mix, loading the bucket with ice and salt, and cranking the freezer for a half hour until it was considered too stiff to continue or until one's hunger got the best of them. All of the various steps in making ice cream via the bucket are similar to the commercial processing stages. The mix is prepared and pasteurized, aged, dynamically whipped and frozen in a freezer equipped with blades and dashers, and then hardened prior to consumption. At home, we use ice and salt, however, rather than the ammonia or Freon jacket in the commercial freezer above.
The concept of melting ice with salt is not new to anyone in this latitude. Indeed, our roads, driveways, and sidewalks are kept bare in the winter by such a process. As salt is applied to ice, the ice crystal structure is broken due to the depressed freezing point of the resulting brine solution. As the salt continues to dissolve more ice melts to accommodate this concentrated salt solution with its very low melting point. At the same time, both the heat of solution of the dissolving salt, and the latent heat of fusion of the melting ice are adsorbed from the ice itself, thereby lowering the temperature of the salt, ice and brine mixture. The temperature of this mixture can be controlled by the amount and ratio of salt and ice present. The lowest temperature which can be achieved with a sodium chloride brine is -21 o C, at a concentration of 23% salt. Higher concentrations result in salt crystallization.
This brine, in turn, is adsorbing heat from the freezing ice cream inside the can, and thus ice and salt need to be continually added to keep the ice temperature low enough to freeze the ice cream. (Bear in mind that the freezing temperature of the ice cream is depressed below 0 o due to the presence of dissolved sugars.) This process is a lesson in heat transfer in itself!
THE STRUCTURE OF ICE CREAM - EMULSIONS AND FOAMS
An emulsion is defined as liquid droplets dispersed in another immiscible liquid. The dispersed phase droplet size ranges from 0.1 - 10 µm. Important oil-in-water food emulsions, ones in which oil or fat is the dispersed phase and water is the continuous phase, include milk, cream, ice cream, salad dressings, cake batters, flavour emulsions, meat emulsions, and cream liquers. Examples of food water-in-oil emulsions are butter or margarine. Emulsions are inherently unstable because free energy is associated with the interface between the two phases. As the interfacial area increases, either through a decrease in particle size or the addition of more dispersed phase material, i.e. higher fat, more energy is needed to keep the emulsion from coalescing. Some molecules act as surface active agents (called surfactants or emulsifiers) and can reduce this energy needed to keep these phases apart.
A foam is defined as a gas dispersed in a liquid where the gas bubbles are the discrete phase. There are many food foams including whipped creams, ice cream, carbonated soft drinks, mousses, meringues, and the head of a beer. A foam is likewise unstable and needs a stabilizing agent to form the gas bubble membrane.
Ice cream is both an emulsion and a foam. The milkfat exists in tiny globules that have been formed by the homogenizer. There are many proteins which act as emulsifiers and give the fat emulsion its needed stability. The emulsifiers discussed above in the Ingredients section which are added to ice cream actually reduce the stability of this fat emulsion because they replace proteins on the fat surface. When the mix is subjected to the whipping action of the barrel freezer, the fat emulsion begins to partially break down and the fat globules begin to flocculate. The air bubbles which are being beaten into the mix are stabilized by this partially coalesced fat. If emulsifiers were not added, the fat globules would have so much ability to resist this coalescing due to the proteins being adsorbed to the fat globule that the air bubbles would not be properly stabilized and the ice cream would not have the same smooth texture (due to this fat structure) that it has.
This fat structure which exists in ice cream is the same type of structure which exists in whipped cream. When you whip a bowl of heavy cream, it soon starts to become stiff and dry appearing and takes on a smooth texture. This results from the formation of this partially coalesced fat structure stabilizing the air bubbles. If it is whipped too far, the fat will begin to churn and butter particles will form. The same thing will happen in ice cream which has been whipped too much.
Also adding structure to the ice cream is the formation of the ice crystals. Water freezes out of a solution in its pure form as ice. In a sugar solution such as ice cream, the initial freezing point of the solution is lower than 0 o C due to these dissolved sugars. As ice crystallization begins and water freezes out in its pure form, the concentration of the remaining solution of sugar is increased due to water removal and hence the freezing point is further lowered. This process, known as freeze concentration, continues to very low temperatures. Even at the typical ice cream serving temperature of -16 o C, only about 72% of the water is frozen. The rest remains as a very concentrated sugar solution. This helps to give ice cream its ability to be scooped and chewed at freezer temperatures. The air content also contributes to this ability as mentioned above in discussing freezing.
Thus the structure of ice cream can be described as a partly frozen foam with ice crystals and air bubbles occupying a majority of the space. The tiny fat globules, some of them flocculated and surrounding the air bubbles also form a dispersed phase. Proteins and emulsifiers are in turn surrounding the fat globules. The continuous phase consists of a very concentrated, unfrozen solution of sugars.
One gram of ice cream of typical composition contains 1.5 x 10 12 fat globules of average diameter 1 µm that have a surface area of greater than 1 square meter (in a gram!), 8 x 10 6 air bubbles of average diameter 70 µm with a surface area of 0.1 sq. m., and 8 x 10 6 ice crystals of average diameter 50 µm with a surface area of another 0.1 sq. m. The importance of surface chemistry becomes obvious!
The Logistics of the Experiment
Depending on the available resources, an old-fashioned hand-crank or electric type freezer can be used. Please see information about Homemade Ice Cream on my webpage for directions.
However, there are alternatives. Here are directions from a clever experiment I received from a science enrichment Grade 1-4 teacher: Each student places in a small zip loc baggy (the heavy-duty, freezer type) - 1 T sugar, 1/2 t vanilla, 1/2 cup milk. Secure zip loc and place small baggy in a larger zip loc baggy (also the heavy duty kind). Surround the small baggy with ice to 1/2 large baggy full and put in 6 T salt on ice. Next, shake the baggies 5-10 minutes and the students have made their own serving of ice cream. Chocolate syrup on top is really good.
An alternative is to use liquid nitrogen for the freezing. Use a mix of standard recipe (see homemade ice cream page). Place the mix on a very large stainless steel bowl, about 1/3 full, and have a student stir the mix very quickly with a wire whisk (very quickly!). Have someone else pour a small quantity of liquid nitrogen into the mix while being stirred (stir as long and as fast as you possibly can). It will freeze instantly. Let the ice cream sit for a few minutes to ensure there is no liquid nitrogen left, and then eat when it is at the right consistency. A few words of caution - this experiment is pretty safe for older children (I have done it many times in high school classes), but liquid nitrogen needs to be handled cautiously. Wear gloves, don't spill on skin, etc.
I hope you have enjoyed this overview of ice cream processing and chemistry and have gained some useful insights into the field of Food Science, and that from this overview you might be able to have some fun with your students and pass along to them some of our enthusiasm for the field of Food Science. In today's world of rapidly expanding technology, evident even on the grocery store shelf, we need students who are willing to learn and apply new and existing technologies to the stable, exciting, vital, and profitable food industry. | <urn:uuid:a55e46fd-5277-4758-a715-67acb70ca1a1> | CC-MAIN-2020-45 | https://www.uoguelph.ca/foodscience/sites/default/files/FindingScienceInIceCream.pdf | 2020-10-25T12:27:54+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00558.warc.gz | 938,374,928 | 4,688 | eng_Latn | eng_Latn | 0.998788 | eng_Latn | 0.998956 | [
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Materials inspired by Mother Nature: A 1-pound boat that could float 1,000 pounds
25 March 2012
Combining the secrets that enable water striders to walk on water and give wood its lightness and great strength has yielded an amazing new material so buoyant that, in everyday terms, a boat made from 1 pound of the substance could carry five kitchen refrigerators, about 1,000 pounds.
One of the lightest solid substances in the world, which is also sustainable, it was among the topics of a symposium here today at the 243 rd National Meeting & Exposition of the American Chemical Society, the world's largest scientific society. The symposium focused on an emerging field called biomimetics, in which scientists literally take inspiration from Mother Nature, probing and adapting biological systems in plants and animals for use in medicine, industry and other fields.
glucose linked together into a polymer, a natural plastic - like material. Cellulose gives wood its remarkable strength and is the main component of plant stems, leaves and roots. Traditionally, cellulose's main commercial uses have been in producing paper and textiles - - cotton being a pure form of cellulose. But development of a highly processed form of cellulose, termed nanocellulose, has expanded those applications and sparked intense scientific research. Nanocellulose consists of the fibrils of nanoscale diameters so small that 50,000 would fit across the width of the period at the end of this sentence.
Olli Ikkala, Ph.D., described the new buoyant material, engineered to mimic the water strider's long, thin feet and made from an "aerogel" composed of the tiny nano-fibrils from the cellulose in plants. Aerogels are so light that some of them are denoted as "solid smoke." The nanocellulose aerogels also have remarkable mechanical properties and are flexible.
"These materials have really spectacular properties that could be used in practical ways," said Ikkala. He is with Helsinki University of Technology in Espoo, Finland. Potential applications range from cleaning up oil spills to helping create such products as sensors for detecting environmental pollution, miniaturized military robots, and even children's toys and superbuoyant beach floats.
Ikkala's presentation was among almost two dozen reports in the symposium titled, "Cellulose-Based Biomimetic and Biomedical Materials," that focused on the use of specially processed cellulose in the design and engineering of materials modeled after biological systems. Cellulose consists of long chains of the sugar
"We are in the middle of a Golden Age, in which a clearer understanding of the forms and functions of cellulose architectures in biological systems is promoting the evolution of advanced materials," said Harry Brumer, Ph.D., of Michael Smith Laboratories, University of British Columbia, Vancouver. He was a co-organizer of the symposium with J. Vincent Edwards, Ph.D., a research chemist with the Agricultural Research Service, U.S. Department of Agriculture in New Orleans, Louisiana. "This session on cellulosebased biomimetic and biomedical materials is really very timely due to the sustained and growing interest in the use of cellulose, particularly nanoscale cellulose, in biomaterials."
Ikkala pointed out that cellulose is the most abundant polymer on Earth, a renewable and sustainable raw material that could be used in many new ways. In addition, nanocellulose promises advanced structural materials similar to metals, such as high-tech spun fibers and films.
"It can be of great potential value in helping the world shift to materials that do not require petroleum for manufacture," Ikkala explained. "The use of wood-based cellulose does not influence the food supply or prices, like corn or other crops. We are really delighted to see how cellulose is moving beyond traditional applications, such as paper and
1 / 2
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textiles, and finding new high-tech applications."
One application was in Ikkala's so-called "nanocellulose carriers" that have such great buoyance. In developing the new material, Ikkala's team turned nanocellulose into an aerogel. Aerogels can be made from a variety of materials, even the silica in beach sand, and some are only a few times denser than air itself. By one estimate, if Michelangelo's famous statue David were made out of an aerogel rather than marble, it would be less than 5 pounds.
The team incorporated into the nanocellulose aerogel features that enable the water strider to walk on water. The material is not only highly buoyant, but is capable of absorbing huge amounts of oil, opening the way for potential use in cleaning up oil spills. The material would float on the surface, absorbing the oil without sinking. Clean-up workers, then, could retrieve it and recover the oil.
Provided by American Chemical Society APA citation: Materials inspired by Mother Nature: A 1-pound boat that could float 1,000 pounds (2012, March 25) retrieved 25 October 2020 from https://phys.org/news/2012-03-materials-mother-naturepound-boat.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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SOCIAL AND EMOTIONAL LEARNING
Plant the Seed of Learning
Developed by: Crystal Loose
TRUE OR FALSE
* Babies use nonverbal cues to communicate.
CIRCLE OF COMMUNICATION
* TRUE
* Turn head away- "I am tired of playing
* Smacks lips- "I am getting hungry." (Try to feed baby soon after he communicates this need. When they get overly agitated it is harder to calm them.)
* Coos: I am talking to you. Talk more please.
* Shift from eye contact to a look of concern: " I am feeling scared. What is going to happen?"
* Freeze mode: Awake but not moving. "I am afraid."
* Jill Stamm, 2007
TRUE OR FALSE
* Temperament is inborn. These traits are hard-wired into the brain.
TEMPERAMENT
* True
* They are apparent almost from birth. A child's upbringing is what creates a unique personality.
* Understanding your child's temperament allows you to adjust your interactions with him.
* Temperaments are usually generalized in 3 categories:
* Easy
* Difficult (intense, spirited)
* Slow-to-Warm-Up (Cautious)
* Nine traits shape temperament
1. Activity Level- Squirmy baby
2. Distractibility- concentration and attentiveness to stimuli
3. Intensity- Level of response
4. Regularity- predictable body functions – sleep and hunger routines
5. Sensory threshold- Sensory stimulation
6. Approach/Withdrawal- new situations
7. Adaptability- transitions
8. Persistence- obstacles
9. Mood- generally reacts…
TRAITS
TRUE OR FALSE
* Routines do not impact babies because they are too young to notice.
ROUTINES
* False
* Relieve stress for baby with established routines.
* Other stress relievers include:
* Singing
* Talking
* Holding
* Comfort toys and objects
RELATIONSHIPS
* When teachers, practitioners, parents and caregivers establish positive relationships with children from birth through the early years, and value their diverse cultures and languages, children feel safe and secure, laying the foundation for healthy social and emotional development.
REFERENCES
* https://www2.ed.gov/about/inits/ed/earlylearning/talk-read-sing/feelingsmilestones.pdf
* Jill Stamm, 2007. Bright from the Start
* John Medina, 2014. Brain Rules for Baby | <urn:uuid:7d862e1c-42b0-4544-b45c-c1940503d134> | CC-MAIN-2020-45 | https://planttheseedoflearning.org/wp-content/uploads/2019/10/ptsl-sel-overview.pdf | 2020-10-25T11:08:16+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00559.warc.gz | 468,202,837 | 513 | eng_Latn | eng_Latn | 0.957123 | eng_Latn | 0.993685 | [
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Division Strategic Plan
Cumberland County Public Schools
2019-2025
Overview
Every important journey begins with a destination in mind and starts with a clear view of the future ahead. The Destination 21 strategic plan for Cumberland County Public Schools (CuCPS) is designed to prepare each and every student to be a 21st Century learner, worker, and citizen. To do this, we aim to foster deep learning experiences that develop essential competencies and prepare students for the workplace and citizenship. We believe skills such as communication, collaboration, creativity, critical thinking, and problem solving are just as important as content knowledge. Students must know how to use and apply knowledge. We seek to inspire the natural curiosity of our students by cultivating engaging learning environments, hands-on learning experiences, and real-world learning opportunities. These are important to us and our larger community as evidenced by feedback in our recent strategic planning process.
As we reflect on our strategic direction, we imagine what the world will be like when students in kindergarten graduate and what skills they will need to thrive in the future. For Cumberland County Public Schools, our destination is a place where every graduate leaves our schools prepared for a lifetime of learning in a rapidly changing world. Successful navigation of the route requires unity of purpose among those making the journey and dedication to following an established plan. The Cumberland County Public Schools Plan guides us toward our destination.
Expectations
Vision, Mission, Goals, and Objectives
Vision:
The Cumberland County School System will be a model school system that serves as the educational and resource center for the community.
Mission:
Our mission is to inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.
Purpose:
Our purpose is to prepare all students to be successful 21st Century learners, workers, and citizens.
School Board Goals:
* Cumberland County Public Schools will be student centered.
* Cumberland County Public Schools will expand opportunities for learning.
* Cumberland County Public Schools will develop committed stakeholders who build positive relationships. Stakeholders are defined as students, faculty and staff, parents and community members.
Strategic Goal:
Cumberland County Public Schools has adopted a single Strategic goal:
All Cumberland County Public Schools students will graduate having mastered the skills needed to succeed as 21st Century learners, workers, and citizens.
The Cumberland County School Board developed five objectives to support this goal and set specific priorities.
3
Our guiding objectives are our Commitments for how we intend to prepare each and every student to be a 21st Century learner, worker, and citizen.
We will engage every student.
We will implement balanced assessments.
We will improve opportunity and achievement.
We will create and expand partnerships.
We will optimize resources.
Objectives
1. We will engage every student.
Cumberland County Public Schools will engage every student in meaningful and authentic content, career exploration and planning, workplace skills, community engagement, and civic responsibility through the 5 C's (communication, collaboration, critical thinking, creativity, and citizenship) that will motivate students to be self-directed and inquisitive learners.
2. We will implement balanced assessments.
Cumberland County Public Schools will implement a balanced assessment system that accurately reflects student demonstration and mastery of learning.
3. We will improve opportunity and achievement for all students with an emphasis on equity of outcomes.
Cumberland County Public Schools will improve learning opportunity and achievement, workplace skills, community engagement, and civic responsibility for all students and enrollment groups with an emphasis on equity of outcomes.
4. We will create and expand partnerships through communication and networks.
Cumberland County Public Schools will create and expand partnerships with parents, community, and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement, learning outcomes, and career readiness for student success.
5. We will optimize resources.
Cumberland County Public Schools will optimize fiscal, tangible, and human resources to proactively support student achievement.
Strategic Priorities
The Division's Strategic Priorities provide the target toward our collective effort and resources that should be aimed in order to realize our goal.
1. All students will graduate prepared for citizenship, post-secondary education, and workforce entry levels.
2. Increase the number of students accruing workplace opportunities, college credits, and career pathways credentials prior to graduation.
3. Increase teacher effectiveness by developing the instructional expertise essential to contemporary learning. Increase competitive recruitments and retention of personnel.
4. Achieve a fully-funded capital and operational budget that meets the school system's needs for learning space modernization, instructional innovation, digitalized learning, and competitive recruitment and retention of personnel. Optimize the use of all allocated fiscal resources to meet the goals of the division.
5. Increase quality and inclusive early intervention programs and services.
These Strategic Priorities are aligned with stakeholder feedback during the Strategic Planning Process. Stakeholders reported the following specific priorities:
* Career and Technical Courses and Opportunities
* Leadership and Community Service Opportunities (Citizenship)
* Adequate Resources for Students
* Adequate Staffing
* Competitive Salaries
* Replacing CCES Floor
Strategic Priorities
Strategic Priority/Target One
All students will graduate prepared for citizenship, post-secondary education, and workforce entry levels.
Rationale: The economy is changing rapidly based on new technologies and global corporate structures. Many jobs, from skilled trades to professional roles, will likely disappear as technology changes the workforce requiring students to be versatile, flexible, and adaptable. Students of today will be faced, as adults of tomorrow, with an increasingly complex-geo political and environmentally challenged world. To ensure our students have the skills they need to become engaged citizens and viable members of the future workforce, we must help them develop skills that can be more effectively used by humans than machine, and actively engage students in developing healthy lifestyles, and becoming community contributors.
Objectives Addressed: 1, 2, 3, 4, 5
Action Steps:
* Include community service as an integral part of the PreK-12 learning experience.
* Increase service learning, community-based learning, work opportunities, and internships. Service learning is defined as combining learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.
* Continue the implementation of 21st Century learning skills into curricula. 21st Century learning skills are defined as written and verbal communication; collaboration; critical thinking and problem solving; curiosity and imagination, accessing and analyzing information; and entrepreneurialism which are aligned with the 5 C's (communication, collaboration, critical thinking, creativity, and citizenship) of the Profile of a Virginia Graduate.
* Increase the number of students participating in a range of year-round, extra- and cocurricular, and elective experiences including arts, health/wellness, humanities, and STEM experiences.
* Increase partnerships with the local workforce community and higher education specific to increasing student and educator access to a range of work experiences and career
learning opportunities, while building entrepreneurial skills with an ever-changing workforce.
* Increase career and technical opportunities, especially at the middle school level.
* Support the establishment of a system to communicate with graduates on postsecondary outcomes.
Strategic Priority/Target Two
Increase the number of students accruing workplace opportunities, college credits, and career pathways credentials prior to graduation. Increase the percentage of students meeting the College, Career, Community Engagement Readiness Index in the State Accountability model.
Rationale: Students who build career pathways demonstrate multiple indicators of preparedness for post-secondary education and career entry. If students are to graduate having evolved a transition plan for next steps after high school, they need to be actively engaged in considering options as they move from middle school to high school to adulthood. Career exploration begins at the elementary school level while career planning should begin in the middle school years with the assistance of a tool to help student identify and modify their career pathways.
Objectives Addressed: 1, 3, 5
Action Steps:
* Continue use of the virtual career exploration and planning tools that engages students, parents, counselors, and teachers in knowledge about career possibilities and develops career readiness skills as they explore pathways.
* Increase percentage of students, by demographic, leaving middle school with advanced math credits.
* Increase percentage of middle school students, by demographic, earning a high school credit prior to ninth grade.
* Increase opportunities and percentage of students leaving middle school with CTE electives and career exploratory participation.
* Increase percentage of high school students, by demographic, with advanced CTE/STEM participation and credits. Advanced is defined as a level III course or Dual Enrollment course.
* Increase the percentage of high school students completing work-based, independent study, or practical learning experience.
* Expand career pathways opportunities to reflect changes in student/community, workforce areas of need.
* Support opportunities for students to have access to college-level courses in high school, including dual enrollment.
* Support the establishment of programs that promote accountability for graduation rates for all student subgroups in schools.
* Promote the identification of industry certification opportunities for Career and Technical Education (CTE) teachers and students.
* Support the expansion of the student advisement program to provide comprehensive services to address the individual needs of students.
* Provide elementary and middle school students career exploration and exposure.
* Facilitate and provide career planning guidance to middle and high school students.
* Develop personalized learning plans for high school students with a student-led process that leads to work-based or passion-based learning with an emphasis on the 5 C's (communication, collaboration, critical thinking, creativity, and citizenship).
* Develop a structure and process for students to earn high school credits for work and place based learning experiences.
* Develop rubrics and digital badges for the 5 C's (communication, collaboration, critical thinking, creativity, citizenship).
Strategic Priority/Target Three
Increase teacher effectiveness by developing the instructional expertise essential to contemporary learning.
Rationale: The most effective teachers have high efficacy and demonstrate a strong desire to continually refine their instructional methodologies based on the needs of their students. Educators are serving students in schools with more challenging demographics and are preparing them for 21st Century global communities and careers. Continued professional development will ensure that our teachers take advantage of and apply high-quality professional development based upon new tools, new neuroscience learning research, and changing workforce and postsecondary learning needs. Enhanced teacher expertise will enable our students to have access to instruction that will build their proficiency in learning.
Objectives Addressed: 1, 2, 3, 5
Action Steps:
* Increase of higher order thinking skills, student engagement, and content taught through the 5 C's (communication, collaboration, critical thinking, creativity, citizenship).
* Increase use of Project Based Learning and Performance Based Assessment.
* Continue to support PK-12 English/Language Arts and math professional development and coaching.
* Support initiatives to enrich areas of strength and assist areas of weaknesses through systems such as RTI (Response to Intervention) and VTSS (Virginia Tiered Systems of Support).
* Support teacher collaboration and professional learning communities.
* Provide a consistent method of communication/collaboration between parents and teachers.
* Provide differentiated professional development based on data points and interests.
* Support initiatives to increase the number of high quality teachers, especially for hard-tostaff positions, such as secondary mathematics and science teachers.
* Promote programs that increase the pool of teachers entering the profession by supporting initiatives such as the career switcher program, Teacher cadet program, Call Me Mister program, and other incentive programs for qualified teachers.
* Support ways to attract and retain all teachers whose training and expertise meet the demands of students and employers or find access to career opportunities.
* Support professional development and technical assistance that supports the implementation of the Profile of a Virginia Graduate.
* Support professional development strategies that the schools will use to help ensure the development of high qualified professional education personnel and paraprofessionals.
* Continue to support a mentor program for new staff.
Strategic Priority/Target Four
Achieve a fully-funded capital and operational budget that meets the division's needs for learning space modernization, instructional innovation, digitalized learning, and competitive recruitment and retention of personnel. Optimize the use of all allocated fiscal resources to meet the goals of the division.
Rationale: We now have to prepare students for a new type of workforce--an Innovative Economy.
Objectives Addressed: 3, 5
Action Steps:
* Create School Board Legislative Priorities focused around the development of more resources and funding from the locality and state.
* Build community-wide support for a fully-funded budget by engaging parents and community members in systematic learning opportunities that highlight the importance of excellent schools for the entire community.
* Develop Board-driven communication strategies to share accurate information about resource challenges, captured efficiencies and needs with parents, business community, and the greater community.
* Research alternative funding sources.
* Provide updated technology tools.
* Research innovative funding sources to help all students have access to universal broadband.
* Research and implement strategies for competitive recruitment and retention of personnel.
Strategic Priority/Target Five
Increase quality and inclusive early intervention programs and services.
Rationale: Research demonstrates that from the time of birth to the first day of kindergarten, childhood development proceeds at a pace exceeding that of any subsequent stage of life. Striking disparities in what children know and can do are evident well before they enter kindergarten. These action strategies reflect the commitment of the School Board to ensure that all children are adequately prepared for school when they enter kindergarten.
Objectives Addressed: 1, 3, 4, 5
Action Steps:
* Support the Virginia Preschool Initiative, the Title I Preschool Program, and Early Childhood Special Education.
* Support preparation programs for preschool teachers and professional development opportunities for preschool teachers.
* Support partnerships with VPI and Head Start with professional development and growth, inclusive of data review, after entering kindergarten which will unify the program to better support all students.
School Board Members:
Ginger Sanderson
Chairman, District 1
George Reid, Jr.
District 4
Eurika Tyree
Vice-Chair, District 3
George Lee Dowdy, III
District 2
Christine Ross
District 5
Superintendent of Schools:
Dr. Amy Griffin
Comprehensive Plan Committee Members:
Marwell Aruz, Parent Michael Camden, Middle School Principal Bernice Ford, Supervisor of Special Education Andre Gilliam, Alumni Virginia Gills, Elementary Principal Chip Jones, Assistant Superintendent of Finance and Operations Jennifer Kingsley, Parent Becky Ricker, Parent Ginger Sanderson, School Board Member Eugene Williams, High School Principal Jennifer Turner, Parent Elizabeth Jamerson, Director of Human Resources | <urn:uuid:6223de0a-f2ff-4286-ac10-07ce3a6b6821> | CC-MAIN-2020-45 | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/545574/2019-2025_Strategic_Plan-Final_.pdf | 2020-10-25T11:35:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00558.warc.gz | 288,854,777 | 2,971 | eng_Latn | eng_Latn | 0.920076 | eng_Latn | 0.995628 | [
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Time: 2 hrs
General Instructions:
1. All questions are compulsory.
2. Questions 1 to 15 carry 1 mark each.
3. Questions in 2A and 2B carry 1 mark each.
4. Questions in 3A and 3B carry 1 mark each.
5. Question 4A and 4B carry 5 marks each.
6. Question 5A and 5B carry 5 marks each.
7. Question 6A and 6B carry 5 marks each.
8. Question 7A and 7B carry 5 marks each.
Question 1
Choose the correct answer out of the four available choices given under each question. [15]
1. If the number of turns in a solenoid is increased, the strength of the magnetic field produced will
(a) Decrease
(b) Remain the same
(c) Increase
(d) Increase first and then decrease
2. A freely suspended magnet would come to rest in the
(a) East west direction
(b) North south direction
(c) South east direction
(d) North west direction
3. Lightning is caused in the sky due to
(a) Two appositively charged clouds
(b) Two similarly charged clouds
(c) One neutral and one charged cloud
(d) None of these
4. The type of lens used as a magnifying glass
(a)Concave lens
(b) Convex lens
(c)Concavo-convex lens
(d) Convexo-concave lens
ICSE Board Class VIII Physics Sample Paper – 1
Total Marks: 75
5. A ray of light going from an optically rarer medium to an optically denser medium
(d) 66 cm of mercury column
(a) Remains undeviated
(b) Bends towards the normal
(c) Bends away from the normal
(d) None of these
6. If the weight of a body is more than the weight of fluid displaced by it, then the body
(a) Sinks
(b) Floats
(c) First floats and then sinks
(d) None of these
7. Which of these is a renewable source of energy?
(a) Coal
(b) Petroleum
(c) Solar energy
(d) L.P.G
8. When a positively charged body is brought close to another positively charged body, it will show
(a) Attraction
(b) Repulsion
(c) No effect
(d) None of these
9. For a person suffering from hypermetropia, the image of a nearby object is focused
__
the retina.
(a) Behind
(b) In front of
(c) On
(d) None of these
10. Speed of light is maximum in
(e) Air
(f) Water
(g) Glass
(h) Vacuum
11. The atmospheric pressure at sea level is
(a) 76 cm of mercury column
(b) 70 cm of mercury column
(c) 80 cm of mercury column
12.An image which can be captured on a screen is called
(i) Erect
(j) Inverted
(k) Virtual
(l) Real
13.The direction of conventional current is from
(a) Higher potential to lower potential
(b) Lower potential to higher potential
(c) Both a and b
(d) None of the above
14.The direction of buoyant force is always
(m) Vertically downward
(n) Vertically upward
(o) Along the surface
(p) At any angle with the surface of liquid
15.Which of these is not obtained from petroleum?
(a) Diesel
(b) CNG
(c) Biogas
(d) Kerosene
Question 2
(A) Match the columns and rewrite them correctly.
[5]
(B) Fill up the blanks and rewrite the sentences:
[5]
1. The space around a magnet where its influence can be felt is called __ __.
2. __ protects buildings from the damage caused by lightning.
3. Water is used as a _____ _ in thermal power stations.
4. A ray of light passing through of a lens passes undeviated.
5. The force of attraction between molecules of the same substance is called __ .
Question 3
(A) State whether the following statements are True or False. Correct the false statement and rewrite it. [5]
1. The distance between the focus and optical centre of a lens is called its focal length.
2. An electromagnet is a permanent magnet.
3. Human body is a good conductor of electricity.
4. Atmospheric pressure decreases as we move from sea level to higher altitudes.
5. Evaporation needs an external source of heat.
(A) Give reasons for the following:
[5]
1. A gas can be easily compressed.
2. Dispersion of light occurs when it passes through a prism.
3. Kilometre is not a convenient unit to measure distances in the universe.
4. A piece of tile or stone feels colder than a piece of wood, even though both are at the same temperature.
5. A normal atom is electrically neutral though it contains charged particles like electrons and protons.
Question 4
(A)
1. What is an electromagnet? How is it different from a permanent magnet? State any two uses of an electromagnet. [3]
2. State the laws of refraction of light
[2]
(B)
1. What is an electroscope? Name two kinds of electroscopes.
[2]
2. Draw field lines when two bar magnets are placed with their opposite poles facing each other. List any two properties of magnetic field lines. [3]
Question 5
(A)
1. What is nuclear energy? State two precautions to be taken care in nuclear power plants.
[2]
2. State two differences between charging by conduction and charging by induction[3]
(B)
1. Write any six characteristics of matter and its constituent particles. [3]
2. State the uses of a convex lens. [2]
Question 6
(A)
1. Complete the diagram in your answer book and write the nature of the image formed. [2]
2. State Archimedes' principle. The following figure shows three identical blocks of wood floating in three different liquids A, B and C of densities d1, d2 and d3 respectively. Which of these has the highest density? Give reasons to justify your answer. [3]
(B)
1. Name the two factors on which buoyant force depends. State the relationship between the buoyant force on an object and the weight of a liquid displaced by it?
2. Define the following:
[3]
(a) Conduction
(b) Principal axis
(c) Valence electrons.
[2]
Question 7
Justify your answers in the above two cases by drawing ray diagrams. | <urn:uuid:9c9ab1ba-a555-4eb0-93e0-3bcc19b99f4e> | CC-MAIN-2020-45 | https://cdn1.byjus.com/wp-content/uploads/2019/03/ICSE-Class-8-Physics-Sample-Paper-1.pdf | 2020-10-25T10:46:23+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00557.warc.gz | 262,549,059 | 1,421 | eng_Latn | eng_Latn | 0.972481 | eng_Latn | 0.993562 | [
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Orange Class Half Termly Newsletter Spring 2
English: In English we will be reading Oliver Twist. Our focus will be on re-writing the story, then writing a version in a modern setting. We will also be writing a non-chronological report about Victorian Oldham and working on some poems based on Victorian times.
Maths: In Maths we will focus on place value including counting in hundreds and three digit numbers. We will also be looking at addition and subtraction. For more detailed information, see our website: https://www.stannesroyton.oldham.sch.uk/wpcontent/uploads/2020/01/National-CurriculumProgression-Primary.pdf
Science: In Science we will be learning about forces and magnets. We will learning about friction and how forces work in pairs. We will be examining magnetic attraction and how magnets work through tests and investigations.
Topic:
How did the Victorian period change Oldham and what does this mean for me?
PSHE: The children will be learning about hygiene and keeping safe in different situations.
Art and Design:
The pupils will be exploring the work and style of LS Lowry. We will also be drawing and painting local scenes in his style.
Computing:
The children will be learning to use the Google Chromebooks and Google Classroom. They will also be focusing on e-safety.
Music: The children will be learning with the music service, focusing on playing the violin. We are practising for our summer performance at the Bridgewater Hall - fingers crossed!
RE: The children will be learning about the importance of rules in religion. We will focus mainly on Christianity and especially the Ten Commandments. We will also begin our focus on Harvest.
PE: The children will be developing their coordination, balancing and footwork in PE this half term. It will be outside when the weather allows.
History: We will be learning about how the Victorians had an impact on Oldham with a focus on Royton in particular. We will explore this by looking at education, inventions and work during the Victorian times, as well as transport.
Homework: Homework will be set every Friday on Google Classroom and must be completed by the following Wednesday. Further information about reading books will be sent out in the coming weeks. In the meantime please ensure you listen to your child read every day at home. Your child is asked to learn the spellings for each week for a test every Friday. The spellings for every week are on the reverse of this newsletter. Practise the following times tables for weekly testing: x3 and x4.
Key Information: PE lessons are every Wednesday afternoon and full kits should be in school for these lessons. To see what we will be learning about in class this year and other information such as PE kits etc, please visit our school website http://www.stannesroyton.oldham.sch.uk/ and navigate towards the Orange Class tab. Newsletters are also archived here. There is also a calendar of events on the website. If you do not have internet access or cannot use this website for any reason, then please come and see me.
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Hearing the ancient drums
Posted by Elizabeth Badovinac, Pioneer Newspapers, on February 10, 2014
Storyteller brings tradition to St. Peter's students
BIG RAPIDS — Throughout the ages, the human experience — a collective, shared knowledge of the world, spirituality and life — has been passed down through the art of storytelling.
Ancients would pound their drums and sit around their fires, fighting off the cold, dark night with tales of magnificent beauty and happy thoughts; jesters would frighten and amuse young children by telling stories of evil creatures; medieval entertainers would stand in front of their lord's court and tell the tales of chivalrous knights and gallant heroes.
Eileen DeLorenzo, a professional mid-Michigan storyteller
Eileen DeLorenzo, a professional storyteller, shows St. Peter's students an instrument from west Africa, made from a hollowed-out gourd. DeLorenzo's presentation featured props from many different countries, as did her folk tales. (Pioneer photo/Elizabeth Badovinac)
from Mount Pleasant, brought the tradition of storytelling to
St. Peter's Lutheran School yesterday, weaving a web of imagery, energy and — of course — the collective human experience.
The program, made possible by a collaborative effort between Ferris State University, Artworks and the Festival of the Arts board, brought traditional world folktales as well as contemporary stories to the students, who listened and interacted with DeLorenzo to create an ever-evolving story.
"I love the interaction," DeLorenzo said. "I love the fact that we are co-creating the story together, and that even though I tell the same stories over and over, the story never comes out the exact same. Even though it's the same story, the audience is different, the time of year is different, I might be different. We're co-creating the story together in the moment. It's pretty magical."
DeLorenzo uses interactive props, physical examples like pictures and the gift of spoken word to infuse her stories with life, bringing energetic entertainment to the students. Her favorite part of telling stories to children, she said, is the imaginative energy that they can create together.
ORIGIN OF OGRES: DeLorenzo showed students picture representations of how some of the original "ogres," fabled creatures, looked to the people who dreamed them up. Some countries, explained DeLorenzo, take handfuls of soy nuts to shield them against the ogres' evil. (Pioneer photo/Elizabeth Badovinac)
"The story breathes with me as the teller, and it also breathes with the audience," she said. " For example, giggles might be different or louder. Today I told a story about a donkey, and for some reason, every time I said donkey the kindergartners laughed — they thought the word donkey was funny, and that's never happened before. That's just thrilling to me, because I get vibes from that too. It gives the story energy and it loosens us all up so we're laughing."
Preschool through the fourth grade enjoyed DeLorenzo's first session, in which they acted out parts of folk tales themselves. Fifth through eighth graders also attended a session, listening intently as DeLorenzo began her presentation with the origin of ogres.
According to DeLorenzo, storytelling is an interactive process for both children and adults. She tells stories to both age groups on a regular basis, and also teaches students how to become their own storytellers.
As a freelance performer, storytelling is not only a way of life for DeLorenzo, but a way to learn about life as well.
"In creating images through storytelling we exercise our imagination," she said. "In listening to our ancestors' stories, our stories, we can be strengthened by characters who tried and failed but tried again and finally succeeded.
"We hear how these characters, both wise and foolish, face life and make sense of the world. Their experiences become our dress rehearsal for life. In them, we hear again and again of courage, humor and hope. In the shared experience of storytelling we come to know a sense of belonging, self-awareness and
the creative muscle to better imagine solutions to conflicts or problems in our own lives."
St. Peter's students seemed to agree, watching DeLorenzo just as intently as a television show or video game.
St. Peter's fifth through eighth graders check out some of the original representations of ogres, fascinated by the imagery that DeLorenzo creates through her stories and through the use of props. (Pioneer photo/Elizabeth Badovinac)
"We're in the moment, together," she said. "We're creating the images with our imaginations, so those images aren't created for us. Our regular entertainment now is visual, it's provided for us. In storytelling, we're creating the same thing in our imagination but imagining it differently. It's a shared human connection and experience. Storytelling is valued, but I don't think people know enough about what storytelling is. They don't know the true value of it, because their entertainment is based on television and movies."
"If we hear enough stories, our hearts and minds and our words and actions reflect that sometimes gentleness can be stronger than force, ogres can be outsmarted and in our array of experiences, we share a profound connectedness with other human beings."
To learn more about DeLorenzo and her craft and services, visit her website: classroomstoryteller.com, her blog,classroomstoryteller.blogspot.com or email her at email@example.com.
"Many students have moms and dads and grandparents who tell stories. Others have never heard a storyteller before," DeLorenzo added. "It is my hope that they have many more opportunities to hear many more stories from many more storytellers — and perhaps become storytellers themselves." | <urn:uuid:fe5671fe-582e-4ef9-af80-9403ce8a58b0> | CC-MAIN-2020-45 | https://eileendelorenzo.com/wp-content/uploads/2013/10/PioneerArticle.pdf | 2020-10-25T11:10:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107888931.67/warc/CC-MAIN-20201025100059-20201025130059-00562.warc.gz | 309,536,244 | 1,238 | eng_Latn | eng_Latn | 0.998493 | eng_Latn | 0.998538 | [
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THE PRESIDENTIAL HATS:
Chief Legislator
The Chief Legislator wears a policeman's hat.
These eight-point hats are worn by the New York City Police Department; the eight points stand for the eight members of their original watch.
Talking to Lawmakers
Although the President does not have the power to pass laws, he can suggest laws to Congress. He can also work with individual Congressmen and Congresswomen to get their help and support to pass the bills that he has suggested.
Picture:
President Lyndon B. Johnson talking on the phone in the Oval Office, November 29, 1963.
To hear President Johnson speaking to New Jersey Congressman Frank "Topper" Thompson, click the icon below. The President congratulates Thompson on the passage of recent tax and civil rights bills and is asking for Thompson's help on his medical care proposals.
Talking to Lawmakers
On June 1, 1981, President Ronald Reagan and Vice President George H.W. Bush met with House Speaker Tip O'Neill to discuss the Tax Bill. President Reagan and Vice President Bush were both Republicans while Speaker O'Neill was a liberal Democrat. When members from both parties work together, it is called bipartisanship.
Signing Legislation
The President is given the power to approve or veto laws that are passed by Congress.
Picture:
President William J. Clinton signing House Resolution (H.R.) 2254, the Omnibus Budget Reconciliation Act of 1993 on the South Lawn of the White House while Vice President Al Gore looks on.
Signing Legislation
Picture:
President George W. Bush signed the U.S.A. Patriot Act in the East Room of the White House on October 26, 2001. Standing behind the President from are U.S. Attorney General John Ashcroft and a bipartisan group of members of Congress. The act was signed as a response to the September 11, 2001 attacks.
Vetoing Legislation
When a President does not agree with Legislation, he can refuse to sign it. This is called a veto. When a bill is vetoed, the President returns it to Congress with a message letting them know why he vetoed it.
Even if a President vetoes a bill, it can still be passed if a two-thirds majority of both houses in Congress pass it.
Document:
Draft of President Harry S. Truman's speech to Congress about his decision to veto the Taft-Hartley Bill.
Vetoing Legislation
President George W. Bush vetoed the "Stem Cell Research Enhancement Act of 2007" on June 20, 2007.
In his speech, President Bush said making "American taxpayers support the deliberate destruction of human embryos would be a grave mistake. I will not allow our Nation to cross this moral line. For that reason, I must veto this bill."
President Bush used this pen, pictured above, to sign the veto.
Signing Pens
Did you know that when a President signs a bill into a law, sometimes he will use more than one pen? He does this so that pens can be given as souvenirs to people who helped write or pass the bill.
Picture:
President Lyndon B. Johnson signing the Immigration Act on October 3, 1965. Notice there are a few pens above his hand on the table.
Calling a Special Session of Congress
Presidents have the power to call a special session of Congress to address issues that they think are important.
Document:
April 16, 1929 message from Herbert Hoover to the special session of Congress he called to address the issues of farm relief and the tariff.
Article I
* Article I of the Constitution deals with the powers of Congress.
– Section 7 is about the process of passing laws and the Presidential Veto.
* In Article I, Section 7, the President is given the power to review all laws passed by Congress:
– Once a bill passes the House of Representatives and the Senate, "before it [can] become a Law, [it must] be presented to the President of the United States"
– If the President approves the law, "he shall sign it"
– If he does not approve the law, he must "return it, with his objections" to the house where it originated (this is the veto)
Article II
* Article II, Section 3 of the United States Constitution establishes the duties of the President.
* In Article II, Section 3, the President is given the following duties:
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Accelerated Science Course Pathway Chemistry - Integrated
Table of Contents
Notes:
1. This is a companion document and instructors are to use the Arkansas K-12 Science Standards for Grades 5-8 document to guide curriculum development.
3. An asterisk (*) indicates an engineering connection to a practice, core idea, or crosscutting concept.
2. Student Performance Expectations (PEs) or standards may be taught in any sequence or grouping within a grade level. Several PEs are described as being "partially addressed in this course" because the same PE is revisited in a subsequent course during which that PE is fully addressed.
4. The clarification statements are examples and additional guidance for the instructor. AR indicates Arkansas-specific clarification statements.
5. The assessment boundaries delineate content that may be taught but not assessed in large-scale assessments. AR indicates Arkansas-specific assessment boundaries.
6. The examples given (e.g.,) are suggestions for the instructor. Accelerated Science Course Pathway Overview
Arkansas Accelerated Science Course Pathway allows districts and schools an option to maximize opportunities for high-performing students to meet the Arkansas K-12 Science Standards as well as be prepared to pursue advanced level science courses earlier in middle and high school and at a more rapid pace. This accelerated science course pathway is not intended for all students, but for students who have demonstrated advanced academic proficiency in the prerequisite courses and who intend to pursue a specific college and career pathway beyond high school.
Science is a quantitative discipline, so it is important for educators to ensure that students' science learning coheres well with their understanding of mathematics. To achieve this alignment, the Arkansas K-12 Science Committee made every effort to ensure that the mathematics standards do not outpace or misalign to the accelerated pathway courses. If this pathway is implemented, it is recommended that a unit of algebra I be earned concurrently with a unit of accelerated physical science-integrated, which requires a Grades 5-8 course approval for both the algebra I and the accelerated physical scienceintegrated course from the Arkansas Department of Education. Arkansas Accelerated Science Course Pathway details the following optional accelerated courses.
* A course approval for Grades 5-8 is necessary for a high school course to be taught at the middle school level. Teachers must hold the appropriate 7-12 licensure. Contact the ADE Curriculum Support Services unit for more details.
Accelerated Chemistry - Integrated
Accelerated Chemistry - Integrated Learning Progression Chart
AR
AR
AR
AR
AR
Arkansas Clarification Statements/Assessment Boundaries (AR)
Arkansas Performance Expectation (AR)
Accelerated Chemistry - Integrated Overview
Accelerated chemistry - integrated is a course composed of the chemistry - integrated course standards with additional chemistry standards and clarification statements written by the Arkansas K-12 Science Committee.
The performance expectations in Topic 1: Matter and Chemical Reactions help students answer these questions:
* How can the structure and properties of matter be explained?
* How can patterns be used to characterize and predict chemical reactions?
* How do substances combine or change (react) to make new substances?
Students develop an understanding of the substructure of atoms and provide more mechanistic explanations of the properties of substances. Students learn how to use the periodic table as a tool to explain and predict the properties of elements. Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Using this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical phenomena. Students apply an understanding of the process of optimization in engineering design to chemical reaction systems.
One performance expectation was written (ACI-PS1-1AR) and clarification statements (ACI-PS1-1, ACIPS1-2, ACI-PS1-3, and ACI-PS1-7) were revised to emphasize concepts of matter and chemical reactions. Emphasis is on stoichiometry with limiting reactants, net ionic equations, chemical analysis in the context of percent composition, empirical and molecular formulas, chemical nomenclature, and constructing particulate diagrams illustrating intermolecular forces.
The performance expectations in Topic 2: Nuclear Reactions help students answer these questions:
* How do nuclear reactions differ from chemical reactions?
* How do nuclear reactions differ from chemical reactions?
* What nuclear processes are associated with stars?
* How are elements transformed through nuclear processes?
Students develop an understanding of the formation and abundance of elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power.
The performance expectations in Topic 3: Energy Flow help students answer these questions:
* How does energy flow in a system?
* How is energy conserved?
* How is energy transferred?
* How does energy flow in a system?
This topic is organized into four ideas: definitions of energy, conservation of energy and energy transfer, the relationship between energy and forces, and energy in chemical process and everyday life. Students develop an understanding of energy as a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. The total change of energy in any system is always equal to the total energy transferred into or out of the system. Students develop an understanding that energy at both the macroscopic and the atomic scale can be accounted for as either motions of particles or energy associated with the configuration (relative positions) of particles. In some cases, the energy associated with the configuration of particles can be thought of as stored in fields. Additionally, students explore energy interactions associated with geologic processes such as plate tectonics, seismic waves, and convection. Students demonstrate understanding of engineering principles by designing, building, and refining devices associated with the conversion of energy.
The performance expectations in Topic 4: Waves help students answer these questions:
* How do the properties of waves affect their function?
* How are waves used to send and store information?
* How are waves used to transfer energy?
* What is the interact between electromagnetic radiation and matter?
This topic is organized into three ideas: wave properties, electromagnetic radiation, and information technologies/instrumentation. Students develop an understanding of how wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and be used to investigate nature on many scales. Models of electromagnetic radiation as either a wave of changing electric/magnetic fields and/or as particles are developed and used. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Students demonstrate understanding of engineering ideas by
presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
The performance expectations in Topic 5: Forces help students answer these questions:
* How do forces cause microscopic to macroscopic changes?
* How can one explain and predict interactions between objects and within systems of objects?
* How do intermolecular forces determine properties such as melting point, boiling point, vapor pressure, and surface tension?
* How does the net momentum of particles on the microscale relate to Kinetic Molecular Theory?
* How can forces and momentum be modeled mathematically?
This topic is organized into two ideas: forces and motion as well as types of interactions. Students are expected to develop an understanding of forces and interactions as they are described by Newton's laws. Students develop an understanding that the total momentum of a system of objects is conserved when there is no net force on the system. Students use Newton's law of gravitation and Coulomb's law to describe and predict the gravitational and electrostatic forces between objects. Students apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
The performance expectations in Topic 6: Behavior of Gases help students answer these questions:
* How does the volume of a given mass of a gas relate to the pressure?
* What ideal gas laws can be applied to the engineering design of automobile airbags?
One performance expectation (ACI-PS6-1AR) was written to emphasize concepts related to the behavior of gases.
Topic 1: Matter and Chemical Reactions
ACI-PS1-1AR Construct and revise models representing coulombic interactions among molecular electron domains that produce stable molecular arrangements. [Clarification Statement: Emphasis is on constructing Lewis structures, identifying atomic hybridization (sp, sp2, sp3), applying VSEPR theory to assign molecular geometry (trigonal planar, trigonal pyramidal, tetrahedral), and determining molecular polarity in the context of adding/canceling bond dipoles.]
ACI-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [AR Clarification Statement: This PE is fully addressed in this course. Examples of properties predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [AR Assessment Boundary: Assessment is limited to main group elements. Assessment does not include exceptions to periodic trends.]
ACI-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [AR Clarification Statement: This PE is fully addressed in this course. Examples of chemical reactions could include the reaction of sodium and chlorine, carbon and oxygen, and carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
ACI-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
ACI-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [AR Clarification Statement: This PE is fully addressed in this course. Emphasis is on the strengths of forces between particles, including identifying and naming specific intermolecular forces (dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult's law calculations of vapor pressure.]
ACI-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [AR Clarification Statement: This PE is fully addressed in this course. Emphasis is on demonstrating conservation of mass through the mole concept and stoichiometry. Emphasis is on assessing students' use of mathematical thinking, not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.]
ACI1-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. [AR Clarification Statement: Examples of real-world problems could include wastewater treatment, production of biofuels, and the impact of heavy metals or phosphate pollutants on the environment.]
ACI-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).]
The performance expectations above were rearranged using the Arkansas K-12 Science Standards for Chemistry - Integrated.
Topic 2: Nuclear Reactions
Topic 3: Energy Flow
ACI-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
Students who demonstrate understanding can:
ACI-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]
ACI-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
ACI-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [AR Clarification Statement: This PE is fully addressed in this course. Emphasis is on explaining the meaning of mathematical expressions used in the model.] [AR Assessment Boundary: Assessment is limited to systems of two or three components and to thermal energy, kinetic energy, and the energies in gravitational, magnetic, or electric fields.]
ACI-ESS2-3 Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth's three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth's layers from high-pressure laboratory experiments.]
ACI3-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. [AR Clarification Statement: Examples of the applications could include renewable energy resources (solar cells and wind farms), the Haber process for the production of fertilizers, and increased fuel efficiency of combustion engines.]
ACI-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [AR Clarification Statement: This PE is fully addressed in this course. Emphasis is on the impacts of human activities on physical systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released (fertilizer, surface mining, and nuclear byproducts). Examples for limiting future impacts could range from local efforts (reducing, reusing, and recycling resources) to large-scale engineering design solutions (nuclear power, photovoltaic cells, wind power, and water power).]
The performance expectations above were rearranged using the Arkansas K-12 Science Standards for Chemistry - Integrated.
Accelerated Chemistry - Integrated
Topic 5: Forces
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WAR ON WET WIPES!
Did you know wet wipes are made from tiny pieces of plastic? Every day wipes are flushed down the toilet and can cause big problems by blocking our sewers! Even some wipes that say they are 'flushable' don't break up!
Take some time out to quietly read about wet wipes and see if you can answer the questions on the next page.
At Severn Trent we are called out to fix over 30,000 blockages every year. These are often caused by the wrong things being put down the toilet or the sink!
One of the main problems is wipes! We use so many different types of wipes nowadays. From face wipes to floor wipes, baby wipes to hand wipes there are so many different varieties! Most people don't think before dropping them into the toilet – especially when they're branded as 'flushable'. These wipes are causing HUGE problems in the sewers!
Wipes of all types are made up of micro-plastics, which means they don't break down like toilet paper and when flushed can get caught in the pipes. The wipes start to stick together and can block the pipe so badly that the sewage has nowhere to go! This can cause a flood either inside or outside of the house! This is a vey horrible situation to be in and we don't want that to happen to any of us.
Wet wipes are costing Severn Trent nearly £5 million per year! Every weekend, in every town around three and a half tonnes of wipes and other items which shouldn't be flushed are dragged out of our sewers. That's about the same weight as a Range Rover car! Across the region its nearly 1,500 tonnes every month and over 16,000 tonnes per year!
The drains are only a few inches wide and are only meant to take water, toilet roll and human waste. Remember toilet roll is meant to break down when it gets wet so it washes easily through the system. That's not the case with things like wipes. If you do use them, please put them in the bin!
Certain brands of toilet wipes have created a new type of wipe with a 'fine to flush' sticker on. This means wipes with this sticker can go down the toilet as the wipes have been designed to break down to prevent blockages!
Help protect your sewer pipes and prevent blockages by binning your wipes!
Protect your pipes, bin your wipes!
ST Classification: OFFICIAL COMMERCIAL
Wet wipes are really bad for the sewers, aren't they?
See if you can answer the questions below based on what you've just read:
How many blockages do Severn Trent deal with a year?
What causes the blockages?
Can you list three different types of wipes?
1. 2.
3.
How many tonnes of wipes do Severn Trent remove out of the sewers every year?
What logo do you need to look for when buying wet wipes?
In the circle below, write or draw the only things we want down the pipes:
Write a small paragraph about how you'd feel if you had a sewer flood at your house:
__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ANSWER SHEET
How many blockages do Severn Trent deal with a year?
30,000
What causes the blockages?
Wipes - as they are made up of micro plastics
Can you list three different types of wipes?
1. Baby
2.
Floor
3. Hand/face
How many tonnes of wipes do Severn Trent remove out of the sewers every year? Over 16,000 tonnes
What logo do you need to look for when buying toilet wipes?
Fine to flush
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Discipline-based study
Chinese 2
Course document
Languages
Table of Contents
Phase 4 Consultation Draft Published: August 2021
Chinese, 150 hours - Level 2 .................................................................................................................................................................. 4
Chinese, 150 hours - Level 2
Focus area – Discipline-based study
Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.
Chinese Level 2 is a Discipline-based study course.
Discipline-based study includes content, core concepts and big ideas; enabling deep knowledge and understanding of the content and the application of what is learned. Learners consider accepted key disciplinary knowledge, apply distinctive ways of thinking and become increasingly independent learners. They use methodologies specific to the discipline to explore and strengthen their understanding of key concepts and develop deep knowledge, skills and understanding.
Discipline-based study courses have three key features that guide teaching and learning:
* specialist knowledge
* theories and concepts and
* methodology and terminology.
In this course learners will do this by:
* using the concepts of identity, responsibility and legacy 1 to learn vocabulary and structures for reading and writing script, speaking, viewing and listening to Chinese language: specialist knowledge
* applying grammar structures to convey meaning in spoken and written language: theories
* exploring aspects of culture through the concepts for each module and reflecting on similarities and differences between their own cultures and those of Chinese-speaking countries and regions: concepts
* building strategies for learning a language so that they become independent learners: methodology
* using appropriate terms to discuss their own language and the Chinese language: terminology.
1 Drawn from the Common Curriculum and Assessment Framework for Languages (CCAFL) 2021.
Rationale
Chinese Level 2 enables personal empowerment and intercultural understanding. It allows learners to develop the ability to communicate in an additional language and provides them with opportunities to reflect on their own first language, culture and heritage. Learning Chinese extends Tasmanian learners' intercultural competence and develops knowledge, skills and understandings that will allow them to function successfully in the ever-changing world of the twenty-first century. The study of Chinese promotes and contributes to a socially cohesive society that values, respects and appreciates different points of view. It encourages a better understanding and acceptance of cultural, social, linguistic and religious diversity in Tasmania, in the wider Australian community and globally.
The course provides access to Chinese Level 3 and also provides learners with the opportunity to develop metacognitive and metalinguistic skills. These skills help improve English literacy skills and can also be transferred to all other languages offered as part of Years 9 to 12 Education.
Learners who are able to communicate in Chinese and engage with Chinese culture will be able to contribute to Tasmanian society and the economy through such areas as the arts, business, foreign affairs, trade, education, technology, hospitality and tourism in coming decades. As China is Tasmania's largest individual trading partner and Chinese speakers form the state's largest tourist source, Chinese language skills may provide Tasmanian learners with a range of opportunities for personal, vocational and professional growth. 2
The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.
Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.
This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.
Learning outcomes
On successful completion of this course learners will be able to:
1. analyse and respond to spoken texts presented in basic Chinese
2. communicate in basic spoken Chinese to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic Chinese
4. communicate in basic written Chinese to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources to create mono- and multimodal responses in English and basic Chinese that demonstrate an awareness of language as a system
6. use strategies to engage with the concept of identity through the use of basic Chinese language, self-management skills and intercultural understanding
7. use strategies to engage with the concept of responsibility through the use of basic Chinese language, self-management skills and intercultural understanding
8. use strategies to engage with the concept of legacy through the use of basic Chinese language, self-management skills and intercultural understanding.
2 Drawn in part from the rationale for the Common Curriculum and Assessment Framework for Languages 2021.
Integration of general capabilities and cross-curriculum priorities
The general capabilities addressed specifically in this course are:
* Intercultural understanding
* Literacy
The cross-curriculum priorities enabled through this course are:
* Asia and Australia's engagement with Asia
Course description
Chinese Level 2 enables learners to communicate in basic Chinese and develop an understanding of Chinese language and culture. They will make comparisons between their own lives and those of Chinese-speaking teenagers.
Learners will learn to use basic vocabulary and structures. They will view and listen to Chinese, read and write characters, and learn tones for speaking Chinese. They will be able to talk about themselves, their family, friends, daily routine, school life, part-time employment, the media, travel, past experiences and their plans for the future. They will work individually, in pairs and small groups and will have the opportunity to investigate aspects of Chinese culture.
Learners will explore personal, community and global perspectives and build the skills to make social, cultural and economic contributions using their knowledge of the Chinese language and interest in Chinese-speaking communities.
Pathways
Pathways in: The Chinese Level 2 course provides an entry point to learning Chinese and also enables learning continuity for learners who have limited or inconsistent prior learning experiences from Australian Curriculum: Chinese.
Pathways out: The Chinese Level 2 course provides a pathway to the Chinese Level 3 course.
Course requirements
Access
No prior knowledge of Chinese is required for participation in this course. Access to the course is restricted to learners for whom Chinese is an additional language.
Resource requirements
There are no resource requirements for this course.
Course size and complexity
This course has a complexity level of 2.
For a full description of courses at a complexity level of 2, please refer to the Levels of complexity – Tasmanian senior secondary education: https://www.tasc.tas.gov.au/wpcontent/uploads/2021/07/Levels-of-Complexity-Tasmanian-Senior-Secondary-Education.pdf)
Level 2 courses enable contextual opportunities for learners to:
* Apply required knowledge and skills to demonstrate personal responsibility and accountability for the quality of defined outcomes, as individuals and team members
* Demonstrate skills to access, develop, summarise, analyse and communicate knowledge and ideas; develop and access expertise when solving problems, think creatively and flexibly and work with others.
This course has a size value of 15. Upon successful completion, this course will contribute 15 points towards the achievement of the Tasmanian Certificate of Education (TCE).
Course structure and delivery
Structure
This course consists of three 50-hour modules.
Module 1: Identity
Module 2: Responsibility
Module 3: Legacy
Delivery
The three modules must be delivered in order: 1, 2, 3.
Course content
Module 1 - Identity
The concept of identity deals with topics related to the student's world, for example, a sense of self, personal values, opinions, ideas, aspirations and relationships with others, individuality and group affiliation in the community as well as global perspectives of Australian and Chinese society.
* In this course, the topics of Self, Family relationships and Friendship will be used to explore the concept of identity.
* Learners will share personal, community and global perspectives of identity through the exploration of Chinese language and culture.
* Appendix 6 contains all relevant language structures for this module.
Module 1 learning outcomes
The following learning outcomes are a focus for this module:
1. analyse and respond to spoken texts presented in basic Chinese
2. communicate in basic spoken Chinese to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic Chinese
4. communicate in basic written Chinese to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic Chinese to create mono- and multimodal responses in English and basic Chinese that demonstrate an awareness of language as a system
6. use strategies to engage with the concept of identity through the use of basic Chinese language, self-management skills and intercultural understanding.
Module 1 content
Learners will work with vocabulary and structures that will allow them to explore topics related to their personal world, their family and friends, as well as exploring the personal world of their peers in Chinese speaking communities. Learners will reflect on their own and others' cultural and linguistic identity, interact with others and communicate about themselves in culturally and linguistically appropriate ways.
Learners will be supported to understand that:
* communication in an additional language requires the capacity to critically apply knowledge and skills in culturally, linguistically and ethically appropriate ways
* all languages have similarities and differences in the way they are structured
* culture plays an integral role when communicating in an additional language
* culturally appropriate titles, forms of address and the use of specific language show respect in interpersonal communications.
Key knowledge:
* appropriate terms for family members
* adjectives for personal descriptions
* simple possessive constructions
* affirmative construction of relevant verbs
* negative construction of relevant verbs
* formulaic expressions as vocabulary items
* culturally relevant language and structures.
Key skills:
* describe themselves: name, age, where they live, describe personal details etc
* use elements of the language to communicate with and about their friends
* inquire about such information
* analyse, understand and respond to such information
* explain information about their peers in Chinese-speaking cultures, especially name, age, where they live, appearance
* enquire about aspects of peers' personal lives, family and friends
* use elements of the language to demonstrate their understanding of the role of culture in shaping Chinese language.
Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of Chinese, both in and outside the classroom.
Module 1 work requirements
This module includes the following work requirements:
* one set of short responses
* one extended response.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 1 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 6.
Module 2 - Responsibility
Module 2 assumes a knowledge of the vocabulary, characters and language structures identified in Module 1.
The concept of responsibility deals with how people manage social responsibilities and influence decisions that affect individuals or groups within society. This may include, but is not limited to family
and community responsibilities, education commitments and obligations as a part-time employee for both Australian learners and their peers in Chinese-speaking cultures.
* In this course, the topics of Home life and Daily routine, Community, Education and Part-time employment will be used to explore the concept of responsibility.
* Learners will share personal, community and global perspectives of responsibility through the exploration of Chinese language and culture.
* Appendix 6 contains all relevant language structures for this module.
Module 2 learning outcomes
The following learning outcomes are a focus for this module:
1. analyse and respond to spoken texts presented in basic Chinese
2. communicate in basic spoken Chinese to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic Chinese
4. communicate in basic written Chinese to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic Chinese to create mono- and multimodal responses in English and basic Chinese that demonstrate an awareness of language as a system
7. use strategies to engage with the concept of responsibility through the use of basic Chinese language, self-management skills and intercultural understanding.
Module 2 content
Learners will work with vocabulary and structures to explore topics related to their roles and obligations in daily life and as members of the family unit as well as their roles and responsibilities within the wider community. This includes the learner's role at school, in community groups and in part-time employment. Learners will explore opportunities for education and part-time employment for their peers in China and Chinese-speaking communities, compare and contrast experiences in culturally appropriate ways and reflect on their own and others' opportunities and responsibilities.
Learners will be supported to understand that:
* communication about responsibility in an additional language requires the capacity to apply knowledge and skills in culturally, linguistically and socially appropriate ways
* culture plays a significant role when communicating about responsibility in an additional language
* family, community and school roles and expectations in their own and others' cultures may vary
* cultural influences shape the value placed on education in different communities and cultures
* the nature, expectations and obligations of part-time employment for young people in Australia and for their peers in Chinese-speaking countries and communities may vary significantly.
Key knowledge:
* vocabulary for family activities, including daily routine, roles and responsibilities
* vocabulary and phrases to talk about the local community
* vocabulary and phrases to talk about school and learning
* vocabulary and phrases to talk about part-time employment
* comparative structures
* relevant expressions of time
* relevant verbs to indicate a past occurrence
* relevant verbs to indicate something did not happen
* formulaic expressions as vocabulary items.
Key skills:
* describe duties within the family
* describe routine considerations of daily life, including food and weather
* describe their physical community and their engagement in the community
* explain responsibilities at school, attitudes to aspects of education and learning
* describe and use language about part-time employment
* enquire about such information
* make comparisons about family activities, daily routine, school and part-time employment
* enquire about and share information about their peers in Chinese-speaking communities, especially duties and roles within the family, education, the community and part-time employment
* analyse and respond to information about family, daily life, education and part-time employment.
Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of Chinese, both in and outside the classroom.
Module 2 work requirements
This module includes the following work requirements:
* one set of short responses
* two extended responses.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 2 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 7.
Module 3 - Legacy
Module 3 assumes a knowledge of the vocabulary, characters and language structures identified in Modules 1 and 2.
The concept of legacy considers how people and events influence change, and how individuals and communities respond to opportunities and challenges; contributions, achievements and influence of Chinese-speaking individuals or groups in society.
* In this course, the topics of Leisure time, the Arts, Entertainment, Media, Sport and Travel will be used to explore the concept of legacy.
* Learners will share personal, community and global perspectives of legacy through the exploration of Chinese language and culture.
* Appendix 6 contains all relevant language structures for this module.
Module 3 learning outcomes
The following learning outcomes are a focus of this module:
1. analyse and respond to spoken texts presented in basic Chinese
2. communicate in basic spoken Chinese to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic Chinese
4. communicate in basic written Chinese to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic Chinese to create mono- and multimodal responses in English and basic Chinese that demonstrate an awareness of language as a system
8. use strategies to engage with the concept of legacy through the use of basic Chinese language, self-management skills and intercultural understanding.
Module 3 content
Learners will work with vocabulary and structures that will allow them to explore topics related to past and future personal experiences and public events. Learners will also develop the knowledge and skills to explain their involvement with, and opinions of, the arts, entertainment, media, sport and travel, and have the opportunity to reflect on the role of culture in the development and appreciation of these aspects of daily life.
Learners will be supported to understand that:
* communication about legacy in an additional language requires the capacity to apply knowledge and skills in culturally, linguistically and socially appropriate ways
* culture plays an integral part when communicating about legacy in an additional language
* different languages and cultures express the notion of time and ordering of events in different ways
* languages have formal mechanisms for seeking and conveying opinions
* the role and nature of leisure varies across cultures
* culture influences the arts, entertainment and media and shapes the role that they play in young people's lives
* attitudes to travel and the benefits that young people may glean from travelling vary from one culture and language group to the next.
Key knowledge:
* structures to talk about themselves and other people, places and events in the future
* structures to talk about themselves and other people, places and events in the past
* structures to enquire about and express opinions
* structures to facilitate the formation of complex sentences; for example, conjunctions
* formulaic expressions as vocabulary items.
Key skills:
* discuss leisure time activities such as sports and hobbies: options, commitments, conditions, comparisons etc
* enquire about others' leisure time activities
* convey information about travel and transport and make plans for travelling
* discuss entertainment, media and the arts, expressing preferences and opinions
* enquire about others' views of entertainment, media and the arts
* enquire about and share information about leisure time, entertainment, travel and transport for their peers in Chinese-speaking communities
* analyse and respond to information about leisure time activities, entertainment, media and the arts, sports and hobbies, travel and transport.
Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of Chinese, both in and outside the classroom.
Module 3 work requirements
This module includes the following work requirements:
* one folio consisting of an integrated task, a set of short responses and extended response.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 3 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 8.
Assessment
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating 'A', 'B', or 'C', according to the outcomes specified in the standards section of the course.
A 't' notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the 'C' rating.
A 'z' notation is to be used where a learner provides no evidence of achievement at all.
Internal assessment of all criteria will be made by the provider. Providers will report the learner's rating for each criterion to TASC.
Criteria
The assessment for Chinese Level 2 will be based on the degree to which the learner can:
1. analyse and respond to basic spoken Chinese
2. communicate in basic spoken Chinese
3. analyse and respond to basic written Chinese
4. communicate in basic written Chinese
5. analyse and integrate information in basic Chinese from multiple texts to create written responses
6. use strategies to engage with basic Chinese language and culture in the context of identity
7. use strategies to engage with basic Chinese language and culture in the context of responsibility
8. use strategies to engage with basic Chinese language and culture in the context of legacy.
Standards
Criterion 1: analyse and respond to basic spoken Chinese
Based on the language and structures in this Level 2 course, the learner listens to basic spoken Chinese and:
†Spoken Chinese may include, but is not limited to single speakers, conversations, computer-generated voice, recordings, live production.
Criterion 2: communicate in basic spoken Chinese Based on the language and structures in this Level 2 course, the learner communicates in basic spoken
Chinese and:
† Consider clear and accurate pronunciation, accurate use of tones, stress and intonation as appropriate to the exchange.
‡ Assistance may include, but is not limited to the student asking for repetition or translation, asking is
something correct, gesturing to convey information, pointing to provide additional information § Communication strategies may include, but are not limited to the student initiating an exchange, asking questions, checking for meaning, using discourse markers or filler words, expressing reactions
Criterion 3: analyse and respond to basic written Chinese
Based on the language and structures in this Level 2 course, the learner:
†Written Chinese may include, but is not limited to printed, handwritten, online, personal, public, mass communications.
Criterion 4: communicate in basic written Chinese
Based on the language and structures in this Level 2 course, the learner:
Criterion 5: analyse and integrate information in basic Chinese from multiple texts to create written responses
Based on the language and structures in this Level 2 course, the learner:
† A mode can be spoken, written, visual, multimodal.
‡ The response text can be in any mode.
Criterion 6: use strategies to engage with basic Chinese language and culture in the context of identity Based on the language and structures in Module 1 of this Level 2 course, the learner:
† listening and reading.
‡ speaking and writing.
§ Considerations may include, but are not limited to the choice of strategies for mastering tones, vocabulary, characters and structures, completion of tasks related to identity, adherence to deadlines, timelines etc.
◊ Strategies may include but are not limited to consideration of paper or electronic dictionaries, translation technologies, demonstrating awareness of point of view, ethical strategies for translating and checking accuracy, development of personalised rote-learning techniques.
Criterion 7: use strategies to engage with basic Chinese language and culture in the context of responsibility
† Listening and reading.
‡ Speaking and writing.
§ Considerations may include, but are not limited to the choice of strategies for mastering tones, vocabulary, characters and structures, completion of tasks related to responsibility, adherence to deadlines, timelines etc.
◊ Strategies may include but are not limited to consideration of paper or electronic dictionaries, translation technologies, demonstrating awareness of point of view, ethical strategies for translating and checking accuracy, development of personalised rote-learning techniques.
Criterion 8: use strategies to engage with basic Chinese language and culture in the context of legacy Based on the language and structures in Module 3 of this Level 2 course, the learner:
† Listening and reading.
‡ Speaking and writing.
§ Considerations may include, but are not limited to the choice of strategies for mastering tones, vocabulary, characters and structures, completion of tasks related to legacy, adherence to deadlines, timelines etc.
◊ Strategies may include but are not limited to consideration of paper or electronic dictionaries, translation technologies, demonstrating awareness of point of view, ethical strategies for translating and checking accuracy, development of personalised rote-learning techniques.
Quality assurance
The following processes will be facilitated by TASC to ensure there is:
* a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners
* community confidence in the integrity and meaning of the qualification.
Process
TASC will verify that the provider's course delivery and assessment meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
* Provider standard 1: scope and sequence documentation:
- course delivery plan
- course assessment plan: assessment matrix
* Provider standard 2: student attendance records
* Provider standard 3: examples of assessments tools and instruments and associated rubrics and marking guides
* Provider standard 1 and 3: examples of student work including that related to any work requirements articulated in the course document
* Provider standard 4: class records of assessment
This process will be scheduled by TASC using a risk-based approach.
Qualifications and award requirements
Level 2
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from eight ratings.
The minimum requirements for an award in Chinese Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
6 'A' ratings, 2 'B' ratings
HIGH ACHIEVEMENT (HA)
3 'A' ratings, 4 'B' ratings, 1 'C' rating
COMMENDABLE ACHIEVEMENT (CA)
4 'B' ratings, 3 'C' ratings
SATISFACTORY ACHIEVEMENT (SA)
6 'C' ratings
PRELIMINARY ACHIEVEMENT (PA)
4 'C' ratings
A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria ('z' notation) will be issued with a PA (Preliminary Achievement) award.
Course evaluation
Years 9-12 Learning will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course's implementation, delivery and assessment. More information about course evaluation can be found on the Years 11 and 12 website.
Course developer
This course has been developed by the Department of Education's Years 9-12 Learning Unit in collaboration with Catholic Education Tasmania and Independent Schools Tasmania.
Accreditation and version history
Version 1. Accredited on 8 December 2021 for use from 1 January 2023 to 31 December 2027.
Appendix 1 - Line of sight
Appendix 2 - Alignment to curriculum frameworks
Chinese Level 2 draws on the following aspects of the Combined Curriculum and Assessment Framework for Languages (CCAFL) 2021:
* Concepts: identity, responsibility, legacy (topics developed from these concepts to meet the needs of the Tasmanian beginning language student)
* Perspectives: personal, community, global
* Course objectives: interact in [Language] † , analyse [Language], create meaning in [Language]
* Knowledge and skills to be assessed: reading, writing, speaking, viewing and listening to [Language].
* Content: learning [Language], using [Language] and mediating between [Language]-speaking communities and Australian cultural contexts
* the interrelationship between language and culture and the importance of the link between culture and effective communication
* the development of the capacity for ongoing reflection about languages and cultures, including the learner's own and those of others
* the development of an understanding of language as a system and reflection on how language is used in different contexts and may vary between different individuals and groups.
†The use of [Language] is taken directly from the CCAFL. It is a national framework which does not refer to individual languages. Where these aspects of the alignment appear elsewhere in the body of this course document, they have been identified in relation to the relevant language: Chinese.
Appendix 3 - Work requirements
The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course's standards. Work requirements need not be the sole form of assessment for a module.
Module 1 work requirements specifications Work requirement 1 of 2
Title of work requirement: Identity – personal, community and global aspects of the individual
Mode or format: short responses
Description: The teacher leads a conversation in Chinese with the learner about themselves, their family and friends and the characters they are learning to read and write. The conversation is intended as a natural interaction. Images may be used to prompt responses. The teacher varies questions as appropriate for individual learners and reacts to the learner's responses.
Size: ten short responses
Timing: any appropriate time during the module.
External agencies: NA
Relevant criterion:
* Criterion 2: all elements
Work requirement 2 of 2
Title of work requirement: Identity – self, family and friends
Mode or format: extended response
Description: The teacher identifies one of the Module 1 topics as the focus for this work requirement. Using this topic, the learner chooses authentic materials as appropriate to research and prepare a multimodal response in Chinese and English to compare and contrast their own situation with that of their peers in Chinese-speaking communities and countries. The teacher provides questions in written or oral form, in Chinese or English as appropriate, to inspire the learner's findings and reflections.
Size: extended response – 2–3 minutes of multimodal presentation plus 2–3 minutes for follow-up oral or written questions and 300 words in English with examples in Chinese.
Timing: any appropriate time during the module.
External agencies: NA
Relevant criteria:
* Criterion 5: all elements
* Criterion 6: all elements
Module 2 work requirements specifications
The teacher and learners may negotiate which topic to use for each of the following three work requirements, ensuring there is a different topic for each.
Work requirement 1 of 3
Title of work requirement: Responsibility – daily life, community, education or part-time employment
Mode or format: short responses; for example, short question, table filling, true, false and justification, gap filling, information matching
Description: The teacher provides a set of at least two sources of information in Chinese, authentic as appropriate. At least two sources must each be a different mode. Modes are visual, spoken, written and multimodal. The sources of information all address one topic from the concept of responsibility, with a set of short response tasks in English to assess learners' understanding of language and culture.
Size: approximately 10 short responses
Timing: any appropriate time during the module.
External agencies: NA
Relevant criterion:
*
Criterion 3: all elements
Work requirement 2 of 3
Title of work requirement: Responsibility – daily life, community, education or part-time employment
Mode or format: extended response
Description: The teacher provides a stimulus or stimuli, authentic as appropriate, consisting of written, spoken and visual modes in Chinese and English, to highlight or contrast one of the topics from the concept of responsibility from either personal, community or global perspectives, or a combination of perspectives. Learners analyse and respond to the prepared scenario requiring extraction of fact, interpretation of cultural elements and reflection on the learner's language and Chinese. The task will
include at least two modes or could be all three, but they must have a shared focus. Texts will provide opportunities for learners to explore cultural aspects of the material they are analysing.
Stimuli maximum sizes: total of 300 characters, 1minute 30 seconds spoken text or 3 minutes multimodal sources.
Size: learner response:
* approximately 120 characters total in Chinese and
* approximately 250 words in English with examples in Chinese
* visual text, illustrations and diagrams, as appropriate.
Timing: any appropriate time during the module.
External agencies: NA
Relevant criteria:
* Criterion 5: all elements
* Criterion 7: all elements
Work requirement 3 of 3
Title of work requirement: Responsibility – daily life, community, education or part-time employment
Mode or format: extended response
Description: The teacher provides a choice of two stimuli outlining a task that requires the learner to create written Chinese addressing the negotiated topic allocated to this work requirement. The stimulus will be a written question or statement in Chinese and may include visual elements to support understanding and generation of ideas. The learner chooses which of the stimuli they will use to create a response in Chinese.
Stimulus approximately 30 characters.
Size: response approximately 90 characters.
Timing: any appropriate time during the module.
External agencies: NA
Relevant criterion:
* Criterion 4: all elements
Module 3 work requirements specifications
Work requirement 1 of 1
Title of work requirement: Legacy – personal, community and global perspectives
Mode or format: Folio containing 3 components:
Description:
1. Extended response: integrated task
- a prepared, extended response in multimodal format and including the use of Chinese language either written or spoken
- a comparison of at least two items, events or occurrences from one of the following: the world of the arts, entertainment, media or sport for the target language and cultures.
Stimuli may be drawn from the same or different topics, provided they offer sufficient opportunity for comparison and reflection
- a concluding conversation with the teacher in which the learner reflects on their research. The majority of the conversation can be conducted in English, but discussion must include consideration of the Chinese language that the learner has engaged with during the research process. A presentation to a group is not a requirement of this task.
2. a set of short responses to an audio stimulus in Chinese to be completed under test conditions. Teacher and learners may negotiate at the beginning of the module which remaining topic will be used for each of components 2 and 3 of the folio: Leisure time and Travel.
3. an extended response demonstrating the learner's capacity to create meaning in written Chinese to convey information, ideas and opinions about events in the past, as well as a reflection in English. Teacher and learners may negotiate at the beginning of the module which remaining topic will be used for each of components 2 and 3: Leisure time and Travel.
* Extended response: integrated task in multimodal format, including reflections: Maximum 5 minutes
* Short responses: Maximum 10 responses (approximately 150 words in English
* Extended response in written Chinese: Maximum 150 characters plus a reflection of maximum 300 words in English with examples in Chinese.
Timing: any appropriate times during the module. As this is a folio, individual components can be done at different times.
External agencies: NA
Relevant criteria:
* Criterion 1: all elements
* Criterion 4: all elements
* Criterion 5: all elements
* Criterion 8: all elements
Appendix 4 – General capabilities and cross-curriculum priorities
Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).
General capabilities:
The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.
In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.
The general capabilities include:
* Critical and creative thinking
* Ethical understanding
* Information and communication technology capability
* Intercultural understanding
* Literacy
Numeracy
*
* Personal and social capability
Cross-curriculum priorities:
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.
The cross-curriculum priorities include:
* Aboriginal and Torres Strait Islander histories and cultures
* Asia and Australia's engagement with Asia
* Sustainability
Appendix 5 – Glossary
Appendix 6 – Language
Module 1 - Identity
Vocabulary
* numbers
* colours
* family
* talking about friends
* talking about pets
* days of the week
* date
* greetings, leave-taking
Language structures
Category
Sub-category
Examples
Category
Sub-category
Examples
Module 2 - Responsibility
Vocabulary
* time
* school and school subjects
* daily routine
* part-time employment
* means of transport
* seasons and common weather expressions
* food and meals
* places around the local community
Language structures
Category
Sub-category
Examples
Category
Sub-category
Examples
Module 3 – Legacy
Vocabulary
* names of regions, countries, cities
* sports and hobbies
* entertainment and media
* the arts
* places including city, countryside, mountains, sea, beach, etc
* directions
* travel
Language structures:
Appendix 7 – Further guidance: text types, styles of writing and dictionary
use
Text types
The following text types apply to all modules of Chinese Level 2. Teachers will select text types for each module based on the knowledge, skills, experience and interests of learners. Learners will be expected to be able to use the text types listed below in assessment tasks.
* Blog post
* Email
* Invitation
* Journal or diary entry
* Message/note
* Brochure
* Script of a speech
* Transcript of an interview
* Informal letter.
Styles of writing
Teacher-developed tasks for Criterion 4 and Criterion 5:
* will include purpose, context, process, product and audience
* may be personal, informative, descriptive, either individually or in combination.
Dictionaries
Learners are encouraged to use monolingual and / or bilingual dictionaries. Use of dictionaries is part of a range of strategies that learners can apply in order to:
* learn to mediate between languages
* reflect on language use
* understand the context for language use
* understand language as a system
* understand the limitations of resources and technologies.
Successful use of dictionaries and translation technologies requires students to understand the characteristics of vocabulary in [Language] † and how [Language] is presented in reference texts. Effective dictionary use is a skill that assists students to develop critical thinking skills, strategies for accurately confirming meaning and creating interest to engage an audience. It is expected that teachers will help students to develop the necessary skills and confidence to use dictionaries effectively. (CCAFL 2021).
†The use of [Language] is taken directly from the CCAFL. It is a national framework which does not refer to individual languages. Where these aspects of the alignment appear elsewhere in the body of this course document, they have been identified in relation to the relevant language: Chinese. | <urn:uuid:e0a89b1d-26ed-436d-aa02-9bb0df840eca> | CC-MAIN-2023-23 | https://www.tasc.tas.gov.au/wp-content/uploads/2022/04/Chinese-Level-2-Upload-version-2022.04.27.pdf | 2023-05-28T10:15:10+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00328.warc.gz | 1,150,238,770 | 8,045 | eng_Latn | eng_Latn | 0.941276 | eng_Latn | 0.994614 | [
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JCIB Middle School Course Descriptions EIGHTH GRADE 2019-20
English Language Arts 8, Advanced -Pre-requisites: Appropriate score on district rubric Reading literature, reading informational text, writing, speaking and listening, and language.
Math 8, Honors/Advanced, --NOTE: Updated course code pending approval by ALSDE. Advanced work in problem-solving skills; expanded pre-geometry skills, including angles; characteristics of shapes and figures, and perimeter and area of shapes; expanded pre-algebra concepts, including equations, inequalities, and properties of rational numbers; functions; graphs; theoretical probability and statistics; and the Pythagorean Theorem.
Physical Science 8, Honors/Advanced -Advanced Physical Science concentration on the composition and properties of matter; examining forces and predicting and developing explanations for changes in motion; the conservation of energy, energy transformations, and applications of energy to everyday life; and types and properties of waves and the use of waves in communication devices with integration of science and engineering practices.
World History to 1500 Honors/Advanced– Advanced work in the chronological history of the world: survey of early and classical civilizations; world expansion of agrarian and commercial civilizations from the beginnings to 1500.
Physical Education – Physical Education is a year-long course designed to increase physical fitness and teach individual/team sports.
French 1 -Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of French-speaking cultures
Spanish 1-Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of Spanish-speaking cultures
German 1- Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of German-speaking cultures
ELECTIVES:
Music (Choir) 8 – Choir is a year-long course in which students learn to improve their singing skills through singing different types of music and learning to read music. Our choirs perform one concert at the end of each nine weeks and occasionally at other events.
Band 8 – Band is a year-long course. The band director will assign the correct level of band, beginning, intermediate, or advanced.
Intro to Programming - Program for computer science; emphasizes object-oriented programming methodology with a concentration on problem-solving and algorithm development.
Visual Art 8 -Creating, presenting, responding and connecting drive critical thinking, meaning, reflection, production and assessment to understand how visual arts communicate ideas and allows for self-expression. Through exploration and experimentation, this course provides students with a general foundation in studio processes, art criticism, aesthetics, and art history. Students respond to personal experiences and express ideas using a variety of traditional and contemporary media while effectively applying the elements of art and principles of design to create original works of art. Safe practices and proper use of tools and materials are emphasized. | <urn:uuid:df2f72f8-e56a-4077-a650-ebf7903c7cf1> | CC-MAIN-2023-23 | https://www.jefcoed.com/site/handlers/filedownload.ashx?moduleinstanceid=5738&dataid=9333&FileName=Copy%20of%20Course%20Descriptions%20Grade%208.pdf | 2023-05-28T09:59:08+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00328.warc.gz | 941,693,621 | 642 | eng_Latn | eng_Latn | 0.991669 | eng_Latn | 0.9918 | [
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SHEREDES PRIMARY SCHOOL
NEWSLETTER
Benford Road, Hoddesdon, Herts. EN11 8LL Tel: 01992 465154 Fax: 01992 464151 e-mail: email@example.com Headteacher ~ Mary Childs B.A. (Hons.) M.A. Ed.
April 2023
Dear Parents and Carers
A very warm welcome to you all. Further to my Schoolcomms last week, we are delighted that our OFSTED inspection report recognises and validates our school as Outstanding in every area, and again we thank you all for working in partnership with us in the education of every pupil. We have also been awarded the Music Mark from the UK Association for Music Education, in recognition of our commitment to providing a high-quality music education for our children, and one of our Year 6 pupils won the Rotary Club of Hoddesdon Junior Schools Essay Competition. We are so proud of our Sheredes Community.
We will continue to use Schoolcomms as our regular means of communication, and we are greatly looking forward to the below programme of events planned this term.
Dates for your diary
Specific details of events to follow, where appropriate
May 2nd
Clubs start. Please see club list.
5
th
In honour of King Charles III's coronation, all invited to dress in red, white and blue for the day. All teachers will also be teaching about this very significant historic event.
9.15am Year 6 Sex Education meeting Lower Hall
4th – 26 th
Key Stage 1 reading and maths. tests(Y2) to inform Teacher Assessments
9
th
– 12
th
Key Stage 2 SATs week(Y6); please make sure all children are in school
17
th
3.45pm Year 6 School Journey meeting Lower HalI
22nd
am School Fitness Challenge, Reception to Year 6; reserve date 26 th May 7.30pm Governing Body Meeting
23rd
25
th
Year 5 Day of French culture; bringing France to the classroom
29 th – 2nd June
HALF TERM
June 5 th – 9 th
Year 6 PGL School Journey to Wiltshire
5
th
– 16
th
Y4 Multiplication Tables Check
7th
New to Nursery meeting for parents more details to follow
8
th
New to Nursery meeting for parentsmore details to follow
12 th – 16 th
Y1 phonics screening check
13
th
– 22nd
Creative and Performing Arts and Sports 'Week' – more details to follow FOSS Summer Fete
17
th
21 st
New to Reception meeting for parents more details to follow
July 6
th
am Sports Day, Y1 to Y6; reserve date 11 th July
7
th
am Nursery and Reception Sports Day; reserve date 10 th July
3
rd
, 4
th
, 5th Years 5 and 6 Summer Production
4
th
7.30pm Governing Body Meeting
```
7 th Annual School Reports to go home 12 th Open Evening 6.00 – 8.00pm 13 th Meet Your New Teacher Morning, 9:30 – 11.45 12 th , 13 th , 14 th , Opportunity to discuss Annual School Report; telephone/face to face consultations 19 th END OF TERM
```
Class Assemblies
Children's studies. Activities will be adapted for home learning.
The Nursery
Children will be studying the topics of Minibeasts and Living Things, and Our Community. Please see the overviews on the website, under Pupils, Classwork, Nursery. Our Nursery parents may also access the overviews available to open on Tapestry.
Classes CN, ACh
In science children will be finding out about Minibeasts and how to care for living things. Their literacy studies will include rhyming songs, such as Tiny Caterpillar on a Leaf, Wiggly Worm, and stories by Eric Carle, in particular The Very Hungry Caterpillar, and the Woolly Bear by Julia Donaldson. They will be investigating the school grounds in geography, describing features they see. Their studies will be supported by exploring the minibeasts and living things in our school environment, from the woods to the borders of our field, to the hedgerows. Children will also be visiting Waltham Abbey gardens on the 29 th June. In religious education they will be exploring stories important to different religions. In art children will be studying Vincent Van Gogh's depiction of sunflowers in his painting 'Sunflowers'. In design and technology children will be creating minibeasts used reclaimed materials. In music they will accompany new songs with movements and instruments. In computing they will be developing their directional skills. In PSED, children will be investigating how we look after our environment and the people who help us in our community.
Classes EM/KB, NH
In science children will be studying plants. Through this unit children learn about plants as living things which grow and change. They will become aware of similarities and differences in plants, as they learn the names and structures of a variety of plants. In history and geography children will be learning about the seaside. Their studies will include learning about the history of seaside holidays and learning about the geographical features of seaside locations. The children's studies will be enriched by a trip to Southend-On-Sea on the 28 th June. Their English studies will include the poems of Michael Rosen. In computing children will be using computer programmes for representing data and for data handling. They will also use data logging devices to explore environmental conditions, linking this with their science topic. In art children will be investigating sculpture. They will look at the work of Henry Moore and Andy Goldsworthy and make their own sculptures using a variety of materials. In design technology children will develop an understanding of simple mechanisms through designing and making moving pictures. In religious education they will learn how signs and symbols are used to represent our ideas and groups that we belong to, and the importance of the religious symbols. In music the children will be looking at how music and sound can communicate meaning and information through a topic that looks at everyday sounds, sounds from nature and instrumental pieces. The children will also learn to explore and identify pitch. In P.E. children will be improving their coordination skills through playing different games and tennis tuition. In PSHE&C children will be learning about a variety of feelings, what bullying means, and changes over time.
Classes MA, AJ
In science children will be exploring living things and their habitats. A visit to Rye Meads Nature Reserve on 4 th July, will support their studies. In geography children will be locating and exploring the holiday destinations of Barnaby Bear; this will include localities in France, Netherlands, Egypt, Australia and India. In computing they will compare digital and non-digital sources of information to help their geographical research. The children's poetry studies will focus on the poems of Pie Corbett. In art they will develop their drawing, painting and sculpture work, based on their studies of patterns in buildings. Their work will include a study of the designer Charles Rennie Mackintosh. In design and technology children will be using textiles to make puppets. In religious education they will be exploring fundamental questions and the way different religions answer these. In music children will explore rhythm, pitch and dynamics, in the context of music around the world. In P.E. children will be improving their games skills, and creating a dance. In PSHE&C, children will be learning about changes as they grow up, from being a baby to Year 2, to the transition to Year 3. They will also learn about setting and achieving their goals.
Classes EJ, RL
Year 3 English studies will focus on persuasive writing, in particular writing a persuasive advert as well as looking at the language used in dialogue and plays. Children will also be studying the poetry of Michael Rosen. In mathematics, the children will continue to develop their mental fluency linked with multiplication and division as well as develop their knowledge of time and money. In science, children will be exploring plants, and light and shadows. In history, children will be studying the Ancient Egyptian civilisation. A workshop focusing on life in Ancient Egypt, on the 14 th June, will enrich their studies. In art, children will be investigating portraits, with links made to their studies of Ancient Egypt. Their computing work will focus on online safety and the effective use of the worldwide web. In P.E, children will be developing their skills in athletics, rounders and outdoor and adventurous activities. In music, children will continue to learn to play the violin and in design and technology they will be designing and making photograph frames. In PSHE&C, children will be developing their understanding of changes in themselves and all around them as well developing skills on how to manage their emotions. In RE they are continuing their study of Christianity and Sikhism.
Classes CD/LC, AM
In science children will be studying the plants and animals that live in two contrasting habitats in our school grounds, the wood and pond, examining how they are suited to their environment. A trip to Colchester Zoo on the 7 th June will support their studies. In geography they will compare our locality, Hoddesdon, with a distant economically developing locality, Moshi in Tanzania. In art children will be investigating African pattern and fabric printing, including Adire Eleko. Their design and technology focus will be on making money pouches, linking to their geographical topic. Children's English studies will include a focus on the poetry of Charles Causley. They will be continuing their study of Christianity and Islam in religious education. In computing children will be learning to create their own database to analyse scientific data. In music, children will continue their learning to play a stringed instrument and in P.E. they will be developing their skills in athletics, and outdoor and adventurous activities. In PSHE&C children will further their learning in how to establish, develop and sustain positive relationships with others, and deal with change.
Classes KW, TW
In science, children will be studying the life cycle of animals, including humans. They will also study the different habitats of animals, and include the school grounds in their study. In history children will be learning about the Ancient Mesoamerican civilisation: the Mayans, and in geography children will be studying Mesoamerica. Their English studies will include the Caribbean poetry of John Agard. Children will also be introduced to Gilbert and Sullivan's opera 'The Pirates of Penzance' which will act as an inspiration for their writing. In music, children will focus on vocal skills and singing in harmony. In computing children will be creating soundscapes with particular links to their geography and music studies. In art children will be using clay to create Mayan artefacts. In design and technology children will be learning how to make Mayan tortilla bread. They will continue with their studies in religious education on Christianity and Judaism. To enrich their learning in French, on the 25 th May children will be enjoying a day of French culture. In PSHE&C children will be focusing on how to keep healthy through looking after themselves and making good choices.
Classes NM/LM, EMa
Children will continue their studies on animals, including humans, and this will include the human life cycle. Their scientific studies will also include electricity and light. In the second half of the term, children's English studies will include the poetry of William Blake and William Wordsworth. In geography they will be carrying out class and individual studies on the European Union and researching different localities, explaining the physical and human features of the localities, and how they compare to our locality. They will be continuing their studies on Christianity, Hinduism and Buddhism in religious education. Children's computing studies will include planning, filming and editing movie trailers and looking at how animations are created, drawing on different genres. They will also learn about 3D modelling. In design and technology children will be developing their sewing skills by designing and making cushions. In music they will be creating, editing and evaluating compositions, using specialist software. In art they will be focusing on still life painting, drawing inspiration from European artists including Paul Cezanne and Pablo Picasso. In history the children will be studying the impact of the Victorians on the local area. Children's PSHE&C studies will focus on the themes of maintaining physical and emotional health, including relationships, and transitioning to secondary school. To complement their physical education studies, children will be enjoying a PGL week in Liddington, Wiltshire.
On behalf of my staff, I wish all of you a very happy summer term.
Yours sincerely Mary Childs Headteacher | <urn:uuid:26b6f406-5526-419f-bf76-59089ea16ce5> | CC-MAIN-2023-23 | https://sheredesprimary.herts.sch.uk/download/newsletter-summer-term-2023/?tmstv=1685080485 | 2023-05-28T09:57:51+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00329.warc.gz | 590,749,765 | 2,699 | eng_Latn | eng_Latn | 0.99717 | eng_Latn | 0.998104 | [
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Black Horse Pike Regional School District 580 Erial Road, Blackwood, NJ 08012
Design and Technology I
COURSE OF STUDY
Technology Department
Written by:
Steve Arena Jim Dallett Vince Mannino
Date:
Summer 2020
Supervisor:
Glenn Smith
Approved by: Matt Szuchy, Director of Curriculum and Instruction
UNIT OUTLINE
Design & Technology I
5 Credits
GRADES: 9-12
Prerequisite: None
Course Content
1. Machine, Tool and Lab Safety: This unit is designed to increase literacy in technology and engineering through a series of hands-on activities that utilize the engineering design process by following general shop, tool and machine safety as well as reinforcing basic math, science, and communication skills.
2. Measurement and Basic Orthographic: This unit will introduce the students to the fundamentals of measurement and basic technical drawing. They will be working in both 2D and 3D space. They will start by creating hand drawings and sketches and then move on to computer generated drawings. The students will establish a basic foundation in CAD (Computer-Aided Drawing) during this time using AutoCAD and OnShape.
3. Tech Challenge: The BHPRSD Tech Challenge takes students through the Engineering Design Process where students begin by defining a problem, work in small groups to research and develop the best solution to that problem, and compete against the other two high schools in the district to see whose design worked the best.
4. 3D Modeling and Prototyping: In this unit students will learn the importance of 3D modeling as it pertains to the design process, problem solving and 3D printing. Students will utilize a cloud-based modeling application (Onshape) to learn fundamental techniques necessary to create basic 3D models and apply these skills to course design projects/prototypes.
5. Civil and Structural Engineering: In this unit students will use math and science to discover the technological systems that are used when building a structure. They will begin by researching mechanical forces, structural loads, materials, and shapes. Then they will implement what they have learned, and experiment by testing bridge designs on the computer. After they have found a suitable bridge design, students will replicate the bridge using design software. Lastly, the students will build the bridge that they have created and then test the design.
6. Rocketry and Aeronautics: Students will learn to use the technological design process (TDP) to solve open ended problems involving space travel and flight related concepts. Students will solid model their solution using Autodesk Inventor to create their design that is aerodynamically sound. Students will learn to safely use tools and machines to extend human capabilities and build their solution to the aernatical challenge as designed. Students will use math to calculate the success and altitude of their flight.
Course Expectations and Skills:
1. Keep and maintain an Engineering notebook.
2. Apply and document the Engineering process while solving challenges.
3. Practice proper attitude and safe discipline.
4. Develop an acceptable degree of craftsmanship in each activity.
5. Participate and contribute equally to group generated solutions.
6. Apply and analyze science and math related concepts to the challenge.
7. Prepare students to be successful in high school and higher level technology courses.
Resources:
"Technology Education: Learning by Design" by Michael Hacker & David Burghardt, 2008.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Learning Target:
NJCCCS or CCS:
1. Understanding and observing classroom rules, requirements, emergency, and general procedures
2. How to work safely?
3. How to recognize an unsafe condition?
4. How to maintain safety conditions in the Technology Lab
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
1. Tech.9-12
2. STEM.9-22.214.171.124.O.38
Technology Education: Learning by Design Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
* Classroom rules will be introduced and students will participate in classroom discussions and activities while following proper rules and procedures.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
* Safe work practice with hand tools as outlined in the lesson: direct teacher observation and guided practice.
* Students will follow classroom procedures as provided in teacher lecture and written in engineering notebook:
* Direct observation by teacher for safe working habit (see Class Participation Rubric)
Accommodations and Modifications:
* Provide students with safety rules and orally review them prior to the start of working with tools.
* Have an assessment method provided to the class before the assessment begins.
* Make sure all students are sitting in an area of least distractions.
Summative Assessments:
* Participate in safety test assessments for tools and machines used in the Technology Lab.
* Minimum grade must be obtained to participate in hands-on activities.
Accommodations and Modifications:
* Extra time to complete assignments and assessments as needed.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course:
Unit Summary:
Design and Technology I
Unit Title:
Measurement and Basic Orthographic
Grade Level(s):
9-12
Essential Questions:
* Why do we create solid models?
* How can I use the views of an orthographic projection to create a 3D Model?
* What are parametric constraints?
* What are work planes and why are they important?
This unit will introduce the students to the fundamentals of measurement and basic technical drawing. They will be working in both 2D and 3D space. They will start by creating hand drawings and sketches and then move on to computer generated drawings. The students will establish a basic foundation in CAD (Computer-Aided Drawing) during this time using AutoCAD and OnShape.
Enduring Understanding:
* Develop the ability to measure using the English and metric measurement system.
* CAD is used for detailed engineering of 2D drawings and 3D models of physical components
* Identify and use various drafting tools, aids, and equipment and their uses in graphic communication.
* Develop problem-solving skills in the use of equipment and in graphical representation and layout.
* Develop the ability to visualize and solve space problems graphically.
* Demonstrate an understanding of principles of sketching, geometric construction, orthographic projection, dimensioning, sectioning, pictorials, detail and assembly drawings, and conventional practice followed in graphical communication.
* Demonstrate a basic working understanding of a computer-aided drafting system.
* Determine when to use 2D and 3D modeling
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Learning Target:
NJCCCS or CCS:
1. Develop the ability to measure using the English and metric measurement system.
2. Identify and use various drafting tools, aids, and equipment and their uses in graphic communication.
3. Develop problem-solving skills in the use of equipment and in graphical representation and layout.
4. Identify careers and opportunities in drafting due to technological advancement.
5. The student will learn the basic commands of 2D drawings in
* 9.3.12.ED.4
* 9.3.ST.3
* 8.1.12.f.1
* 8.1.12.f.2
* 9.3.ST-ET.1
* 9.3.ST-ET.5
* 9.3.ST-ET.3
* 9.3.ST-SM.4
* 8.2.2.C.1-6
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
Technology Education: Learning by Design
Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
* Project based and self-exploration
* Real life engineering problems
* Examples of solutions will be given first then students will problem solve and explore to create their own solutions to the problems.
1. Students will be completing sketches of models before they complete them on the computer.
2. Students will use 3D models to create advanced orthographic projections
3. Students will use two views to create a third view.
4. Students will use real objects and take measurements to create a solid model.
5. Students will use two views to create a solid model.
Students will need to have access to Autodesk AutoCAD and OnShape. Drawing will come from the text and other engineering drawings produced by the teacher.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
Observation of student progress and skill development, checkpoints of understanding at:
* Measurement
* Orthographic projections
* Isometrics
* Set-up of program, layers, and workspace
* Sketching of models
* Parts created coping another model
* Models created by looking at the three views of an orthographic projection
* Create using two views
* Extrude
* Measure and create part from looking at a real object.
* Using constraints to complete assembling drawings.
Do-now's and checkpoint quizzes will be given during and at the conclusion of these topics
Accommodations and Modifications:
* Students have guided packets with questions that outline the research, and brainstorming. The students will have an adjusted writing and mathematics packet to suit particular needs. Students will receive extra one on one instruction to ensure safety and understanding.
* Alternative assignments, additional time for assignments, preferential seating arrangements one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
Summative Assessments:
* Final evaluation of the project based on a rubric.
* Final grade of design journal as it is re-graded in its entirety
*
Reflection paper about the entire project
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups.
Performance Assessments:
* Construction of a solution to the challenge
* Safely utilizing computer, shop tools, and machines
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course:
Unit Summary:
Design and Technology I
Unit Title:
Tech Challenge
Grade Level(s):
9-12
Essential Questions:
* How can technological problems be solved in an organized and systematic fashion?
* How is technology used to extend human capabilities?
* Why are proper safety precautions necessary in the workplace?
* Students will work in teams and implement the design process to solve an open-ended design challenge. During this process, they will learn to safely use tools and machines to extend human capabilities for the purpose of solving a problem. Design & Technology students from Triton, Highland and Timber Creek will compete in a district-wide competition with a goal of finding the most successful solution to the problem presented.
Enduring Understanding:
* The major emphasis of this unit is centered on applying the design process to solve a design challenge. This process will be implemented to help students systematically solve challenges throughout all Design and Technology courses. Students will gain understanding as to why the design process is meant to be cyclical in nature. They will learn to solve open ended problems by designing, building and testing their own solutions and projects. The Tech Challenge unit will help increase student confidence in using tools and machines to process multiple types of materials while working cooperatively with team members in a friendly competition environment.
* What are the benefits and concerns involved with working on a team?
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Learning Target:
NJCCCS or CCS:
1. Explain and apply the technological design process to a real design challenge
2. Design and create a working set of technical drawings
3. Safely and responsibly operate tools and machines to process a variety of different materials
4. Write a creative fictional story that applies to the designated
1. TEC.9-12.8.1
2. TEC.9-126.96.36.199 B.3
3. TEC.9-188.8.131.52.E.1
4. TEC.9-184.108.40.206 B.9
5. ELL.9-12.S.B.3
6. ELL.9-12.R.E.6
challenge
5. Solve project - related geometric, algebraic, and statistical math problems
6. Display professionalism, sportsmanship and team-based accountability throughout a competition
7. Constructively reflect upon the technological design process, challenge and teamwork
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
Technology Education: Learning by Design
Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
* Students will read and follow a Technological Design Challenge design packet. This documentation will include all of the information related to the challenge including the rules, constraints, materials, design journal components, timeline, and project rubric.
* Students will maintain a digital journal as they document the process in which they solve the problem presented by the challenge. Students will write a design brief statement showing comprehension and understanding of the challenge and project at hand.
* Students will design and sketch a team logo and cover page.
* Students will write a creative fictional story related to the design challenge.
* Students will brainstorm and sketch multiple solutions to the challenge using only the approved and allotted materials.
* Students will list positive and negative aspects of each design and choose the best solution
7. MA.9-220.127.116.11 D.2
8. MA.9-12.4.5
9. MA.9-18.104.22.168 E
to create a detailed rough sketch.
* Students will develop their best solution into a working mechanical drawing with an included bill of materials.
* Students will complete a challenge related engineering math worksheet.
* Students will maintain a daily activity log detailing their accomplishments during class time.
* Students will safely utilize classroom tools and equipment to construct their designs and test them when their prototypes are completed.
* Students will write a reflection essay that focuses on the evaluation of their design and performance of their team overall.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
* Students will read and understand the timeline, direction and constraints of the project as per the information provided in the design brief.
* Students will display proper safety procedures and practices during the construction phase of the project.
* Student teams will store their materials in an organized manner.
* Students will collaborate with their teammates in a positive, productive and respectful manner.
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization may be required.
* Check frequently for student understanding.
*
Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Summative Assessments:
* Daily Activity Log
* Team Logo Design
* Journal Cover Design
* Problem Statement
* Fictional Story
* Research Topics
* Thumbnail Sketches
* Detailed Sketches
* Working Technical Drawing
* Materials/Parts List
* Reflection Essay
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization may be required.
* Check frequently for student understanding.
* Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Performance Assessments:
* Final Tech Challenge device
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Students with physical needs will be accommodated by use of custom and specialized tools, equipment and/or workspace.
* Check frequently for student understanding.
* Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course:
Unit Summary:
Design and Technology I
Unit Title:
3D Modeling and Prototyping
Grade Level(s):
9-12
Essential Questions:
* How can technological problems be solved in an organized and systematic fashion?
* How is technology used to extend human capabilities?
* Why is object visualization/orientation so important for the creation of solid models?
* What is a parametric model? How does it compare to a 2D CAD drawing?
* What elements are involved in creating a solid model?
* Why is solid modeling vital to 3D printing?
* In this unit students will learn the importance of 3D modeling as it pertains to the design process, problem solving and 3D printing. Students will utilize a cloud-based modeling application (Onshape) to learn fundamental techniques necessary to create basic 3D models and apply these skills to course design projects/prototypes.
Enduring Understanding:
* When practiced properly, the design process provides an organized, step by step guide to creating a solution to a design challenge.
* Technology extends human capabilities through inventions and innovations that help to convert resources into goods and services for our society.
* Solid models are created in a virtual 3D environment. A designer must be proficient in visualizing and identifying an object in an orthographic fashion (Top, Front, Right Side).
* Unlike a 2D CAD drawing which might require several separate drawings to describe it, a parametric model contains all the dimensional information and details associated with the object within itself.
* The creation of solid shape must begin with a 2 dimensional sketch. After creation, solid shapes can be edited or manipulated with feature tools.
* 3D models cannot be printed from 2 dimensional sketches or CAD drawing files. They can only be printed from virtual solid models exported in the proper format.
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
Technology Education: Learning by Design
Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
* Students will partake in teacher-lead demonstrations as well as instructional videos to learn new skills within the Onshape software platform.
* Students will actively collaborate with classmates while working in a CAD lab environment.
* Students will complete applicable 3D model exercises to reinforce newly introduced skills/methods.
* Students will apply 3D modeling skills learned in this unit of study to D&T1 design challenges.
* Students will be assisted by the instructor in a "one on one" fashion during class lab time.
* Throughout the design process students will use creative problem solving skills to develop solutions for design challenges.
* Students will become familiar with reading and interpreting Engineering drawings with industry-standard annotations.
* Students will learn to revise and edit parametric models as a part of the design process.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
* Warm-Up Activities
* Daily activities will be based on either student exploration of the content area or a reflection of a prior lesson, to help reinforce concepts already taught
* Knowledge of Onshape software platform
* Daily file management & organization
* Basic technical drawing visualization
* Understanding of object dimensions and detailing
* Proficiency with fractional and decimal measurement/oonversion
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Students with physical needs will be accommodated by use of custom and specialized computer hardware or workstations.
* Alternative assignments, additional time for assignments, preferential seating
arrangements, one on one interaction, after school help, and assistance for organization may be required.
* Check frequently for student understanding.
* Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Summative Assessments:
* Daily Activity Log
* Solid modeling exercises/assignments
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization may be required.
* Check frequently for student understanding.
* Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Performance Assessments:
* 3D printed prototypes created for class design projects
Accommodations and Modifications:
* Students will be accommodated on a case by case basis.
* Students with physical needs will be accommodated by use of custom and specialized computer hardware or workstations
* Check frequently for student understanding.
* Allow students to get their work checked frequently.
* Extra help is available for students who need more time or more clarification.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course:
Unit Summary:
Design and Technology I
Unit Title:
Civil and Structural Engineering
Grade Level(s):
9-12
Essential Questions:
* How do science and math relate to structural engineering?
* What is the importance of research when developing a technological product or system?
* What is the importance of many technological systems working together as a whole?
* What is the importance of prototyping before building a final product.
* What is the advantage of a CAD system?
* Why are the shop procedures and safety so important?
*
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Learning Target:
NJCCCS or CCS:
1. Identify and explain the difference between a live load and a dead load.
2. Understand the mathematics and physics related to structural engineering.
3. Describe the various forces that act on a structure.
* TEC.9-12.8.2
* LA.9-12.3.1
* EC.9-12.8.2
* SCI.9-12.5.4
* TEC.9-12.8.2
* LA.9-12.3.1
* In this unit students will use math and science to discover the technological systems that are used when building a structure. They will begin by researching mechanical forces, structural loads, materials, and shapes. Then they will implement what they have learned, and experiment by testing bridge designs on the computer. After they have found a suitable bridge design, students will replicate the bridge using design software. Lastly, the students will build the bridge that they have created and then test the design.
Enduring Understanding:
* Understand the concepts of technological systems, communication technology, and building technology.
* Identify and describe the uses of structures in everyday life.
* Describe and demonstrate structural forces and how they act on a structure.
* Create and understand the reasoning behind testable models and prototypes.
* Create working drawings in 2D AutoCAD
* Review shop safety and procedures.
* Build a structural model from those drawings
* Test the model they built.
* Reflect on the Technological Design Process.
4. Understand the loads that a structure must withstand.
5. Identify and explain various building materials used in construction.
6. Analyze different shapes used when developing structures.
7. Develop a computerized model of a structure and test its efficiency.
8. Create a working design of a structure that can be used as a blueprint.
9. Construct a working model of a structure that can be tested for efficiency.
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
Technology Education: Learning by Design
Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
1. Students will begin by watching and taking notes on a lesson created by the instructor.
2. The students will research mechanical forces, structural loads, materials, and shapes using PBS Building Big online and other online resources.
3. The students will be engaged with research and exploration of structural engineering through this Web-based Activity. A packet is available that students can use to follow along with the WebQuest.
4. The students will be introduced to "West Point Bridge Designer", a computer bridge modeling program. They must develop the strongest, yet most inexpensive, bridge possible using the given scenarios set forth by the instructor. The first few days of this program will be geared towards exploration and learning the software. The final days will be geared toward the development of a bridge model that the student will create and test in the classroom.
5. Autodesk AutoCAD will be used to develop a 2-D or 3-D model of the students' working bridge design developed through West Point Bridge Designer.
6. After completion of this model, they will plot the drawing and use this as a template to build their bridge. Balsa wood sticks and wood glue will be used in the construction of the student's bridge model. First the student will take their printed bridge model, attach it to a
* TEC.9-12.8.2
*
TEC.9-12.8.2
* TEC.9-12.8.2
* MA.9-22.214.171.124 A.1
* TEC.9-126.96.36.199 B.1
* TEC.9-188.8.131.52 B.4
* TEC.9-12.8.1
* TEC.9-184.108.40.206.E.1
piece of foam core board and cover the design with wax paper. Using easy cutters or a Pitsco Timber Cutter the students will cut out the necessary bridge members and shape them accordingly using sand paper. The students will then glue their pieces to one another using proper joinery techniques. The sticks will be held down to the foam core using pins. After both sides of the bridge are completed, they may be installed to the bridge base, and braces may be added.
7. The final stage is testing. Before the student's bridge is tested, it is weighed on a digital scale and recorded. Placed on a structure testing device, weight is then added to the structure until the structure fails. Once the structure fails, the amount of force applied to that structure is recorded. The student will then take the weight of the bridge divide that by the pounds of force applied before failure to get an efficiency number. This number will be compared with the rest of the class in order to determine who had the most efficient bridge design.
8. Following testing, a discussion outlining the merits and faults of the different designs will be undertaken. A one page reflective essay will be written to include a picture of their bridge, what was learned during the unit and an explanation in their own words as to how math and science are necessary in structural engineering.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
* All activities will be based on either student exploration of content area, or reflection of prior lessons.
* CHECKPOINTS OF UNDERSTANDING
- Structure analysis – (PBS Building Big, WebQuest worksheet)
- West Point Bridge Designer progress (daily constraint worksheet)
- Inventor bridge drawing
- Balsa bridge completion
- Efficiency calculation
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups.
Summative Assessments:
* Structures Test is the actual testing of the bridge model to determine the total weight held at structural failure..
* Students will write an end of unit reflective essay explaining what students learned from this TLA.
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups.
Performance Assessments:
* Balsawood bridge - (Culmination of all activities learned during this unit should be displayed in this model.)
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements, one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups.
Black Horse Pike Regional School District Curriculum
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course:
Unit Summary:
Design and Technology I
Unit Title:
Rocketry and Aeronautics
Grade Level(s):
9-12
Essential Questions:
* How can we strategically solve problems?
* Why is safety important and what precautions can we take to ensure safety?
* How are rockets propelled into space?
* What physical forces act upon an object in flight?
* Students will learn to use the technological design process (TDP) to solve open ended problems involving space travel and flight related concepts. Students will solid model their solution using Autodesk Inventor to create their design that is aerodynamically sound. Students will learn to safely use tools and machines to extend human capabilities and build their solution to the aernatical challenge as designed. Students will use math to calculate the success and altitude of their flight.
Enduring Understanding:
* This unit is designed to introduce and reinforce the technology Design Process. The students will learn to solve open ended problems and to design and build their design solution or project. Students will walk away with a new attitude towards problem solving, the ability to use tools and machines to process multiple types of materials, to work cooperatively with others, understand physics related to objects in flight and use Trigonometry to understand the relationship between angle and distance to determine altitude.
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES
DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable.
Learning Target:
NJCCCS or CCS:
7. Apply the Technological design process to solve problems and design challenges.
8. Understand and identify the different parts of an aircraft and their function.
9. Integrate basic aerodynamics pertaining to aeronautical engineering.
10.Understand math concepts that pertain to aircraft flight.
11.Design a solid model rocket using Autodesk Inventor.
12.Construct a model rocket or other Flight vehicle by safely using tools and machines.
13.Launch a rocket or other flight vehicle following a strict launching safety protocol.
14.Calculate the altitude of an object in flight.
* TECH.8.1.12.A.CS1
* TECH.9-220.127.116.11.B.4
* TECH.9-18.104.22.168.E.1
* TEC.9-22.214.171.124.E.1
* ELL.9-12.L.A.3
*
ELL.9-12.S.B.3
* ELL.9-12.R.E.6
* MA.9-126.96.36.199 D.2
* MA.9-12.4.5
* MA.9-188.8.131.52 B.2
* MA.9-184.108.40.206 E.2
Interdisciplinary Connections:
STEAM, English
Students will engage with the following text:
Technology Education: Learning by Design
Pearson Prentice Hall
ISBN 0133639894
Periodicals may include, but are not limited to, newspapers, magazine articles and web pages.
Students will write:
Students will keep an Engineering notebook, which will include daily and weekly journal entries, notes, research information, design briefs and other information regarding the Engineering Design challenges throughout the course, sketches, brainstorming activities, etc.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE
How will students uncover content and build skills?.
* Students will learn basic aeronautical engineering principles through presentations, videos, and demonstrations. Students will take notes during these presentations.
* Students will now complete guided research on the different components of a model rocket.
* Students will follow along a TLA design packet as they work through the technological design process. The students will document research, brainstorming, design sketches, and mechanical drawings. Students will then solid model their rocket on Autodesk Inventor.
* Students will then follow safety rules and procedures while constructing their vehicle using tools, machines, and efficient procedures.
* Next, students will research and write the proper rocket launching safety protocol.
* Students will launch their rockets and use trigonometry to calculate the altitude of the flight.
* Students will critically and constructively reflect upon aeronautical concepts, aeronautical engineering as a career, and the technological design process used to design, build, and safely launch a rocket.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS
Formative Assessments:
* WARM UP ACTIVITIES
* All activities will be based on either student exploration of the content area, or reflection of prior lessons.
* CHECKPOINTS OF UNDERSTANDING.
* Notes on presentations.
* Research on rocket components.
* Solid Modeling parts completion checkpoints.
Accommodations and Modifications:
* Students will be accommodated on a case by case basis. Students with physical needs will be accommodated by use of custom and specialized jigs, guards and fixtures to ensure complete safety and to maximize ability. Students will also be given extra time on tests and projects when necessary.
* Extra help is available for questions and clarification.as needed.
Summative Assessments:
* Aeronautical engineering test.
* Aeronautical engineering reflection paper.
* Hands on activity.
Accommodations and Modifications:
* Alternative assignments, additional time for assignments, preferential seating arrangements one on one interaction, after school help, and assistance for organization. Check frequently for student understanding.
* Allow students to get their work checked frequently as the assessments are build-ups. Students will be given extra time, and also reminders (oral and written) of how physics concepts affected their rocket.
Performance Assessments:
* Students will design a solid model rocket on Autodesk Inventor or other 3D modeling program.
* Construct a solid fuel rocket model or other flight device.
Accommodations and Modifications:
* Students will be accommodated on a case by case basis. Students with physical needs will be accommodated by use of custom and specialized jigs, guards and fixtures to ensure complete safety and to maximize ability. Students will also be given extra time on tests and projects when necessary.
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Music
1. The glockenspiel is which type of instrument?
3. A musical pulse is…..
2. Music for a Glockenspiel is written in the T….. C…..
4. Name the musical notes
Computing
5. How many counts are each of them worth?
1. What does an 'input' mean?
3. What is an output?
2. A keyboard and a mouse is what type of processing unit?
4. What does CPU stand for?
5. What stores information such as photos, games and documents?
New Road Primary School
Autumn Term 1 - 2022
(September- October) Year 3
Information for parents
Miss Hibbins Mrs Deplancke Mrs Purell
Dear Parent/Carer,
Welcome back to our first half of the autumn term. We hope that you have had a fantastic summer and we are excited to be a part of your child's learning journey this year. This letter is to inform you of what your child will be learning this term, through a range of questions that they should be able to answer.
Mathematics
1. How many tens and ones are there in 74?
3. How many tens are there in 100?
2. The whole is 97. One part is 90, what is the other part?
4. 259 is made up of _____hundreds, ____ten and _____ ones.
6. What is 10 more than 765?
5. 365= _______+________+______
7. Which is the greater number, nine hundred and two or 920?
English
1. What is an adverb? What does it tell us more about?
3. What is a simile?
2. What are the five parts of a story?
4. What are the features of a non-chronological report?
5. Give an example of a co-ordination conjunction? Remember: FANBOYS
Science
1. What are three types of rock?
3. What type of rock is formed when lava cools down?
2. How is sedimentary rock formed?
4. How can you test the hardness of a rock?
R.E.
5. Can you suggest two ways that rocks can be grouped?
1. What is Shahadah?
3. Can you name 5 prayers?
2. What is the Muslim saying toward their belief of God
4. What is Zakat?
5. When do Muslims fast?
PSHE
1. Who keeps us safe?
3. Identify two items that are safe to touch on your own.
2. Identify two items that are never safe to touch on your own.
4. If we find ourselves in a position where somebody is pressuring us to do something which feels unsafe, what could we do?
5. Why might an open window be dangerous?
History
1. Which continent was Ancient Egypt in?
3. Name three jobs Ancient Egyptians may have had.
2. Name three things we have, that Egyptians also had.
4. Where did Ancient Egyptians want to go when they died?
5. Who was the God of mummification and afterlife?
French
What do these words mean?
1. J'ai?
3. Je préfère?
2. hat-perché?
4. le chat?
6. Il y a combien de
5. dix-huit?
Football
2. What do we need to remember when stopping a ball?
1. What parts of the foot can we use to stop the ball?
3. What do we need to remember when passing a ball?
5. What part of the foot can we use to dribble?
4. What do we need to remember when dribbling with a ball?
Dance
2. Why is it important to warm up before dancing?
1. Can you name three different Olympic events?
3. What is an 8-count
5. How can you move at different levels when you dance?
4. How can you dance in unison with your group? | <urn:uuid:9efb567e-be89-4756-9b7e-e14aceff3b57> | CC-MAIN-2023-23 | https://www.newroadprimary.com/attachments/download.asp?file=218&type=pdf | 2023-05-28T09:38:49+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00328.warc.gz | 1,028,062,069 | 821 | eng_Latn | eng_Latn | 0.99697 | eng_Latn | 0.998851 | [
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Thrifty Food Rules
o Nutrition First
* Use MyPyramid to guide you to plan varied and balanced meals.
* Use the Nutrition Facts panel to guide you to choose the most nutritious and wholesome processed and packaged foods.
* Wholesome foods are foods without a lot of added salt, sugar, fat, artifi cial color or ingredients.
o Good Taste
* Prepare foods carefully so that they taste good.
* Know your family's preferences.
* Serve food attractively.
o No waste
* Purchase, store, prepare and serve with care.
* Check perishable foods. Use them fi rst.
* Use a marker to date foods so that you'll know how long they've been open or in the refrigerator.
* Plan to use foods before they lose quality or become unsafe to eat.
* Plan to use leftovers.
* Pay attention to serving sizes, timing and family atmosphere at mealtime.
* Trying a new vegetable or whole grain? Offer small servings for the fi rst taste.
* Don't overeat. Overeating is a form of waste because it can lead to unhealthy weight gain.
Thrifty Choices
o Safety counts
* Follow the rules of food safety (clean, separate, cook, chill) at all times. If food makes you or your family sick, the cost doubles.
o Planning makes it all possible
* Check the pantry and refrigerator for foods that need to be eaten and foods you have on hand.
* Look for specials at your favorite grocery store.
* Check for coupons.
* Find out which fruits and vegetables are in season.
* Make a meal plan.
* Make a grocery list.
* Bring your own food when you are on the road.
o At the grocery store or produce stand:
* Take time to compare foods and check prices.
* Use labels and unit pricing to compare similar items so that you get the best price per serving.
o Don't pay for something you can't eat!
* Don't pay for bones and fat. Look at price per serving, not price per pound.
* Don't pay for packaging. Packaging can disguise a small volume of food. Don't be fooled. Check the label for servings per package.
* Don't pay for food that doesn't nourish. It's wasteful to spend food dollars on foods that don't nourish you and your family.
Lesson 6 - Adult Fact Sheet 6
Louisiana Mothers say:
* Be a smart shopper.
* Let your grocery list be your guide.
* Jot best price for the foods you buy most often on your grocery list.
* Put a check by the foods on special and the foods with coupons.
* Teach your children to be thrifty shoppers, too.
* Teach them the thrifty food rules and then let them choose one item on the grocery list.
Do you shop once a month?
These fresh foods have a longer shelf life:
* vegetables (potatoes, garlic, root vegetables like carrots, potatoes, sweet potatoes);
* fruits (apples and citrus)
"One man's trash is another man's treasure."
Make a soup from things that many people throw away. Collect and freeze leftover vegetables and vegetable peelings and grains like rice. Save bones from a chicken or ham until you have enough for a big pot of soup stock. Add water to cover the bones and vegetables. Simmer for 1 1/2 hours or longer. Strain the stock, and discard the peels and bones. Now you have the base for a delicious soup.
To make your soup:
1. Add barley, garlic, onion, celery and fi nely chopped carrot. Simmer until they are soft. This takes about one-half hour.
2. 2. Add canned tomatoes, green beans, sliced cabbage or other greens. Simmer until done, about 10 minutes.
3. 3. Add frozen or canned corn, peas or canned legumes. Simmer until heated through, about 10 minutes.
4. Add leftover rice or pasta. Heat through. Invite friends over for dinner and ask them to bring the crackers and a fresh fruit for dessert.
Authors:
Judy Myhand, MS Annrose Guarino, PhD, RD, LDN Heli J. Roy PhD, RN, LDN
Visit our Web site: www.lsuagcenter.com
Louisiana State University Agricultural Center, William B. Richardson, Chancellor Louisiana Agricultural Experiment Station, David Boethel, Vice Chancellor and Director Louisiana Cooperative Extension Service, Paul D. Coreil, Vice Chancellor and Director Pub. 3013 (20M) 10/07
Issued in furtherance of Cooperative Extension work, Acts of Congress of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. The Louisiana Cooperative Extension Service provides equal opportunities in programs and employment. This institution is an equal opportunity provider.
This material was funded by USDA's Food Stamp program. The Food Stamp program provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To fi nd out more, contact your local Extension offi ce or visit www.lsuagcenter.com | <urn:uuid:7b8e1ed4-33e0-410e-afff-7401bc57edff> | CC-MAIN-2023-23 | https://www.lsuagcenter.com/~/media/system/4/8/4/e/484e242b4918b77323c2832e2242b3b2/pub3013thriftyfoodrules.pdf | 2023-05-28T09:42:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00332.warc.gz | 954,870,551 | 1,051 | eng_Latn | eng_Latn | 0.996109 | eng_Latn | 0.996168 | [
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Gordon Head Middle School
1671 Kenmore Rd. Victoria, B.C. V8N 4M8
Phone: (250) 477-1855 Fax: (250) 472-0159
Email: firstname.lastname@example.org
GHMS Code of Conduct 2023-2024
Statement of Purpose:
A safe, caring and orderly school is the foundation for a successful learning environment. This Code of Conduct supports socially responsible behaviour and allows members of the school community to be fully informed of Gordon Head Middle School's common expectations for student behaviour.
Acceptable Behaviour:
(from BC Core Competencies-Social Responsibilities)
Students who demonstrate social responsibility are active, caring, and responsible members of society. They collaborate effectively with others, demonstrate a strong sense of community-mindedness, and take actions to support diversity and the environment. They show respect for everyone's rights, school property and the environment and demonstrate empathy and a sense of ethical care as they develop relationships and consider differing perspectives.
- Contributing to the classroom and school community;
- Valuing diversity and defending human rights; and
- Solving problems in peaceful ways;
- Exercising democratic rights and responsibilities.
All members of the school community are expected to exhibit acceptable behaviour while at school, at a school-related activity, or in other circumstances where engaging in the activity will have an impact on the school environment.
Human Rights Code:
In B.C., you are protected under the Human Rights Code (RSBS 1996, c 210), if it is due to a personal characteristic covered by the Code. The protected characteristics are listed below.
In B.C. it is against the law to discriminate against or harass a person because of their:
* Race, colour, ancestry, place of origin;
* Marital status;
* Religion;
* Family status;
* Sex (includes being a man, woman, inter-sexed or transgender. It also includes pregnancy, breastfeeding, and sexual harassment);
* Physical or mental disability;
* Sexual orientation (includes being heterosexual, gay, lesbian or bisexual); and
* Age
1
Cell Phones
Students have the right to use electronic devices for educational purposes in appropriate ways, at the direction of supervising staff. Students have a responsibility to use their personal electronic devices ethically, safely and responsibly. Electronic devices can be used to support educational purposes in significant ways. As well, they can distract others if used inappropriately. When students arrive at school in the morning cell phones are to be turned off. Cell phones are not to be used for entertainment purposes at nutrition break and lunch hour. It is important to learn how to use these devices in appropriate ways and at appropriate times. All students must obtain permission prior to using their personal electronic device or phone from an adult prior to use. Misuse of personal electronic devices may result in confiscation of the device by the administrator for the school day. If this occurs multiple times parents will need to come to school to collect the cell phone. The school will not be responsible or liable for lost, stolen or missing electronic devices.
Alcohol, Drugs, Tobacco, E-Cigarettes, Vaporizers
Individuals have the right to be in a learning environment free of alcohol, drugs, tobacco, E-cigarettes and vaporizers. They have the responsibility not to be in possession of, under the influence of, or involved in providing to others: alcohol, drugs, tobacco, E-cigarettes and vaporizers at any time at school or during any school function. Smoking anything is not permitted in the school building, on the school grounds, in the neighbourhood of the school or at any school function; The Capital Regional District's Clean Air Bylaw allows for a $50 fine for people who smoke on school grounds (reference School District #61 Policy 5131.4 Substance Abuse)
Weapons/Explosives
School District #61 Policy 5131.3 Prohibition of Weapons where students who bring weapons/explosives to school are subject to suspension from school. Weapon replicas may also be considered weapons and will be dealt with accordingly. Laser pointers are included in the District Weapons Policy and are prohibited at school.
Intimidation, Harassment and Violence
Every student, regardless of peer group, has the right to feel safe at school. Any acts of harassment, discrimination, intimidation, threats of any type (physical, emotional, verbal or sexual, including bullying, cyberbullying, physical violence, or retribution against a person who has reported an incident) are unacceptable.
Every reasonable step will be taken to prevent retaliation by a person against a student who has made a complaint of a breach of a code of conduct.
2
(School District #61 Policy 4304 Bullying and Harassment, Policy 4116 Sexual Harassment and Policy 4303 Discrimination)
Interventions and Consequences
Regardless of the nature or location of the misconduct, or the staff member involved, the following is a range of interventions and consequences that will be used at Gordon Head Middle School. The range of responses is not necessarily sequential. This means that the point at which an intervention begins will vary with the severity of the incident, and that not all steps are necessary in all situations:
-On-the-spot conference or redirection;
-Follow-up meeting between the student(s) and staff member(s);
-Contact with parent or guardian;
-Restitution, including a logical remedy for the problem (e.g. paying for damage willfully caused) and supporting anyone who is a victim or who suffers as a result of the student's actions;
-Supportive intervention and/or service to school;
-Additional time for the student with the teacher or office (detention); and
-Referral to counselling, administration, and/or community support services.
Serious or repeated indiscretions are reported directly to the vice-principal or principal.
Administration response may include steps 1–7 above, but response to serious or repeated indiscretions will be consistent with school and district policy. Where students refuse to cooperate with staff directions and school expectations, as repeat offenders or through single incidents, parents will be involved and a suspension may be the result. As well, suspensions will be strongly considered and parents and police will be involved where chargeable offences occur (fighting, threatening, assault, willful damage, possession or use of weapons, theft, tampering with fire alarms, possession or influence of drugs or alcohol). Special consideration may apply to students with special needs.
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CONDENSED TIMELINE EXCLUSIVE TO THE AMERICAN EXPERIMENT 1774 -1789
(Prepared by the Union States Assembly Scribe)
1774
September 5 - A Number of the Delegates chosen and appointed by the Several Colonies and Provinces in North America to meet and hold a Congress at Philadelphia assembled at Carpenters' Hall. The Delegates were from: the province of New Hampshire; the Colony of Rhode Island and Providence Plantations; the province of Massachusetts Bay; the Colony of Connecticut; from the City and County of New York, and other counties in the province of New York; from New Castle, Kent, and Sussex, on Delaware; from the county of Suffolk, in the province of New York; the Province of Maryland, the Colony of New Jersey; the Colony of Virginia; the Province of Pennsylvania; and the Colony of South Carolina thereby representing every colony, except Georgia.
October 20 – The Articles of Association is read and signed by Delegates of: New Hampshire; Massachusetts Bay; Rhode Island and Providence Plantations; Connecticut; New York; New Jersey; Pennsylvania; the Lower Counties New Castle; Maryland; Virginia; North Carolina; and South Carolina.
1775
April 19 - American Revolution begins - Minutemen Capt. John Parker orders not to fire unless fired upon. At dawn on about 70 armed Massachusetts militiamen stand face to face on Lexington Green with the British advance guard. An unordered "shot heard around the world" begins the American Revolution. A volley of British muskets followed by a charge with bayonets leaves eight Americans dead and ten wounded. The British regroup and head for the depot in Concord, destroying the colonists' weapons and supplies. At the North Bridge in Concord, a British platoon is attacked by militiamen, with 14 casualties. British forces then begin a long retreat from Lexington back to Boston and are harassed and shot at all along the way by farmers and rebels and suffer over 250 casualties. News of the events at Lexington and Concord spreads like wildfire throughout the Colonies.
May 10 - American forces led by Ethan Allen and Benedict Arnold capture Fort Ticonderoga in New York. The fort contains a much needed supply of military equipment including cannons which are then hauled to Boston by ox teams.
May 15 - Congress places the colonies in a state of defense.
June 15 - Congress unanimously votes to appoint George Washington general and commanderin-chief of the new Continental Army.
June 17 - The first major fight between British and American troops occurs at Boston in the Battle of Bunker Hill. American troops are dug in along the high ground of Breed's Hill (the actual location) and are attacked by a frontal assault of over 2000 British soldiers who storm up the hill. The Americans are ordered not to fire until they can see "the whites of their eyes." As the British get within 15 paces, the Americans let loose a deadly volley of musket fire and halt the British advance. The British then regroup and attack 30 minutes later with the same result. A third attack, however, succeeds as the Americans run out of ammunition and are left only with bayonets and stones to defend themselves. The British succeed in taking the hill, but at a loss of half their force, over a thousand casualties, with the Americans losing about 400, including important colonial leader, General Joseph Warren.
July 6 - The Continental Congress issues a Declaration on the Causes and Necessity of Taking Up Arms detailing the colonists' reasons for fighting the British and states the Americans are "resolved to die free men rather than live as slaves." If you are not aware, a "subject" (of a monarch or government) is considered a slave.
July 20 - A letter was received from the Convention of Georgia, and read, setting forth, that the Colony had acceded to the general Association, and appointed Delegates to attend this Congress.
Aug 22 - King George III proclaims colonies to be in open rebellion without even looking at the Olive Brach Petition.
1776
April 12 - The North Carolina assembly is the first to empower its delegates in the Continental Congress to vote for independence from Britain.
May 2 - The American revolutionaries get the much needed foreign support they had been hoping for. King Louis XVI of France commits one million dollars in arms and munitions. Spain then also promises support.
May 4 - Rhode Island declares independence from Britain.
May 10 - The Continental Congress authorizes each of the 13 colonies to form local (provincial) governments.
June 7 - Richard Lee (Virginia) moves "That these United Colonies are, and of right ought to be, free and independent States, that they are absolved from all allegiance to the British Crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved. That it is expedient forthwith to take the most effectual measures for forming foreign Alliances. That a plan of confederation be prepared and transmitted to the respective Colonies for their consideration and approbation."
July 2 - Continental Congress resolves "these United Colonies are and of right ought to be Free and Independent States" by approving the Declaration of Independence. Founding Father of the United States John Dickinson July abstains from the votes that declare independence. The meaning of that phrase is as follows: the thirteen States, or nations as that word meant in that time, are free and independent (even from each other) and each are on par with the States of Great Britain, France, Spain, Sweden, etc. They did NOT create a singular country but rather thirteen singular countries.
July 4 - Congress proclaims the Declaration of Independence and independence from Britain and ordered that if be authenticated, printed, and be sent to the several assemblies, conventions and committees, or councils of safety, and to several commanding officers of the continental troops; that it be proclaimed in each of the United States, and at the head of the army.
August 2 – The formal signing of the Declaration of Independence by 56 people takes place.
December 25-26 - On Christmas, George Washington takes 2400 of his men and re-crosses the Delaware River. Washington then conducts a surprise raid on 1500 British-Hessians (German mercenaries) at Trenton, New Jersey. The Hessians surrender after an hour with nearly 1000 taken prisoner by Washington who suffers only six wounded. Washington reoccupies Trenton. The victory provides a much needed boost to the morale of all American Patriots.
1977
January 3 - A second victory for Washington occurs as his troops defeat the British at Princeton and drive them back toward New Brunswick. Washington then establishes winter quarters at Morristown, New Jersey. During the harsh winter, Washington's army shrinks to about a thousand men as enlistments expire and deserters flee the hardships. By spring, with the arrival of recruits, Washington will have 9000 men.
January 15 - People of New Connecticut (Vermont) declare independence from England.
January 16 - Vermont declares independence from New York.
June 14 - The flag of the thirteen United States be thirteen stripes, alternate red and white: that the union be thirteen stars, white in a blue field, representing a new constellation is agreed to by Congress.
July 8 - Vermont introduces new constitution making it first state to abolish slavery.
October 7 - The Battle of Saratoga results in the first major American victory of the Revolutionary War as Gen. Horatio Gates and Gen. Benedict Arnold defeat Gen. Burgoyne, inflicting 600 British casualties. American losses are only 150.
October 17 - Gen. Burgoyne and his entire army of 5700 men surrender to the Americans led by Gen. Gates. The British are then marched to Boston, placed on ships and sent back to England after swearing not serve again in the war against America. News of the American victory at Saratoga soon travels to Europe and boosts support of the American cause. In Paris the victory is celebrated as if it had been a French victory. Benjamin Franklin is received by the French Royal Court. France then recognizes the independence of the thirteen America states.
November 15 – The Delegates representing the 13 nations (states) in Congress, agree to form a confederation known as "The United States of America". The confederation (federal) government is governed through an international treaty and compact known as the Articles of Confederation and perpetual Union. It is then passed on to the states for their ratification. Under the Articles of Confederation and perpetual Union, Congress is the sole authority of the new federal government.
December - Moroccan sultan Muhammad III included the United States of America in a list of countries to which Morocco's ports were open. Morocco thus became the first country whose head of state publicly recognized the new United States.
1778
February 6 - American and French representatives sign two treaties in Paris: a Treaty of Amity and Commerce and a Treaty of Alliance. France now officially recognizes the United States and will soon become the major supplier of military supplies to Washington's army. Both pledge to fight until American independence is won, with neither concluding any truce with Britain without the other's consent, and guarantee each other's possessions in America against all other powers. The American struggle for independence is thus enlarged and will soon become a world war. After British vessels fire on French ships, the two nations declare war. Spain will enter in 1779 as an ally of France. The following year, Britain will declare war on the Dutch who have been engaging in profitable trade with the French and Americans. In addition to the war in America, the British will have to fight in the Mediterranean, Africa, India, the West Indies, and on the high seas, all the while facing possible invasion of England itself by the French.
February 6 - Britain declares war on France.
July 10 - France declares war against Britain.
September 4 - City of Amsterdam signs trade agreement with American rebels.
September 17 – The Treaty of Fort Pitt (Treaty with the Delaware) is signed.
1779
June 16 - Spain declares war on England, but does not make an alliance with the American revolutionary forces.
August 14 - A peace plan is approved by Congress which stipulates independence, complete British evacuation of America and free navigation on the Mississippi River.
September 24 – Congress takes into consideration "the state of Vermont".
1780
July 9 - Denmark declares neutrality.
August 1 - Sweden declares neutrality.
August 3 - Benedict Arnold is appointed commander of West Point. Unknown to the Americans, he has been secretly collaborating with British Gen. Clinton since May of 1779 by supplying information on Gen. Washington's tactics.
September 23 - A British major in civilian clothing is captured near Tarrytown, New York. He is found to be carrying plans indicating Benedict Arnold intends to turn traitor and surrender West Point. Two days later, Arnold hears of the spy's capture and flees West Point to the British ship Vulture on the Hudson. He is later named a brigadier general in the British Army and will fight the Americans.
December 20 - Britain declares war on Holland.
1781
January 17 - An American victory at Cowpens, South Carolina, as Gen. Daniel Morgan defeats British Gen. Tarleton.
March 1 – The Articles of Confederation and perpetual Union is fully ratified by the thirteen nations (states) and takes effect and becomes the governing doctrine of the federal government of the confederation, with Congress the governing body. This becomes the first federal constitution between the states. The states retained all their rights and sovereignty except those enumerated. Remember, you cannot have a sovereign state unless the people in that state are also sovereign.
June 10 - American troops under Marquis de la Fayette, Gen. Anthony Wayne and Baron von Steuben begin to form a combined force in Virginia to oppose British forces under Benedict Arnold and Gen. Cornwallis.
June 11 - Congress appoints a Peace Commission comprised of Benjamin Franklin, Thomas Jefferson, John Jay and Henry Laurens. The commission supplements John Adams as the sole negotiator with the British.
August 1 - After several months of chasing Gen. Greene's army without much success, Gen. Cornwallis and his 10,000 tired soldiers arrive to seek rest at the small port of Yorktown, Virginia, on the Chesapeake Bay. He then establishes a base to communicate by sea with Gen. Clinton's forces in New York.
August 14 - Gen. Washington abruptly changes plans and abandons the attack on New York in favor of Yorktown after receiving a letter from French Admiral Count de Grasse indicating his entire 29-ship French fleet with 3000 soldiers is now heading for the Chesapeake Bay near Cornwallis. Gen. Washington then coordinates with Gen. Rochambeau to rush their best troops south to Virginia to destroy the British position in Yorktown.
August 20 – Congress, after reviewing the petition submitted, declare if they abide by the boundary limits, the Vermont to be a sovereign and independent state by the name of State of Vermont.
August 30 - Count de Grasse's French fleet arrives off Yorktown, Virginia. De Grasse then lands troops near Yorktown, linking with la Fayette's American troops to cut Cornwallis off from any retreat by land.
September 5-8 - Off Yorktown, a major naval battle between the French fleet of de Grasse and the outnumbered British fleet of Adm. Thomas Graves results in a victory for de Grasse. The British fleet retreats to New York for reinforcements, leaving the French fleet in control of the Chesapeake. The French fleet establishes a blockade, cutting Cornwallis off from any retreat by sea. French naval reinforcements then arrive from Newport.
September 28 - Gen. Washington, with a combined Allied army of 17,000 men, begins the siege of Yorktown. French cannons bombard Gen. Cornwallis and his 9000 men day and night while the Allied lines slowly advance and encircle them. British supplies run dangerously low.
October 17 - As Yorktown is about to be taken, the British send out a flag of truce. Gen. Washington and Gen. Cornwallis then work out terms of surrender. This surrender, under the Laws of Nations, is a conquest whereby the victor takes the sovereignty of the loser. In this case, the thirteen American states (nations) have gained their sovereignty from the King of Great Britain (also a sovereign) by defeating his forces on the field of battle.
1782
January 28 – Congress resolves to acknowledge Vermont as a free and independent state and accept them into the Union, on equal footing, as the 14 th state, provided they accede to the Articles of Confederation and perpetual Union and the boundaries between New York and New Hampshire as specified.
February 21 - Congress resolves establishment of a mint.
February 27 - In England, the House of Commons votes against further war in America.
March 5 - The British Parliament empowers the King to negotiate peace with the United States.
March 20 - British Prime Minister, Lord North, resigns, succeeded two days later by Lord Rockingham who seeks immediate negotiations with the American peace commissioners.
April 4 - Sir Guy Carleton becomes the new commander of British forces in America, replacing Gen. Clinton. Carleton will implement the new British policy of ending hostilities and withdraw British troops from America.
April 12 - Peace talks begin in Paris between Benjamin Franklin and Richard Oswald of Britain.
April 19 - The Dutch recognize the United States of America as a result of negotiations conducted in the Netherlands by John Adams.
June 20 - Congress adopts the Great Seal of the United States of America.
October 8 – A treaty of amity and commerce is concluded between the United States of America and the High Mightinesses the States General of the Netherlands.
November 30 - A preliminary peace treaty is signed in Paris. Terms include recognition of American independence and the boundaries of the United States, along with British withdrawal from America.
1783
January 20 - England signs a preliminary peace treaty with France and Spain.
February 3 - Spain recognizes the United States of America, followed later by Sweden, Denmark and Russia.
February 4 - England officially declares an end to hostilities in America.
February 5 - Sweden recognizes the independence of the United States of America.
April 11 - Congress officially declares an end to the Revolutionary War.
April 15 – A treaty of amity and commerce is signed between the United States of America and Sweden.
April 18 – Congress proposes alterations to the Articles of Confederation and perpetual Union to the states in order to allow Congress to handle the increasing difficulty regarding the financial situation of the confederation.
April 26 – In an address to the states, Congress declares the Articles of Confederation and perpetual Union and the confederation that was formed to be "the greatest trust ever confided to a political society". Besides being an international treaty and compact between thirteen sovereign and independent states (nations), the founders also created a trust for the benefit of the sovereign states, and thereby, the sovereign people populating them.
June 19 – Congress resolves the requirements for additional entries (states) into the Union.
September 3 - The Treaty of Paris is signed by the United States of America and Great Britain.
September 15 - Congress makes further revisions in voting requirements for when the 14 th state and more enter the Union.
December 22 - Congress decides that these united states be considered in all such Treaties and in every case arising under them as one Nation (upon principles of the federal Constitution). This reinforces that the thirteen states are independent nations unto themselves and that NO singular nation has been created.
1784
January 14 - The Treaty of Paris is ratified by Congress. The Revolutionary War officially ends. However, unmentioned in the debates of this treaty is no provision for the King of Great Britain to actually cede land to the United States of America, as had been the principal of past treaties among sovereigns (see Treaty of Paris 1763 and how the King of France cedes land to the victor, the King of Great Britain). Word trickery is used such as "relinquishes all claims to the Government, Propriety, and Territorial Rights of the same and every Part thereof" but there is no mention of ceding the land and giving allodial title to the Americans, again as was the practice in previous treaties. Thus, the states and Americans are now sovereign but own no title to any land. Can you believe that? Yet, that is what was done.
April 23 – Congress resolves the form of a temporary government of the Western territory and makes provisions for an expanding the Union for when it grows beyond the existing thirteen states.
April 30 – Congress resolves recommendations to the states for additional taxing power in order to pay the incurred debt.
May 20 - Britain & Netherlands sign peace treaty (Peace of Paris).
June 3 – Congress, again resolves "That the district of territory lying on the west side of Connecticut river, called Vermont, within the limits and boundaries described in the act of Congress of the 20 August, 1781, and the people inhabiting the same, be, and they are hereby recognized and declared to be a free, sovereign and independent State by the name of the State of Vermont. That the said State of Vermont, being within the limits of the United States,
shall be considered as a part of the Confederacy, on the same principles as the new states, who shall have established permanent governments agreeably to the act of Congress of the 23 day of April last, until it shall accede to the Articles of Confederation, and be admitted into the federal Union of these States."
June 4 – Congress adjourns and A Committee of the States runs the confederation in Congress's absence.
August 23 - Eastern Tennessee settlers declare their area an independent state and name it Franklin; a year later the Continental Congress rejects it.
October 22 – The Treaty of Fort Stanwix (Treaty with the Six Nations) is signed.
November 1 – Congress resumes its duty after the adjournment, thereby concluding, for the only time it has ever convened, A Committee of the States.
December 15 – In letter to Congress from the Spanish minister, it is acknowledged by Spain the claim to sovereignty of the United States of America is "founded on all the rights which an entire conquest and an uninterrupted possession can give to any power".
1785
January 21 – The Treaty of Fort McIntosh (Treaty with the Wyandot, etc.) is signed.
May 8 - Congress passes the Land Ordinance of 1785 which divides the northwest territories into townships, each set at 6 square miles, subdivided into 36 lots of 640 acres each, with each lot selling for no less than $640.
May 16 - State of Franklin Petitions for Statehood but is not admitted into the Union. The State of Franklin was an autonomous, secessionist United States territory created not long after the end of the American Revolution from territory that later was ceded by North Carolina to the federal government. Franklin's territory later became part of the state of Tennessee. Franklin was never officially admitted into the Union of the United States and existed for only four years. Congress was heavily in debt at the close of the Revolutionary War, the state of North Carolina voted, in April 1784, "to give Congress the 29,000,000 acres lying between the Allegheny Mountains (as the entire Appalachian range was then called) and the Mississippi river." This did not please the Watauga settlers who had gained an earnest foothold on the Cumberland River at Fort Nashborough. They feared Congress might in desperation sell the territory to a foreign power such as France or Spain. A few months later, the Legislature of North Carolina withdrew its gift, and again took charge of its western land because it feared the land would not be used to pay the debts of Congress.
September 10 - A treaty of amity and commerce is signed between the United States of American and the Kingdom of Prussia.
October – Virginia legislature passes an act entitled "An Act concerning the erection of the District of Kentucky into an Independent State".
November 10 - Netherlands and France sign treaty.
November 28 - The Treaty of Hopewell was signed between the U.S. representative Benjamin Hawkins and the Cherokee Indians. The treaty laid out a western boundary for white settlement. The treaty gave rise to the sardonic Cherokee phrase of Talking Leaves, since they claimed that when the treaties no longer suited the Americans, they would blow away like talking leaves. A description of the boundary is found on Article 4 of the accord. The Treaty of Hopewell may refer to one of three different treaties signed at Hopewell, (the plantation of Andrew Pickens on the Seneca River in northwestern South Carolina) between the United States of America and Cherokee (1785), Choctaw and Chickasaw (1786) indigenous nations.
1786
January 21 – The Treaty of Fort Finney (Treaty with the Shwanee) is signed.
August 7 – Congress submits to the states seven additional amendments (articles) to the Articles of Confederation and perpetual Union for their approval. At this point in time, Congress realizes that the federal constitution needs to be revised in order for Congress to do the tasks assigned to them.
August 8 - Congress adopts a monetary system based on the Spanish dollar, with a gold piece valued at $10, silver pieces at $1, one-tenth of $1 also in silver, and copper pennies.
August 29 - Shay's Rebellion in Springfield, Mass.
August 31 - In Massachusetts, to prevent debtors from being tried and put in prison, exRevolutionary War Captain Daniel Shays, who is now a bankrupt farmer, leads an armed mob and prevents the Northampton Court from holding a session.
September 11 – The Annapolis Convention take place to determine interstate commerce and ways for the federal government to raise the money required to pay the debts incurred. Although all states are invited to send delegates, only five states send them. The Convention recommends to Congress to have another convention to meet in May to "devise such further provisions as shall appear to them necessary to render the constitution of the Federal Government adequate to the exigencies of the Union; and to report such an Act for that purpose to the United States in Congress assembled, as when "agreed to by them and" afterwards confirmed by the Legislatures of every State will effectually provide for the same." This follows the guidelines laid out in Article 13 of the Articles of Confederation and perpetual Union regarding alterations therewith.
September 26 - Shays' rebels, fearing they might be charged with treason, confront 600 militiamen protecting the state Massachusetts Supreme Court session in Springfield and force the court to adjourn.
September 26 - Britain and France sign trade agreement.
October – Virginia legislature passes an act entitled "An Act making further provision for the erection of the District of Kentucky into an Independent State".
October 16 - Congress establishes the United States mint.
October 20 - Congress authorizes Secretary of War Henry Knox to raise an army of 1340 men over concerns of the safety of the federal arsenal at Springfield, Mass.
December 26 - Shays assembles 1200 men near Worcester, Mass. and heads toward Springfield. Massachusetts Governor, Bowdoin, then orders mobilization of a 4400 man force.
1787
January 26 - Shays' rebels attack the federal arsenal at Springfield but are unsuccessful. Revolutionary War hero, Gen. Benjamin Lincoln, then arrives with reinforcements from Boston to pursue the rebels.
February 4 - Gen. Lincoln's troops attack Shays' rebels at Petersham, Massachusetts, and capture 150 rebels. Shays flees north to Vermont.
February 21 - Amid calls for a stronger central government, due in part to Shays' Rebellion, and any other short comings in regards to raising the revenue required to fund the federal governments and pay the debts incurred, Congress endorses a resolution calling for a convention to be held in Philadelphia, beginning in May in the words following: "Whereas there is provision in the Articles of Confederation and perpetual Union for making alterations therein by the Assent of a Congress of the United States and of the legislatures of the several States; And whereas experience hath evinced that there are defects in the present Confederation, as a mean to remedy which several of the states and particularly the state of New York by express instructions to their delegates in Congress have suggested a Convention for the purposes expressed in the following resolution and such Convention appearing to be the most probable mean of establishing in these states a firm national government.
Resolved that in the opinion of Congress it is expedient that on the second Monday in May next a Convention of delegates who shall have been appointed by the several States to be held at Philadelphia for the sole and express purpose of revising the Articles of Confederation and reporting to Congress and the several legislatures such alterations and provisions therein as
shall when agreed to in Congress and confirmed by the States render the federal Constitution adequate to the exigencies of Government and the preservation of the Union."
It is VERY important to note the following: (1) Congress authorizes the Convention to suggest alterations to the form of the federal government by making changes to the Articles of Confederation and perpetual Union, to which after being agreed to by Congress, would ONLY THEN be passed onto the states for their approval (2) Congress did NOT authorize the Convention to devise a NEW form of government to replace the existing form of government and (3) these restrictions to what the Convention was limited to were not followed with resulting events of sedition and treason against the confederation and a usurpation of the lawful government (4) for the ignorant masses of feeble minded Americans today, how many of you are actually aware of the intended purpose of that convention? Are you aware that those so called founding fathers became founding traitors? Of course not, the rulers of the planet today do not want you to know the fraud that occurred because that is what keeps them in power today.
May 25 - With 29 delegates from nine states present, the Convention begins in the state house (Independence Hall) in Philadelphia. A total of 73 delegates have been chosen by the states (excluding Rhode Island) although only 55 will actually attend. There are 21 veterans of the Revolutionary War and 8 signers of the Declaration of Independence. The delegates are farmers, merchants, lawyers and bankers, with an average age of 42, and include James Madison, the central figure at the convention, and 81 year old Benjamin Franklin. Thomas Jefferson, serving abroad as ambassador to France, does not attend.
The delegates first vote is to keep the proceedings absolutely secret. George Washington is then nominated as president of the convention. How many of you are aware of the secrecy involved and why? The why is they purposely wanted to commit sedition by proposing a usurpation of the lawful government.
June 19 - Rather than revise the Articles of Confederation, delegates at the convention vote to create an entirely new form of national government separated into three branches - the legislative, executive and judicial - thus dispersing power with checks and balances, and competing factions, as a measure of protection against tyranny by a controlling majority.
June 20 - Oliver Ellsworth moves at the Federal Convention to call the government the United States and NOT "The United States of America" as is the style of the confederation as specified in Article 1 of the Articles of Confederation and perpetual Union. This is clearly a seditious action of identity theft by these traitorous delegates.
July 13 – After many, many months of debates Congress enacts the Northwest Ordinance which establishes formal procedures for transforming territories into states. It provides for the eventual establishment of three to five states in the area north of the Ohio River, to be
considered equal with the original 13. The Ordinance includes a Bill of Rights that guarantees freedom of religion, the right to trial by jury, public education and a ban on slavery in the Northwest.
Of note: This Ordinance ONLY applies to the territory north and west of the river Ohio. This Ordinance does NOT apply to territory south and east of the river Ohio. The main reason the Ordinance was passed, by only 8 states, was a way for the federal government to be able to sell land and tax the inhabitants as a means of paying off the federal debt. No state ever used this ordinance and no states were created under it.
July – A treaty of friendship is signed between Morocco and the United States of American. It is the longest unbroken treaty.
September 17 - Thirty nine delegates vote to approve and then sign the final draft of the new Constitution. It may be deemed to be a "unanimous" passage but the state of Rhode Island NEVER had any delegates attend the Convention. Also, in signing the final draft, only one delegate from New York was present. Thus, this clearly was NOT unanimous among the thirteen states (nations), as is required for any changes to the federal constitution as specified in Article 13 "Every state shall abide by the determinations of the united states in congress assembled, on all questions which by this confederation are submitted to them. And the Articles of this confederation shall be inviolably observed by every state, and the union shall be perpetual; nor shall any alteration at any time hereafter be made in any of them; unless such alteration be agreed to in a congress of the united states, and be afterwards confirmed by the legislatures of every state."
September 19 - For the first time, the proposed Constitution is made public as printed copies of the text are distributed. A storm of controversy soon arises as most people had only expected a revision of the Articles of Confederation and perpetual Union, not a new central government with similarities to the British system they had just overthrown. The delegates at this convention knew the limits of Congress on what they can and cannot discuss and also required the approval of Congress. They carefully constructed a way to usurp the lawful government by resolving that Congress just pass on the Constitution to the states WITHOUT taking any action, thereby bypassing the requirements of Article 13 for making any alterations to the form of government.
September 20 – Congress receives the work from the Convention, which includes the Constitution, a letter from the delegates in the Convention, and a letter from George Washington, President of the Convention.
September 22 – The inhabitants of the District of Kentucky vote and approve, with the Virginia legislature's consent, to turn the district into an independent state and apply for admission into the Union of the thirteen states.
September 27 – Congress officially begins debate about what to do with the results of the Convention. They realize that the Convention violated the Resolution of the 21 st of February, 1787, which authorized the Convention to ONLY make changes to the Articles of Confederation and perpetual Union and not devise a new form of government. The first entry in the Journals of the Continental Congress is stricken through on this day, as though it never occurred. The reason for striking out the first entry is that Congress would be shown to be guilty of sedition and treason against the existing confederation by approving a new form of government when their power restricts them ONLY to working with the existing form of government.
The second entry on this day, is a motion of Nathan Dane (Delegate from Massachusetts) acknowledging the difficult position that Congress has been put in "which constitution appears to be intended as an entire system in itself, and not as any part of, or alteration in the Articles of Confederation; to alterations in which Articles, the deliberations and powers of Congress are, in this Case, constitutionally confined, and whereas Congress cannot with propriety proceed to examine and alter the said Constitution proposed, unless it be with a view so essentially to change the principles and forms of it, as to make it an additional part in the said Confederation and the members of Congress not feeling themselves authorised by the forms of Government under which they are assembled, to express an opinion respecting a System of Government no way connected with those forms; but conceiving that the respect they owe their constituents and the importance of the subject require, that the report of the Convention should, with all convenient dispatch, be transmitted to the several States to be laid before the respectful legislatures thereof therefore
Resolved that there be transmitted to the supreme executive of each State a copy of the report of the Convention of the States lately Assembled in the City of Philadelphia signed by their deputies the seventeenth instant including their resolutions, and their letter directed to the President of Congress."
Congress expected to see proposed changes/alterations to the existing federal constitution but was confronted with a proposal that had NOTHING at all to do with the existing form of government. However, falling to celebrityitus, acknowledging the esteem of their colleagues present at the Convention, Congress fails to do the lawful thing and recommends passing the Constitution directly onto the states for their ratification WITHOUT voting on it themselves, as is specified in Article 13 of the existing federal constitution regarding any alterations. Thus, Congress commits sedition and treason against the confederation by providing a path to the usurpation of the lawful government.
September 28 - Congress votes to send the Constitution to the state legislatures for their ratification, needing the approval of ONLY nine states (and not a unanimous approval as per Article 13), thereby confirming their acts of sedition and treason and allowing for a path to usurp the lawful government by violating the Articles of Confederation and perpetual Union and ignoring their own Resolution of Feb. 21, 1787.
October 27 - The Federalists, who advocate a strong central government and approval of the new Constitution (in their hidden attempt to usurp the lawful government), begin publishing essays in favor of ratification. Written by Alexander Hamilton, James Madison and John Jay, the total number of articles will eventually reach 85 and be compiled and published as the Federalist Papers.
December 7 - Delaware is the first of the nine states needed to ratify the Constitution. To be followed by: Pennsylvania (Dec. 12) New Jersey (Dec. 18) Georgia (Jan. 2, 1788) Connecticut (Jan. 9) Massachusetts (Feb. 7) Maryland (April 28) South Carolina (May 23) and New Hampshire (June 21).
1788
February 29 – The delegates of Virginia formally motion to Congress "Resolved that the United States in Congress Assembled do approve of the Compact solemnly entered into between the State of Virginia and the District of Kentucky for the erection of the said District into a separate and Independent Member of the federal Union".
March 24 - In Rhode Island, the Constitution is rejected by a popular referendum. The state, fearful of consolidated federal power, had refused to send a delegation to the constitutional convention in Philadelphia and had subsequently rejected a state convention to consider ratification.
April 15 - Britain, Netherlands, and Prussia sign peace treaty.
June 2 – Congress agrees "That in their opinion it is expedient that the district of Kentucky be erected into an independent state and therefore they submit the following resolution, That the address and resolutions from the district of Kentucky with the act of the legislature of Virginia therein specified be referred to a committee consisting of a member from each state, to prepare and report an act for acceding to the independence of the said district of Kentucky and for receiving the same into the Union as a member thereof, in a mode conformable to the Articles of Confederation."
July 2 – New Hampshire becomes the ninth state to ratify the Constitution for the United States. A motion in Congress is approved "Ordered That the ratifications of the constitution of the United States transmitted to Congress be referred to a committee to examine the same and report an Act to Congress for putting the said constitution into operation in pursuance of the resolutions of the late federal Convention."
At this point, nine state legislatures have committed treason against the confederation known as "The United States of America" by usurping the lawfully created government and Congress is
complicit in that treason by putting time and effort to making their delegates determine a course for putting into effect the new Constitution.
July 3 – A motion is made in Congress to erect the district of Kentucky into an independent state and join the confederation of 13 states officially on January 1, 1789. However, a motion is approved to postpone that decision in the words following "Whereas application has been lately made to Congress by the legislature of Virginia and the district of Kentucky for the admission of the said district into the federal Union as a separate member thereof on the terms contained in the Acts of the said legislature and in the resolutions of the said district relative to the premises.
And whereas Congress having fully considered the subject did on the third day of June last resolve that it is expedient that the said district be erected into a sovereign and independent state and a separate member of the federal Union and appointed a committee to report An Act accordingly which committee on the second instant was discharged, it appearing that nine states had adopted the Constitution of the United States lately submitted to conventions of the people; and whereas a new confederacy is formed among the ratifying States and it is highly probable that the state of Virginia including the said district has already become a member of the said Confederacy. And whereas an Act of Congress in the present state of government of the country severing a part of the said state from the other parts thereof and admitting it into the Confederacy formed by the Articles of Confederation and perpetual Union as an independent member thereof may be attended with dangerous consequences while it can have no effect to make the said district a separate member of the federal Union formed by the adoption of the said constitution and therefore it must be manifestly inexpedient for Congress assembled under the said articles of Confederation to adopt any other measures relative to the premises than those which express their sense that the said district ought to be an independent member of the Union as soon as circumstances shall permit proper measures to be adopted for that purpose. Resolved that a copy of the proceedings of Congress relative to Kentucky be transmitted to the legislature of Virginia and that the said legislature be informed that as the constitution of the United States is now ratified Congress think it unadviseable to adopt any further measures for admitting the district of Kentucky into the federal Union as in independent member thereof under the articles of Confederation and perpetual Union, but that Congress thinking it expedient that the said district as soon after proceedings shall commence under the said constitution as circumstances shall permit recommend it to the said legislature and to the inhabitants of the said district so to alter their Acts and resolutions relative to the premises, as to render them conformable to the provisions made in the said constitution to the end that no impediment may be in the way of speedy accomplishment of this important business."
The above motion being amended to read as "Whereas application has been lately made to Congress by the legislature of Virginia and the district of Kentucky for the admission of the said district into the federal Union as a separate member thereof on the terms contained in the acts of the said legislature and in the resolutions of the said district relative to the premises. And whereas Congress having fully considered the subject did on third day of June last resolve that it is expedient that the said district be erected into a sovereign and independent state and a separate member of the federal Union and appointed a committee to report an Act accordingly, which committee on the second instant was discharged, it appearing that nine states had adopted the constitution of the United States lately submitted to Conventions of the people. And whereas a new Confederacy is formed among the ratifying States and there is reason to believe the State of Virginia including the said district did on the 25 of June last become a member of the said Confederacy; And Whereas An Act of Congress, in the present state of government of the country, severing a part of the said state from the other parts thereof and admitting it into the confederacy formed by the articles of Confederation and perpetual Union as an independent member thereof may be attended with many inconveniences while it can have no effect to make the said district a separate member of the federal Union formed by the adoption of the said constitution and therefore it must be manifestly improper for Congress assembled under the said Articles of Confederation to adopt any other measures relative to the premises than those which express their sense that the said district ought it be an independent member of the Union as soon as circumstances shall permit proper measures to be adopted for that purpose."
This is the most telling of all passages in the Congressional Journals regarding the sedition and treason that has resulted because of the lawful process not being followed in presenting and passing the Constitution for the United States. A new confederacy has been set up between nine states. Yet those nine states did not leave the existing confederacy of thirteen states. Thus, all government employees, civil or military, Congress, and the state legislatures commit treason with everything they do because which form of government do they follow? The two forms are repugnant to one another and when one does something following one form, they commit treason against the other form, and vice versa. Congress clearly knows this but does not come out and express it in terms that all can follow.
July 8 - A committee in the old Congress (still under the Articles of Confederation and perpetual Union) is established to prepare for an orderly transfer of power, including procedures for electing representatives to the first Congress under the new Constitution and procedures for choosing the electors of the first president. Thus the reference to famous quotes from George Washington that are paraphrased as follows "Do not ask my about the legality of the Constitution" and "The first time in history that a government has changed hands without bloodshed". Washington was the biggest usurper of all and stood to benefit the most.
August 15 – In letter from the Secretary for foreign affairs, two things are disclosed "On the letter of 2 June last from Mess N and J Staphorst, which was transmitted to Congress the 12 inst by the Sec. for foreign affairs and in which Messrs Van Staphorst earnestly desire to be furnished with a compleat sett of the Journals of Congress as a mean of providing in the best manner the monies necessary to support the credit of the United States until the new government can be organized and operate to this effect; And to lay the foundation for transferring to the money lenders in Holland the debt due by the US to the crown of France."
Most people, again, are not aware of either point. The first making a reference to the "new government" (to be known as the "United States", which has usurped the old but lawful government of the confederation known as "The United States of America" and stolen the identity thereof) and France has sold the debt America owes her to private money lenders in the Netherlands.
Keep in mind that the base word of constitution is constitute and an offshoot of that is constitutor. A constitutor is one who is responsible for paying another's debt, either voluntarily or involuntarily. Hence, what has happened is that an unlawful process allowed for the usurpation of the lawful government, to that lawful government was created by sovereign states and people. That lawful government was subservient to the states, and thus the people within them. The "new government" under the Constitution for the United States, usurped the lawful government through an unlawful process, stole the identity of the lawful government, made the states subservient (and losing their sovereignty) to the "new government" and thus the people within them being subservient (or subject to and losing their sovereignty) to the "new government, and made the people, as whole, be responsible for paying the debts created by all the states. Prior to the usurpation, the people within each state were responsible for their own state's debt and not another state's debt. This is the fraud that has been perpetrated upon the American people by not fully disclosing what had happened by the traitors who committed these crimes against humanity.
Also, like under the Articles of Confederation and perpetual Union, no singular nation was created under the Constitution for the United States either. If you think otherwise, prove it. The Scribe dares you to find the evidence of such an act.
October 10 – This the last day there was a quorum to do business in the original and lawful confederation of thirteen states (nations) known as "The United States of America".
November 1 - The old Congress, operating under the Articles of Confederation and perpetual Union, adjourns. Currently, neither confederation has an operating central government. Although Congress may have adjourned, the original and lawful confederation known as "The United States of America" is NOT dissolved, done away with, super ceded, or whatever terms
you want to use with the introduction of the "new government" under the Constitution for the United States. The trust that was created under the original confederation still exists today, as well, and thus ends the American Experiment which lasted from 1774/76 until 1788. This was the ONLY time in written, recorded history where people were freely given a chance to govern themselves and not be governed by other. It has not happened since.
1789
March 4 – The first Constitution Congress meets and declares constitution in effect (9 senators, 13 reps).
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Information for Parents
Parental monitoring and its impact on alcohol and other drug use
Although parents sometimes doubt their importance, they can play a significant role in preventing, or at the very least, delaying adolescent alcohol and other drug use. There are two main protective factors that are supported by research evidence and they are as follows:
parenting style
parental monitoring
When parents are aware of a range of aspects of their child's life —what they are doing, who they are with, and where they are, we say these they are monitoring their child.
Although parents sometimes doubt their importance, particularly during the teenage years, research indicates that parents play an important part in the development of their adolescent children. As such, parents can play a significant role in preventing, or at the very least, delaying adolescent alcohol and other drug use.
Research indicates that parents can protect against adolescent substance use where parenting skills, parent-adolescent communication and levels of warmth and affection are high. Attachment to the family and low parental conflict are also considered to be protective factors that may contribute to teens choosing not to use drugs.
There are two main protective factors, however, that are supported by research evidence and they are as follows:
* parenting style
* parental monitoring
As well as knowing what their teens are doing, parental monitoring includes:
the expectations parents have regarding their teen's behaviour – what rules are being made?
the actions parents take to keep track of their teen – how are the rules being enforced, i.e., how do you know that the rules are not being broken?
the ways parents respond when their teen breaks the rules – what are the consequences and are they being enforced?
Monitoring should be age-appropriate and change as the child gets older to match their stage of development. Appropriate levels of behavioural control need to be applied in an environment that supports trusting and non-intrusive parent-child communication. This encourages disclosure by the child, thus ensuring that parents are able to access accurate monitoring information.
For information on parenting style, please see the fact sheet 'Parenting style and its impact on alcohol and other drug use'.
Parental monitoring
When parents are aware of a range of aspects of their child's life —what they are doing, who they are with, and where they are, we say they are monitoring their child.
As well as knowing what their teens are doing, parental monitoring includes:
* the expectations parents have regarding their teen's behaviour – what rules are being made?
* the actions parents take to keep track of their teen – how are the rules being enforced, i.e., how do you know that the rules are not being broken?
Published January 2015
Parental monitoring and its impact on alcohol and other drug use
* the ways parents respond when their teen breaks the rules – what are the consequences and are they being enforced?
family remain important through this time, although their role often changes to a less directive way of parental monitoring.
Adolescents whose parents use effective monitoring practices are less likely to make decisions that can negatively impact a wide range of health behaviours, such as having sex at an early age, smoking cigarettes, drinking alcohol, and being physically aggressive or skipping school. The effect of this supervision has been found to persist as the young people age and has been found to be effective in both single and two-parent households. Research suggests that the protective effect of such monitoring is more noticeable in girls than in boys.
Studies have also found that parental monitoring not only can prevent drug use, but can also reduce drug use in some cases. Put simply, the greater the perceived parental control, the lower the adolescent's substance use.
Unfortunately, as children develop into teenagers, parents often view them as more independent and less in need of monitoring. At the same time, adolescents may not be willing to share as much information as they once did and there is often increasing conflict as the relationship between parent and child changes. But consistent monitoring throughout the teen years is critical as teens' desire for independence increases the likelihood of risky behaviour. Studies confirm that parents and the
Parental monitoring not only directly decreases the likelihood of substance use, it can also affect a child's friendship choices. Research has shown that teens who perceive that their parents provide substantial support are less likely to have with friends who use drugs, and those who do have friends who use drugs are less likely to start using drugs themselves.
A crucial element of monitoring is 'parental knowledge'. Parental knowledge represents what the parent actually knows versus what information parents are trying to get. Monitoring represents the seeking of information, while knowledge deals with the possession of the information. That is, asking a child where they are going and who they will be with may not actually result in accurate information and, as such, parents are encouraged to do more than simply access information from their child.
Monitoring needs to be age-appropriate and change over the course of the child's life to match their stage of development. Appropriate levels of behavioural control need to be applied in an environment that supports trusting and non-intrusive parent-child communication. This encourages disclosure by the child, thus ensuring that parents are able to access accurate monitoring information. | <urn:uuid:07f6766a-7455-4e29-8437-04c01193febd> | CC-MAIN-2023-23 | https://stjls.nsw.schooltv.me/sites/default/files/documents/2.%20Factsheet_Drugs%20and%20Alcohol.pdf | 2023-05-28T09:21:18+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00332.warc.gz | 596,084,793 | 1,044 | eng_Latn | eng_Latn | 0.998046 | eng_Latn | 0.998197 | [
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Black Horse Pike Regional School District Curriculum Template
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title:
Unit Summary:
Unit 1: The Origin of Culture
Contemporary Studies:
Grade Level(s):
12
Essential Question(s):
This unit addresses the origins of contemporary culture and the archetypes that are present in modern life/literature. Students will form an understanding of the genesis of cultural archetypes and attitudes. The unit focuses on the origins of written language and how cultures express ideology through written theology. Also, students will examine the effect of context on characters and self through analytical narrative writing.
Reading Literature:
How have world religious beliefs and practices influenced the development of history, culture and society?
What are the reasons for the diversity of religion, religious experience, and expression of religious belief within a society or culture?
How have chronological events and geographic elements shaped the development of world religions?
How can the varying perspectives of theology, philosophy, and science influence the human perception of reality?
What societal goals, social values, and norms of behavior are commonly shared by all religions, and why have individuals and institutions from all religious traditions failed to achieve them?
How can students strengthen their through the comparative study of
own personal belief systems world religions?
How does an author use theological allusion to create symbols throughout a text? How can understanding an author's use of symbols help identify the author's agenda? How do past archetypes relate to
What themes/values are common to all cultures?
The modern world is irrevocably shaped by the cultural repercussions of theology. One cannot study the modern world without understanding the subjugation and design of theological hierarchy through written dogma; how language shapes the human ability to have ideas.
Enduring Understanding(s):
Reading Literature:
* Foundational theological works create the underlying archetypes for all literature that follows.
* Themes in literature are universal and, generally, transcend culture and history.
* Understanding the past is crucial to living responsibly in the present and planning for the future.
* Annotating a literary work can further understanding and the ability to determine relevance of a work.
* Foundational theological works, and the literature that draws on the innate archetypes, provides an essential tool in understanding contemporary global issues.
* Symbols help to communicate common themes and experiences.
* Readers develop a deeper understanding of contemporary culture through analysis and evaluation of text.
* Expanding our vocabulary will result in improved reading comprehension.
* The texts of different cultures and time periods have different structures that may reflect cultural postures.
* Poets share feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements.
* Understanding a text's structure helps one understand its meaning.
* Poetry can achieve a great deal in terms of feeling, emotion, and description in a concise way.
* Heroes embody the values of their cultures
present/individual conflicts? How does a text's structure impact its interpretation? How do we define "hero"?
Reading Informational Text:
What themes/values are common to all cultures?
What are the effects of religion in relation to economic, political, and social institutions, as well as in relation to the arts, language, and literature?
How are archetypes relevant in understanding other cultures and our own?
How does a text's structure impact its interpretation?
Writing:
write about themselves? How does a writer use specific language/diction to create imagery/character? Why are annotations essential to writing literary analysis? How does a writer best communicate personal experiences?
How do writer's use allusion to
Speaking and Listening:
How do peer discussions enhance learning?
How does active listening enhance communication?
Language:
Why is grammar essential to
What is the importance of word choice?
communicate effectively?
meaning?
How does grammar affect
Reading Informational Text:
* Literature provides an essential tool in understanding issues of global importance.
* Forming insightful opinions about literature, history, and present day issues requires a well-rounded understanding of past and present cultures.
* Human experiences connect cultures and people.
* Expanding our vocabulary will result in improved reading comprehension. Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures.
* Literature provides a mirror to help us understand ourselves and others by reflecting the heritage, diversity, and challenges of our society.
* Understanding a text's structure helps one understand its meaning.
Writing:
* One small scene or moment in a life can communicate volumes about the character or the person.
* Personal narrative provides essential information to the reader about the author.
* Annotating a literary work can aid in written analysis.
* Written communication and proper grammar mechanics promotes fluency of communication.
* Imagery is an effective tool in telling a story.
* Writing is a multi-stage process that uses skills, strategies, and practices for revising and editing a variety of texts.
* Students learn a great deal by sharing their writing with others and by participating in peer editing and revision activities.
* Our willingness to draw from the various influences in our lives is the key to developing as a writer.
Speaking and Listening:
* Respecting others' opinions is essential in class discussion.
* Sharing experiences and responses requires active listening.
Language:
* Effective communication relies on common rules and conventions.
* An author's choices in diction and imagery affect a reader's interpretation.
* Grammatical conventions such as syntax, sentence variety, and punctuation serve specific purposes in communicating meaning
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable
Language
27. Analyze the impact of word choice and connotation in narrative.
26. Analyze the use and/or effects of punctuation and sentence structures.
28. Gather and define vocabulary-in-context.
29. Edit and revise writing for content, organization, and word choice.
Inter-Disciplinary Connections:
Geography: Study maps of the ancient world
History: ancient cultures, political and cultural distinctions
Linguistics: the Problem of Translation
Psychology: The impact of religion on the development of thought
Sociology: creating social stability through religion
Math: Evaluate inflation rate charts
Music/art: cultural representations of archetypes throughout history
Music/art: Contemporary uses of visual archetypes
Technology: turnitin.com
Students will engage with the following text:
Packets- suggested works: "Flood Myth;" "Genesis: 1-3, 6-9;" excerpts from: The Baghvad Gita, The Koran, The Analects, The Gospel of Mark, the Book of Q, The Tao Te Ching,
Mentor texts:
* Selections from What We Saw: The Events of September 11—In Words, Pictures, and Video (CBS News
* Models For Writers: Short Essays for Composition, 11 th edition (Bedford/St. Martin's): "Salvation" (Hughes)
* This I Believe I & II: "Be Cool to the Pizza Dude," "Free Minds and Hearts at Work"
)
26. L.12.2
27. L.12.5; RL.12.6
28. L.12.4-6; RL.12.4; RI.12.4
29. L.12.1-2
* College Essays that Made a Difference by The Princeton Review
* The Longman Reader: "The Chase" (Dillard)
* The Best College Admission Essays by Mark Alan Stewart and Cynthia C. Muchnick
* "The Champion of the World" (Angelou)
* Sample college essays
NOVELS:
* The Stranger
* Barabbas
TEACHER RESOURCES:
* Lessons That Change Writers by Nancie Atwell
* Socratic Seminars and Literature Circles for Middle and High School English by Victor J. Moeller & March Moeller
* Various news and media (e.g., CNN, The New York Times, Time Magazine, Newsweek, Fortune Magazine, Runner's World, Philadelphia Magazine, National Geographic, The New York Times Magazine, NPR, etc.)
OTHER RESOURCES:
* Purdue Online Writing Lab
* What Color is My Parachute? A Practical Manual for Job-Hunters and Career-Changers
* Collegeboard.com articles and quizzes
* Suggested video clips--Harry Potter and the Chamber of Secrets, Five People You Meet in Heaven, Troy
INDEPENDENT READING: Students choose fiction or non-fiction texts to read.
Students will write:
Writing Workshop: personal narrative/college essay
* Writers Notebooks: personal narrative/college essay topic exploration, drafting; narrative modeling text with revisions; myth writing
Reader's Response to Literature:
* Annotations
* Readers Notebooks: reading logs, responses to open-ended questions; summaries
Open-ended responses on quizzes/tests : Short answer and open-ended responses using textual support.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Whole Group Instruction:
* Direct Lecture: Development of literature, hero cycle and quest, archetypes, sentence variety, annotation
* Cornell Notes: on myths, archetypes, background on religions, purposes of a college essay
* Socratic Seminar: Issues with translation, cultural metaphors, theological value systems
Small-Group Instruction:
Students will explore the following topics through collaborative activities such as Think, Pair, Share; Placemat; and Jigsaw:
* Text analysis, annotations, and citations: of myths, folktales, historical texts; on purpose, culture, etc . . .
* Vocabulary in Context: word-of-the-day, "Who would use this?"
* Writing Workshop Conferences: personal narrative writing, narrowing a topic, writing a scene
* Reader's/Writer's Notebooks responses: cultural connections, archetypes, writing/revising myth, peer review
* Book talks/ Literature Circles: on independent reading options; myths, folktales, historical texts; cultural connections
Individual Assignments:
* Reader's/Writer's Notebook: cultural connections, archetypes, writing/revising myth, personal responses to literature, daily writing
* Vocabulary Work in Context: unknown word lists
* Project Options: see summative assessment
* Independent Reading: student choice
* Writing Workshop Assignment: prepare, edit, revise narrative writing for workshop, self-review, imitate structure
* Socratic Seminar: preparation and annotation of text, opening-question response, reflection, evaluation of partner
Technology:
* Use of SmartBoard, projector, Power Point, YouTube.com, DVD. Various pictures, texts, movies, or clips (including those with sound) can be displayed on the Board to highlight specific points.
*
Use of SmartBoard as an interactive tool to demonstrate how to annotate.
* Use of SmartPens to annotate (underline, circle, or highlight) key points of a text.
* Use of SmartBoard as an interactive tool to demonstrate how to annotate.
.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM'S LEVELS.
Formative Assessments:
The following assessments will be used to gauge students' understanding of key concepts, as well as students' abilities to use their knowledge to engage in analysis and evaluation. These assessments require students to think independently as well as collaboratively. Teachers will use these assessments throughout the unit to determine where interventions and modifications are necessary in order to prepare students for summative and performance assignments.
Bloom's Levels: Remembering, Understanding, Applying
* Pre-assessments: Narrative & informational text; expository writing
* Vocabulary homework: Unit activities and quizzes.
* Vocabulary in context: notebooks quizzes and/or routines for using and sharing new words gleaned from readings in various content-areas.
* Cornell Notes: Notebook checks & quizzes; collaborative & independent reflections.
* Quizzes: Reading check quizzes that require recall of narrative elements, events, figurative language; Quizzes that require identification and application of grammatical conventions; include open-ended responses that require use of textual evidence.
* Warm-up & closure activities: Activities related to learning objectives that engage students in applying skills, evaluating text, determining main ideas, and generating thoughts through writing tasks; use of graphic organizers and exit slips as appropriate.
* Whole-class observations, discussion, and questioning
* Socratic Seminar: Prep-work, including reading and annotation of text; written responses to central questions; evaluations of peers and self-evaluation based on individual goals for participation.
* Reader's / Writer's Notebooks: Responses to independent reading, making connections to real-life events that correspond to events in the novel or topics/themes in informational articles; collection of writing ideas; development of narrative writing; revisions for word choice, grammar, and sentence structure.
* Individual writing conferences: Student-teacher and peer-to-peer conference discussions and observations offer opportunity for teacher evaluation; students should also engage in self-evaluation and reflection.
* Class participation and homework: Students complete given assignments, take notes in class, and participate in whole-class and small-group discussions based on the following: text annotations; studentbased questions; and analysis of characters, language, story elements, and themes, especially as they relate to real life.
* Independent reading assessment: Homework, classwork, and quizzes; based on reading response and analysis of elements studied in this unit
Accommodations/Modifications:
As needed, based on individual student needs
Summative Assessments:
The following assessments will be used to evaluate students' abilities to recall and apply knowledge; analyze and evaluate text; and create their own text.
Bloom's Levels: Understanding, Applying, Analyzing, Evaluating
* Summer Reading Test
* Vocabulary Cumulative Mastery Test
* Narrative Writing: College Essay/Personal Narrative
* Narrative Reading: Benchmark assessment
Accommodations/Modifications:
As needed, based on individual student needs
Performance Assessments :
The following assessments require students to transfer knowledge in the creation of original work. Bloom's Levels: Applying, Analyzing, Evaluating, Creating
* Narrative Writing: College Essay/Personal Narrative
* Performance Assessment
* Project Options:
* Engage in independent study of a culture and connect fundamental theology to the world view of the culture
* Engage in an independent study of the linguistic nature of a language and draw a conclusion as to how it affects cultural posture and ideological expression
Accommodations/Modifications:
As needed, based on individual student needs
Black Horse Pike Regional School District Curriculum Template
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title:
Unit Summary:
Grade Level(s): 12 th grade
Contemporary Studies: English 4A : The Politics of The New World Order
This unit addresses the effects of the Fall of Imperialism and the ensuing paradigm shift in collective World View that followed. The political and cultural upheaval is represented in a variety of literary venues. This unit addresses the fact that the upheaval of the 20 th century had it's roots in centuries old ideology and that particular character traits create particular kinds of leaders.
Essential Question(s): Reading Literature:
How does a theme permeate a work of literature?
How can the Renaissance be used as a springboard for defining modernity?
Does society have an obligation to render aid to those in need? How does an author use symbols throughout a text?
What is the role of education insofar as social duty, personal influence and political power? What are "politics"?
How can understanding an author's use of symbols help identify the author's purpose in writing?
Can politics be separated form morality?
How does a "Commercial Revolution" impact the politics of human life?
Reading Informational Text:
How are archetypes relevant in understanding other cultures and our own?
What themes/values are common to all cultures?
How does a text's structure impact its interpretation?
What is the role of education insofar as social duty, personal influence and political power? What are "politics"?
Enduring Understanding(s):
Reading Literature:
* One's identity is shaped by cultural values, judgments, and social mores.
* Themes in literature are universal and, generally, transcend culture and history.
* Writers use diction, literary devices, and imagery to create theme, tone, and character.
* The fictional experiences of characters are potential explorations of social, psychological, and/or political outcomes.
* Morality and the Politics of Power are concepts that permeate all times and cultures.
* Literature provides an essential tool in understanding issues of global importance.
* Symbols, whether overt or subliminal, communicate common themes and experiences.
* Human experiences, as expressed in literature, have the capacity to connect cultures and people.
Reading Informational Text:
* Literature provides an essential tool in understanding issues of global importance.
* Forming insightful opinions about literature, history, and present day issues requires a well-rounded understanding of past and present cultures.
* Human experiences connect cultures and people.
* Expanding our vocabulary will result in improved reading comprehension. Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures.
* Literature provides a mirror to help us understand ourselves and others by reflecting the heritage, diversity, and challenges of our society.
* Understanding a text's structure helps one understand its meaning.
Can politics be separated form morality?
How does a "Commercial Revolution" impact the politics of human life?
Writing:
Why is setting important to theme?
How does a writer use specific language/diction to create tone? Why are annotations essential to writing literary analysis?
How does context dictate point of view?
Speaking and Listening:
How do peer discussions enhance learning?
How does active listening enhance communication?
Language:
Why is grammar essential to communicate effectively?
What is the importance of word choice?
How does grammar affect meaning?
Writing:
* Annotating a literary work can aid in written analysis.
* Concrete objects can carry significant emotional weight
* Imagery is an effective tool in generating pathos required to effectively tell a story.
* Writing is a multi-stage process that uses skills, strategies, and practices for revising and editing a variety of texts.
* Written communication and proper grammar mechanics promotes fluency of communication.
* Our willingness to draw from the various influences in our lives is the key to developing as a writer.
* Students learn a great deal by sharing their writing with others and by participating in peer editing and revision activities.
Speaking and Listening:
* Respecting others' opinions is essential in class discussion.
* Sharing experiences and responses requires active listening.
Language:
* Effective communication relies on common rules and conventions.
* An author's choices in diction and imagery affect a reader's interpretation.
* Grammatical conventions such as syntax, sentence variety, and punctuation serve specific purposes in communicating meaning
* An author's choices in diction and imagery affect a reader's interpretation.
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable
Learning Target
Reading Literature:
1. Critically read, analyze, and interpret historical and fictional texts in terms of cultural connections from past to present
2. Analyze common themes in literature and express, in writing, cultural commonalities in reflecting upon past
3. Compare fictional and non-fictional historical documents about war, and its aftermath, to literature from a variety of cultures.
4. Evaluate the relevance of works of art, literature and music that depict historical or contemporary conflicts.
5. Analyze modern conflicts to find similarities to past cultures and texts.
6. Cite specific textual evidence to support and interpret conclusions drawn from texts.
7. Summarize the main ideas in literature and correlate them to cultural movements, personal experiences, and contemporary issues found in comparable texts.
8. Examine how word choice affects tone and meaning.
9. Analyze the author's point of view and its effect on the reader's understanding of cultural conflicts
10. Examine works of art, literature, and music that depict the effects of war.
11. Analyze the impact of imagery and figurative language on the tone and mood of a work.
12. Analyze symbolism in a literary selection to determine abstract ideas, thoughts and feelings the work conveys.
Reading Informational Text:
13. Critically read, analyze, and interpret texts in terms of cultural connections from past to present
14. Evaluate the relevance of works of art, literature and music that depict historical or contemporary conflicts.
15. Compare historical documents about human rights and war to literature from a variety of cultures
16. Summarize the main ideas in texts and correlate them to cultural movements, personal experiences, and contemporary issues found in comparable texts.
17. Analyze and evaluate text in order to determine author's intent and meaning.
18. Identify main ideas and cite textual evidence to support analysis.
19. Identify and analyze how authors influence readers and shape meaning through the use of rhetoric
20. Analyze historical significance of documents; evaluate representations of subjects in various forms; identify and analyze reasoning
NJCCCS or CCS
1. RL.12.9
2. RL.12.9, W.12.9a
3. RL.12.2
4. RL.12.6-7,9
5. RL.12.2
6. RL.12.1
7. RL.12.1-3
8. RL.12.3-5
9. RL.12.4, 6
10. RL.12.6
11. RL. 12.3
12. RL.12.4
13. RI.12.9
14. RI.12.6-9
15. RI.12.2
16. RI.12.1-3
17. RI.12.1, 4-6, 10
18. RI.12.1-3
19. RI.12.6; L.12.3a
20. RI.12.7-9
Writing:
21. Analyze a fictional text to trace the author's development of theme.
23. Employ the writing process in an analytical essay.
22. Compare and contrast two works about war describing how point of view can distort the facts/ ideas of war.
24. Define rhetorical appeals – ethos, pathos, and logos- explain how an author uses this to gain support with an audience.
Speaking and Listening:
25. Apply literary context in discussions of corresponding historical and literary works.
27. Listen actively and respond thoughtfully during collaborative discussions and Socratic seminars.
26. Present personal views with textual support in Socratic Seminars, class discussions, and small groups.
28. Pose questions to clarify and extend discussion.
Language:
29. Analyze the use and/or effects of punctuation and sentence structures.
31. Gather and define vocabulary-in-context.
30. Analyze the impact of word choice and connotation in narrative.
32. Edit and revise writing for content, organization, and word choice.
21. W.12.2, 4-6, 9-10
22. W.12.2
23. W.12.1
24. W.12.1
25. SL.12.4, 6
26. SL.12.1a-d,6; RL.12.1;
RI.12.1
27. SL.12.1d, 3, 6
28. SL.12.1c, 6
29. L.12.2
30. L.12.5; RL.12.6
31. L.12.4-6; RL.12.4; RI.12.4
32. L.12.1-2
Inter-Disciplinary Connections:
History: European perspectives on WWI, WWII, and the Cold War
Sociology: Impact of the Fall of Imperialism, Cold War mindset, Marxist ideology, the impact of War
Psychology: Repercussions of soldiering, effects of propaganda
Music/art: cultural representations of archetypes throughout history
Students will engage with the following text:
Poetry:
* "Dolce Et Decorum Est" (Owen)
* "Diameter of a Bomb" (Amichai)
* "The End and the Beginning", "In Praise of Feeling Bad about Yourself" (Szymborska)
* Yusef Komunyakaa
Mentor texts:
* Models For Writers: Short Essays for Composition, 11 th edition (Bedford/St. Martin's)
* Writers Inc. Write for College by Sebranek, Kemper, & Meyer (2007 edition)
* Any current events covering violation of human rights or genocide in the world
* "How to Tell A True War Story"
* "Why Men Love War"
* "Eulogy for Betty Ford" (Roberts)
* "Build the Ground Zero Mosque or Else" Washington Times, Sept 11, 2010
* Additional excerpts and suggested readings are culled from
* "No Room for Mosque at Ground Zero" Marshall Independent, Aug. 25, 2010
* "Taking Stock in Afghanistan" New York Times, June 13, 2010
* "War Can Warp Even Your Conscience" Leonard Pitts, Detroit Free Press, Jan, 20, 2012
* Stimson's Atomic Bomb
* "The End for Now" Thomas Friedman, New York Times, Dec. 2011
* Kennan's "The Long Telegram"
* Church Committee Report on Chile
* Palestine vs. Israel debate
* "Ghandi and Jinnah's Plan for the Indian Sub-continent"
* "If They Are Making Maps, They are Preparing for War"
* "DeGualle and Algeria"
NOVELS:
* In Country
* The Things They Carried
* Night
* Richard III
* The Prince
Excerpts:
* My War (Buzzell)
* Declaration of Human Rights,
* "On the Bottom" from Survival in Aushwitz by Primo Levi
* "Preface to the New Translation" by Elie Wiesel
* Excerpts from Not On Our Watch: The Mission to End Genocide in Darfur and Beyond by Don Cheadle & John Pendergast (Foreward by Elie Wiesel)
* Read excerpts from: "A Rumor of War" (Caputo),
* "Where Men Win Glory" (Krakauer),
* "The Good War" (Terkel),
* "War" ( Junger)
* Patriots (Appy)
OTHER RESOURCES:
Film Clips: Hotel Rwanda; Platoon; Restrepo; "Elie and Oprah Visit Auschwitz"; current event articles from various news and media (e.g., CNN, The New York Times, Time Magazine, Newsweek, Fortune Magazine, Runner's World, Philadelphia Magazine, National Geographic, The New York Times Magazine, NPR, etc.)
INDEPENDENT READING: Students choose a fiction or non-fiction text to read.
TEACHER RESOURCES:
* Write Beside Them by Penny Kittle
* Lessons That Change Writers by Nancie Atwell
* Socratic Seminars and Literature Circles for Middle and High School English by Victor J. Moeller & March Moeller Additional excerpts and suggested readings are culled from current event articles from various news and media (e.g., CNN, The New York Times, Time Magazine, Newsweek, Fortune Magazine, Runner's World, Philadelphia Magazine, National Geographic, The New York Times Magazine, NPR, etc.)
Students will write:
Writing Workshop: Social power analysis essay using primary and secondary sources, that synthesizes literary and informational texts
* Writers Notebooks: Analytical essay topic exploration, drafting; explanatory essay modeling text with revisions; exploring ideas from annotations; exploring ideas from discussions
Reader's Response to Literature:
* Annotations
* Readers Notebooks: reading logs, responses to open-ended questions; summaries
Open-ended responses on quizzes/tests : Short answer and open-ended responses using textual support.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Whole Group Instruction:
* Mini-lessons, Teacher Modeling, and Lecture: contextual information for novels, annotation, close reading, close reading with annotation, close reading with discussion, formulation of questions
* Cornell Notes: background on individual works, purposes of analytical writing
* Socratic Seminar: use of propaganda, social function of racism, western ethics vs. eastern ethics, Ethnocentrism, Geocentrism, other thematic issues
Small-Group Instruction:
Students will explore the following topics through collaborative activities such as Think, Pair, Share; Placemat; and Jigsaw:
* Text analysis, annotations, and citations: of novels and mentor texts; primary and secondary sources for literary analysis
* Vocabulary in Context: "Who would use this?"; word-of-the-day
* Writing Workshop Conferences: literary analysis writing, narrowing a topic, writing a conclusion
* Reader's/Writer's Notebooks responses: cultural connections, archetypes, writing/revising analytical paragraphs, peer review
* Book talks/ Literature Circles: on novels, historical texts; cultural connections
Individual Assignments:
* Reader's/Writer's Notebook: article-of-the-week (Kelly Gallagher), cultural connections, current events, writing/revising analysis, personal responses to literature, daily writing, responses to close reading
* Vocabulary Work in Context: unknown word lists
* Project Options: see summative assessment
* Independent Reading: student choice
* Writing Workshop Assignment: prepare, edit, revise narrative writing for workshop, self-review, imitate structure
* Socratic Seminar: preparation and annotation of text, opening-question response, reflection, evaluation of partner
Technology:
* Use of SmartBoard, projector, Power Point, YouTube.com, DVD. Various pictures, texts, movies, or clips (including those with sound) can be displayed on the Board to highlight specific points.
* Use of SmartBoard as an interactive tool to demonstrate how to annotate.
* Use of SmartPens to annotate (underline, circle, or highlight) key points of a text.
PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM'S LEVELS.
Formative Assessments:
The following assessments will be used to gauge students' understanding of key concepts, as well as students' abilities to use their knowledge to engage in analysis and evaluation. These assessments require students to think independently as well as collaboratively. Teachers will use these assessments throughout the unit to determine where interventions and modifications are necessary in order to prepare students for summative and performance assignments.
Bloom's Levels: Remembering, Understanding, Applying
* Vocabulary homework: Unit activities and quizzes.
* Vocabulary in Context: notebooks quizzes and/or routines for using and sharing new words gleaned from readings in various content-areas.
* Cornell Notes: Notebook checks & quizzes; collaborative & independent reflections.
* Quizzes: Reading check quizzes that require recall of narrative elements, events, figurative language; Quizzes that require identification and application of grammatical conventions; include open-ended responses that require use of textual evidence.
* Warm-up & Closure activities: Activities related to learning objectives that engage students in applying skills, evaluating text, determining main ideas, and generating thoughts through writing tasks; use of graphic organizers and exit slips as appropriate.
* Whole-class observations, discussion, and questioning
* Socratic Seminar: Prep-work, including reading and annotation of text; written responses to central questions; evaluations of peers and self-evaluation based on individual goals for participation.
* Reader's / Writer's Notebooks: Responses to independent reading, making connections to real-life events that correspond to events in the novel or topics/themes in informational articles; collection of writing ideas; development of narrative writing; revisions for word choice, grammar, and sentence structure.
* Individual writing conferences: Student-teacher and peer-to-peer conference discussions and observations offer opportunity for teacher evaluation; students should also engage in self-evaluation and reflection.
* Class participation and Homework: Students complete given assignments, take notes in class, and participate in
whole-class and small-group discussions based on the following: text annotations; student-based questions; and analysis of characters, language, story elements, and themes, especially as they relate to real life.
* Independent reading assessment: Homework, classwork, and quizzes; based on reading response and analysis of elements studied in this unit.
Accommodations/Modifications:
As needed, based on individual student needs
Summative Assessments:
The following assessments will be used to evaluate students' abilities to recall and apply knowledge; analyze and evaluate text; and create their own text.
Bloom's Levels: Understanding, Applying, Analyzing, Evaluating
* Vocabulary Cumulative Mastery Test
* Benchmark: Reading informational Text; Writing, text-based expository
Accommodations/Modifications:
As needed, based on individual student needs
Performance Assessments :
The following assessments require students to transfer knowledge in the creation of original work. Bloom's Levels: Applying, Analyzing, Evaluating, Creating
Project Options (choose 1):
- Social power analysis essay using primary and secondary sources, that synthesizes literary and informational texts
Accommodations/Modifications:
As needed, based on individual student needs
Black Horse Pike Regional School District Curriculum Template
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title:
Contemporary Studies Unit 3 PostModernism and The Politics of Poverty
Unit Summary:
Grade Level(s):
12 grade: Accelerated Level
This unit addresses all Modes of Discourse which can be used in the research project paper and ensuing research project presentations. Students will learn to use proper citations, develop a proposal, an outline, rough draft, final draft, works cited page, and a multimedia presentation on their research. In addition, students will engage with power relationships. This could include, but is not limited to: poverty on a global level, in the Third World, in the Unites States, and locally; the construction of gender and image; what happens when the oil runs out.
Essential Question(s):
Reading Literature:
Why does an author include specific details in a passage? How does a theme permeate a work of literature?
How can understanding an author's use of symbols help identify the author's purpose in writing?
How does an author use symbols throughout a text?
How does a text's structure impact its interpretation?
Are there citizens who do not deserve help?
What responsibilities do governments have to the poor of their countries?
How much of a factor is illegal immigration on poverty statistics? What is the true cost of economic decisions?
Does geography affect human development?
Reading Informational Text:
What organizational strategy best suits this research? How does organizing the results of my research help me to use it? How do I synthesize the ideas of others to draw an insightful conclusion that is mine?
Enduring Understanding(s):
Reading Literature:
* Literature provides a mirror to help us understand ourselves and others by reflecting the heritage, diversity, and challenges of our society.
* Annotating a literary work can further understanding and the ability to determine relevance of a work.
* Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures.
* Writers share feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements.
* Understanding a text's structure helps one understand its meaning.
* Writing can achieve a great deal in terms of feeling, emotion, and description in a concise way.
Reading Informational Text:
* Research requires us to generalize from given facts, relate knowledge from several areas make predictions, and draw conclusions.
* Researchers use old ideas to create new ones.
* In research we compare and discriminate between ideas, assess value of theories, make choices based on reasoned argument.
* In research, organization is critical to the acquisition, application, and evaluation of information.
How do I determine the appropriate presentation format for my task and audience?
How do I synthesize the ideas of
How does one analyze, evaluate & utilize various types of materials? How do writers construct effective argument?
others in my work group to create a plan for presentation? How do power relationships affect human development? Are "all men" created equal? How does one determine who deserves what?
Writing:
How does a writer use specific language/diction to create imagery/character?
Why are annotations essential to writing analysis?
How does a writer best communicate personal experiences?
How does knowing your audience contribute to effective writing? How can organization influence meaning and clarity in a piece of writing?
What makes writing coherent, logical and expressive?
How does a writer use specific language/diction to advance ideas?
Speaking and Listening:
How do peer discussions enhance learning?
How does active listening enhance communication?
How can your audience affect your communication process, including
* Effective communication relies on the purposeful use of information in a format appropriate to the task and the audience.
* Research requires students to become critical consumers of the media and technology available to them. To do so, they must be able to analyze the validity and authenticity of a variety of sources.
* Critical examination and evaluation of data is essential to making informed decisions.
* Writers use various techniques to craft effective argument, taking into consideration purpose and audience.
* Real world research is generally executed through teams and students must learn to work with others and respect the ideas of others by integrating various view points into one cohesive expression.
Writing:
* Imagery is an effective tool in telling a story.
* Annotating a literary work can aid in written analysis.
* Written communication and proper grammar mechanics promotes fluency of communication.
* Our willingness to draw from the various influences in our lives is the key to developing as a writer.
* Writing is a multi-stage process that uses skills, strategies, and practices for revising and editing a variety of texts.
* Students learn a great deal by sharing their writing with others and by participating in peer editing and revision activities.
* Expository and persuasive writing encourage students to discover new ways of looking at text via information to explore.
* Understand that writing captures and records historical events, human aspirations, imagination, and evokes both emotion and reason.
* The key to quality writing is to know audience and purpose.
* Different genres have different structures and conventions.
* Writing is a powerful tool for sharing information and communicating new ideas.
* Ideas in writing can be organized in many different ways depending on the author's purpose.
* Audience and purpose impact a writer's style.
* There is a direct correlation between organization and effectiveness of writing.
* Authors manipulate diction depending upon purpose and audience.
* Working on organizing ideas in writing develops more logical ways of reasoning.
Speaking and Listening:
* Respecting others' opinions is essential in class discussion.
* Sharing experiences and responses requires active listening.
* Effective listeners are able to interpret and evaluate increasingly complex messages
* Media have embedded values and points of view.
the modes by which you exchange meaning?
Why is communicating an active, not a passive, process?
Language:
Why is grammar essential to communicate effectively? How does grammar affect meaning?
How does the depth of a students' vocabulary contribute to students' ability to read, write, listen, and speak more effectively? How does a writer know when and how to revise?
* Communication is an active, not a passive, process in which we exchange meaning with others.
* The audience with whom we are communicating shapes how we will communicate and the means through which we communicate.
* Effective communicators use a variety of modes of expression to express and receive meaning, including both verbal and non-verbal language.
Language:
* Define new words from their research readings and use these terms in their writing is essential in academic writing.
* Edit and revise writing for proper grammar, usage, diction and syntax is part of the writing process.
* Combining sentences can clarify ideas, make reading more enjoyable, and express relationships between ideas.
* An author's choices in diction and imagery affect a reader's interpretation.
* A rich vocabulary enables us to understand and communicate more effectively
* Effective communication relies on common rules and conventions.
* Grammatical conventions such as syntax, sentence variety, and punctuation serve specific purposes in communicating meaning
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable
Inter-Disciplinary Connections:
History: 20 th Century upheaval of the Third World, including, but not limited to: Latin America, Africa, and the Middle East
Geography: Analyze poverty maps and population maps
Math: Compare and contrast poverty data across decades, age groups, gender groups, and geographic areas
Sociology: The responsibility of governments to the governed; The Group Mindset; polarization
Science: Environmental impact of economy
Music/art: cultural representations of archetypes throughout history
Students will engage with the following text:
Write for College:
* "Persuasive and Expository Writing"
* "Critical Listening and Note Taking"
* "Speaking Effectively"
* "Guide to Revising"
*
Suggested fiction:
* Woman at Point Zero, Nawal El Saadawi
* The Lone Ranger and Tonto Fistfight in Heaven, Sherman Alexie
Suggested non-fiction (to study argument, characteristics of genres, and glean information)
* Socrates' "Apology"
* Excerpt from "The Quest for Peace and Justice" by Dr. Martin Luther King, Jr.
* Marc Antony's Funeral Speech Julius Caesar
* Declaration of Independence
* Gettysburg Address
* The Dangers of NAFTA, GATT, and Free Trade
* The 5 Gas Station Theory of the World
* Liberation Theology in Latin America
* Food Stamps and the Farm Bill
* Middle East and the Price of Oil
* Everything I Want to Do is Illegal, Joel Salatin
* What Are People for?, Wendell Berry
Suggested films and other media: The King's Speech, The American President, Hillary Clinton "Women's Rights are Human Rights," television commercials, A Place at the Table, Food, Inc. King Corn, Farmaggedon, Tootsie, PBS series, "A World Without Oil"
Mentor Texts:
* Selections from The Longman Writer: "Can You Be Educated from a Distance?;" "Time to Think About Torture," "Now the Talk IS About Bringing Back Torture"
* Selections from The Language of Composition: The Gender Unit
* Selections from various media sources, such as CNN, The New York Times, Time Magazine, Newsweek, Fortune Magazine, Philadelphia Magazine, National Geographic, The New York Times Magazine, NPR, etc., including "Rodman vs. Da Ref," "An Exercise in Doubt" (Lopate), "Someday My Prince Will Come" (Lieberman)
Purdue OWL: Art of Rhetoric, MLA format
Students will write:
Writing Workshop: A series of quick writing assignments in their writer's notebooks to experiment with genres that will be used in writing the research paper (Obituaries, multi-voice poems, fiction, news writing, cartoons, recipes, and diary entries, to name a few.)
Writing Workshop mini lessons and writing exercises: revision exercises, building argument using appeals, identifying fallacies, argument analysis.
Students will be asked to submit a research focus proposal outlining a topic, thesis statement, and possible genres to be used in the paper. They will be asked to write a rationale as to why they chose their topic and what they hope to find through their research.
TIME FRAME: 2nd – 3 rd marking period
The Research Project: Must utilize a minimum of 5 sources.
* will be 6 – 8 pages
* The written formal paper (individual)
* will utilize proper MLA format
* The Project Presentation (group synthesis)
* will include at least one visual source (data graphic or image) with derived information synthesized into the text of the paper
* Will include visual aides (Powerpoint (or equivalent) minimum 6 slides)
* All members will have a speaking role
* Will synthesize ideas from all group members
Reader's Response to Literature: reading logs and annotations of texts studied in this unit Open-ended responses on quizzes/tests : on speeches, arguments, text annotations and responses
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Whole Group Instruction:
* Mini-lessons, Teacher Modeling, and Lecture: expectations and requirements of the research paper, characteristics of genres, imitating text, the art argument/modes of discourse
* Cornell Notes: the art argument/modes of discourse
* Socratic Seminar: topics to include: connections of visuals to written word, structure of different genres, word choice and purpose, interpretation of visual art, discussion of philosophical stance in mentor text, elements of argument
Small-Group Instruction:
Students will explore the following topics through collaborative activities such as Think, Pair, Share; Placemat; and Jigsaw:
* Text analysis, annotations, and citations: on researched sources, Socratic Seminar texts
* Vocabulary in Context: keywords/ideas pertinent to research and argument
* Writing Workshop Conferences: developing a topic, imitating structure, finding the right genre
* Reader's/Writer's Notebooks responses: peer conferencing, conferring, elements of argument
* Book talks/ Literature Circles: Effective argument, use of textual support
* Group Project Collaboration: Synthesizing research components from individual projects into a cohesive presentation
Individual Assignments:
* Reader's/Writer's Notebook: daily writing, experimentations with argument and genre, responses to argument
* Vocabulary Work in Context: defined through annotations
* Project Options: Research Paper
* Independent Reading: research sources; Packet in support of "Power relationships" topic
* Writing Workshop: prepare, edit, revise writing for workshop and research paper, self-review, imitate structure
* Socratic Seminar: preparation and annotation of text, opening-question response, reflection, evaluation of partner
Technology:
* Use of SmartBoard, projector, Power Point, YouTube.com, DVD. Various pictures, texts, movies, or clips (including those with sound) can be displayed on the Board to highlight specific points.
* Use of SmartBoard as an interactive tool to demonstrate how to annotate.
* Use of SmartPens to annotate (underline, circle, or highlight) key points of a text.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM'S LEVELS.
Formative Assessments:
The following assessments will be used to gauge students' understanding of key concepts, as well as students' abilities to use their knowledge to engage in analysis and evaluation. These assessments require students to think independently as well as collaboratively. Teachers will use these assessments throughout the unit to determine where interventions and modifications are necessary in order to prepare students for summative and performance assignments.
Bloom's Levels: Remembering, Understanding, Applying
* Vocabulary homework: Unit activities and quizzes.
* Vocabulary in Context: notebooks quizzes and/or routines for using and sharing new words gleaned from readings in various content-areas.
* Cornell Notes: Notebook checks & quizzes; collaborative & independent reflections.
* Quizzes: Reading check quizzes that require recall of narrative elements, events, figurative language; Quizzes that require identification and application of grammatical conventions; include open-ended responses that require use of textual evidence.
* Warm-up & Closure activities: Activities related to learning objectives that engage students in applying skills, evaluating text, determining main ideas, and generating thoughts through writing tasks; use of graphic organizers and exit slips as appropriate.
* Whole-class observations, discussion, and questioning
* Socratic Seminar: Prep-work, including reading and annotation of text; written responses to central questions; evaluations of peers and self-evaluation based on individual goals for participation.
* Reader's / Writer's Notebooks: Responses to independent reading, making connections to real-life events that correspond to events in the novel or topics/themes in informational articles; collection of writing ideas; development of narrative writing; revisions for word choice, grammar, and sentence structure.
* Individual writing conferences: Student-teacher and peer-to-peer conference discussions and observations offer opportunity for teacher evaluation; students should also engage in self-evaluation and reflection.
* Class participation and Homework: Students complete given assignments, take notes in class, and participate in whole-class and small-group discussions based on the following: text annotations; student-based questions; and analysis of characters, language, story elements, and themes, especially as they relate to real life.
Independent reading assessment: Homework, class-work, and quizzes; based on reading response and analysis of elements studied in this unit.
Accommodations/Modifications:
As needed, based on individual student needs
Summative Assessments:
The following assessments will be used to evaluate students' abilities to recall and apply knowledge; analyze and evaluate text; and create their own text.
Bloom's Levels: Understanding, Applying, Analyzing, Evaluating
* Vocabulary Cumulative Mastery Test
* Synthesis Essay: based on supplied supplemental packet (informational and argument, including at least one visual text); minimum of 3 sources cited in-text; MLA format
* Final Reading Benchmark: Narrative and informational text, multiple-choice and open-ended
Accommodations/Modifications:
As needed, based on individual student needs
Performance Assessments :
The following assessments require students to transfer knowledge in the creation of original work.
Bloom's Levels: Applying, Analyzing, Evaluating, Creating
* Research Paper (see "Students will write" for more details)
Accommodations/Modifications:
As needed, based on individual student needs
Black Horse Pike Regional School District Curriculum Template
ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS
PART I: UNIT RATIONALE
WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title:
Unit Summary:
Unit 4 : The Politics of
Ignorance
Contemporary Studies:
Grade Level(s):
This unit addresses the effects of ignorance and hatred on the individual and the society through its depiction in literature, as well as the importance of remembrance, understanding of root philosophies, and the paradox of 21 st Century life: while religious fundamentalism establishes new demarcations for hate, technology is truly making the world a smaller place. The unit encourages students to understand archetypes, character development, and themes in text. Also, this unit focuses on writing about and understanding literature. In addition, the unit addresses common errors in usage and improving vocabulary.
12
th
Grade Accelerated Level
Essential Question(s):
Reading Literature:
* How can understanding an author's characterization help identify the author's purpose in writing?
* How are characters developed?
* What themes/values are common to all cultures?
* Why does a writer use specific language/diction to create imagery?
* How is theme developed?
* Why does an author include specific details in a passage?
* How do past archetypes relate to present/individual conflicts?
* How do feelings of human alienation influence human behavior?
* What leads to genocides?
* What lessons do we learn from modern genocides?
* Why do some areas live in peace for centuries and then erupt in terrible violence?
* What causes people or groups to engage in terrorism?
* Is a globalized society the only future for the world?
* How does the world solve the problems that promote terrorism?
*
Enduring Understanding(s):
Reading Literature:
* Analysis of characterization can aid in determining theme and relevance.
* An author's choices in diction and imagery affect a reader's interpretation.
* Theme is developed through characterization, setting, plot, and symbols.
* Understanding the actions of others is crucial to analyzing one's own actions.
* One's identity is shaped by cultural values, judgments, and social mores.
* Themes in literature are universal and, generally, transcend culture and history.
* Writers use diction, literary devices, and imagery to create theme, tone, and character.
* People can learn from reading about the fictional experiences of characters.
* Alienation and guilt are concepts that permeate all times and cultures.
* Literature provides an essential tool in understanding issues of global importance.
* Symbols help to communicate common themes and experiences.
* Human experiences connect cultures and people.
Reading Informational Text:
* How are archetypes relevant in understanding other cultures and our own?
* What themes/values are common to all cultures?
* How does a text's structure impact its interpretation?
* Why does an author include specific details in a passage?
* Why are memoirs important to the present and the future?
Writing:
* How does a writer best communicate personal experiences?
* Why do people write about themselves?
Speaking and Listening:
* How does oral reading and enacting a play differ from silent reading?
* How does listening lead to effective speaking?
* How does a dramatic reading help convey a character's personality and motivations?
Language:
* Why is grammar essential to communicate effectively?
* How does a writer use specific language/diction to create imagery and/or character?
* How does an understanding of grammatical rules enhance the quality of one's writing?
Reading Informational Text:
* Literature provides an essential tool in understanding issues of global importance.
* Forming insightful opinions about literature, history, and present day issues requires a well-rounded understanding of past and present cultures.
* Human experiences connect cultures and people.
* Expanding our vocabulary will result in improved reading comprehension. Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures.
* Literature provides a mirror to help us understand ourselves and others by reflecting the heritage, diversity, and challenges of our society.
* Understanding a text's structure helps one understand its meaning.
* Writers use diction, literary devices, and imagery to create theme, tone, and character.
* Memoirs have relevance to students as connections to the past, reflections of humanity, and models of human understanding.
Writing:
* One small scene or moment in a life can communicate volumes about the character or the person.
* Memoir provides essential information to the reader about the author.
* Imagery is an effective tool in telling a story.
* Written communication and proper grammar mechanics promotes fluency of communication.
Speaking and Listening:
* Drama can be better understood through oral reading.
* Sharing experiences and responses requires active listening.
* Characters are not just created by words but also tone and vocal expression.
Language:
* Knowledge of standard grammar allows manipulation of dialogue for characterization
* Effective communication relies on common rules and conventions.
* Diction and imagery convey tone, establishes voice, and contributes to an understanding of author's purpose.
PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS.
After each target, identify the NJCCCS or Common Core Standards that are applicable
Inter-Disciplinary Connections:
History: judicial system, civic responsibility, how propaganda creates polarization
Math: Economic and population impacts of genocide
Geography: examine maps of Terrorism Hot Spots and revisit Unit 1
Sociology: Examine the social impact of 9/11; examine the political uses for hate
Students will engage with the following text:
Mentor texts:
* Time Magazine 9/11/2001 Photo Essays
* This I Believe I & II
* Searching for Unity, Ted Andrews
*
* Essays from Essays on Genocide and Humanitarian Intervention
Poetry:
* Poetry from 9/11
* Spoken word pieces
* Shema, Primo Levi
* What Would You Do?, Emithal Mahmoud
Literature:
* Oedipus
* Brighton Beach Memoirs (Simon)
* Antigone
* Night
* 1984
TEACHER RESOURCES:
* Lessons That Change Writers by Nancie Atwell
* Socratic Seminars and Literature Circles for Middle and High School English by Victor J. Moeller & March Moeller
* Various news and media (e.g., CNN, The New York Times, Time Magazine, Newsweek, Fortune Magazine, Runner's World, Philadelphia Magazine, National Geographic, The New York Times Magazine, NPR, etc.)
OTHER RESOURCES:
* Purdue Online Writing Lab
* YouTube clips of selected drama; film clips of Hamlet
INDEPENDENT READING: Students choose fiction or non-fiction texts to read.
Students will write:
Writing Workshop: Memoir
* Writers Notebooks: memoir topic exploration, drafting; narrative modeling text with revisions
Reader's Response to Literature:
* Annotations
* Readers Notebooks: reading logs, responses to open-ended questions; summaries
Open-ended responses on quizzes/tests : Short answer and open-ended responses using textual support.
PART III: TRANSFER OF KNOWLEDGE AND SKILLS
DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Whole Group Instruction:
* Mini-lessons, Teacher Modeling, and Lecture: elements of drama, annotating drama, background information, annotating memoir, writing memoir
* Cornell Notes: on elements of drama, background information
* Socratic Seminar: Different versions of the same drama, drama-in-context, memoir, tone and word choice
Small-Group Instruction:
Students will explore the following topics through collaborative activities such as Think, Pair, Share; Placemat; and Jigsaw:
* Text analysis, annotations, and citations: of literature, background information, and mentor texts
* Vocabulary in Context: word-of-the-day, "Who would use this?"
* Writing Workshop Conferences: memoir writing, narrowing a topic, adding description, consistent tone
* Reader's/Writer's Notebooks responses: cultural connections, drama, writing/revising memoir, peer review
* Book talks/ Literature Circles: on drama, independent reading options, historical/background texts, memoirs
Individual Assignments:
* Reader's/Writer's Notebook: article-of-the-week (Kelly Gallagher), cultural connections, writing/revising myth, personal and analytical responses to literature, daily writing
* Vocabulary Work in Context: unknown word lists
* Project Options: see summative assessment
* Independent Reading: student choice
* Writing Workshop Assignment: prepare, edit, revise memoir writing for workshop, self-review, imitate structure
* Socratic Seminar: preparation and annotation of text, opening-question response, reflection, evaluation of partner
Technology:
* Use of SmartBoard, projector, Power Point, YouTube.com, DVD. Various pictures, texts, movies, or clips (including those with sound) can be displayed on the Board to highlight specific points.
* Use of SmartBoard as an interactive tool to demonstrate how to annotate.
* Use of SmartPens to annotate (underline, circle, or highlight) key points of a text.
PART IV: EVIDENCE OF LEARNING
IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM'S LEVELS.
Formative Assessments:
The following assessments will be used to gauge students' understanding of key concepts, as well as students' abilities to use their knowledge to engage in analysis and evaluation. These assessments require students to think independently as well as collaboratively. Teachers will use these assessments throughout the unit to determine where interventions and modifications are necessary in order to prepare students for summative and performance assignments.
Bloom's Levels:
Remembering, Understanding, Applying
* Vocabulary homework: Unit activities and quizzes.
* Vocabulary in Context: notebooks quizzes and/or routines for using and sharing new words gleaned from readings in various content-areas.
* Cornell Notes: Notebook checks & quizzes; collaborative & independent reflections.
* Quizzes: Reading check quizzes that require recall of narrative elements, events, figurative language; Quizzes that require identification and application of grammatical conventions; include open-ended responses that require use of textual evidence.
* Warm-up & Closure activities: Activities related to learning objectives that engage students in applying skills, evaluating text, determining main ideas, and generating thoughts through writing tasks; use of graphic organizers and exit slips as appropriate.
* Whole-class observations, discussion, and questioning
* Socratic Seminar: Prep-work, including reading and annotation of text; written responses to central questions; evaluations of peers and self-evaluation based on individual goals for participation.
* Reader's / Writer's Notebooks: Responses to independent reading, making connections to real-life events that correspond to events in the novel or topics/themes in informational articles; collection of writing ideas; development of narrative writing; revisions for word choice, grammar, and sentence structure.
* Individual writing conferences: Student-teacher and peer-to-peer conference discussions and observations offer opportunity for teacher evaluation; students should also engage in self-evaluation and reflection.
* Class participation and Homework: Students complete given assignments, take notes in class, and participate in whole-class and small-group discussions based on the following: text annotations; student-based questions; and analysis of characters, language, story elements, and themes, especially as they relate to real life.
* Independent reading assessment: Homework, classwork, and quizzes; based on reading response and analysis of elements studied in this unit.
Accommodations/Modifications:
As needed, based on individual student needs
Summative Assessments:
The following assessments will be used to evaluate students' abilities to recall and apply knowledge; analyze and evaluate text; and create their own text.
Bloom's Levels: Understanding, Applying, Analyzing, Evaluating
* Vocabulary Cumulative Mastery Test
* Final Writing Benchmark: (expository)
* Narrative Writing: Memoir Writing
Accommodations/Modifications:
As needed, based on individual student needs
Performance Assessments :
The following assessments require students to transfer knowledge in the creation of original work. Bloom's Levels: Applying, Analyzing, Evaluating, Creating
* Final Performance Assessment As needed, based on individual student needs
* Topic: Commencement ("All endings are also beginnings.")
* Requirements: oral presentation, reference to at least one text from the year (characters, themes, "big ideas," conflicts, etc . . . ), rationale
* Presentation format: Power Point, Prezi, spoken word poetry, speech, video/movie (including spoken introduction/rationale)
Accommodations/Modifications:
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Lac qui Parle Valley High School
2023-2024 Course Description Book
1
TABLE OF CONTENTS
2
LAC QUI PARLE VALLEY HIGH SCHOOL GRADUATION REQUIREMENTS
1. Students must enroll in a minimum of six credits each year
A. MINIMUM COURSES:
2. Students may have NO MORE than one study hall each semester or they may take more credits if scheduling permits.
.
3. Student may NOT take an Independent Study Course and a Study Hall in the same semester.
5. Student is limited to only ONE Independent Study area/semester (non-concurrent with a study hall).
4. Independent Study Courses will be graded on a Pass/Fail (P/F) grading scale.
B. COURSE CREDITS:
C. COURSE AND CREDIT REQUIREMENTS:
1. Each semester course earns 0.5 credit (1/2 credit) - one hour per day attendance.
1. A total of 24 credits are required for graduation, Grades 9-12.
D. MCA-II GRADUATION REQUIREMENTS:
3
1. Proficiency in MCA-II Grad exams in Reading, Math and Written Composition.
4
College in the Classroom
College/University Credit
College Now courses are offered in conjunction with Southwest Minnesota State University (SMSU). College credit can be obtained in the following classes:
College Now
1. Introduction to Psychology
3. College Algebra
2. Sociology
6. Advanced Chemistry
4. Pre-Calculus
5. Physics
8. Human Diversity in Literature
7. Fundamentals of Communication
9. Academic Writing
Students must meet the following prerequisite:
Seniors- Rank in the top half of their class and have a minimum 3.0 GPA
Juniors-Rank in the top third of their class and have a minimum 3.0 GPA
Class rank can be replaced by placing appropriately on any nationally standardized norm-referenced test such as PLAN, ACT, SAT, PSAT or ITED. (70th percentile for upcoming juniors or 50th percentile for upcoming seniors)
Student Appeals
Students are required to appeal the semester before the course they are hoping to take, so if they are close to the border, you might consider going ahead with the appeal in case they drop below based on current semester outcome. The appeal form and information can be found on the SMSU College Now website under "student resources:" Student Appeal.
Student appeals consist of:
* Letter from student
* A student appeal form
* Letter of recommendation from either a H.S. teacher, counselor, principal or other appropriate person
* Copy of high school transcripts
Post-Secondary Enrollment Option (PSEO)
Post-Secondary Enrollment Option (PSEO). Through PSEO high school students receive high school credit through successful completion of college course work. College coursework taken through the PSEO program may include on campus, as well as, online classes.
Additional information is available in the counselor's office.
5
NCAA LIST OF APPROVED CORE COURSES FOR LAC QUI PARLE VALLEY HIGH SCHOOL
For purposes of meeting the core-curriculum requirements to establish initial-eligibility at an NCAA Division I or II college or university, a "core course" must meet ALL of the following criteria:
* A course must be considered college preparatory by the high school. College preparatory is defined for these purposes as any course that prepares a student academically to enter a four-year collegiate institution upon graduation from high school;
* A course must be a recognized academic course and qualify for high-school graduation credit in one or a combination of the following areas: English, Mathematics, Natural/Physical Science, Social Science, Foreign Language, Computer Science or non-doctrinal religion/philosophy. (IMPORTANT NOTE: For students first entering an NCAA institution on or after August 1, 2005, computer science course cannot be used to meet initial -eligibility requirements.
* A mathematics course must be at level of Algebra I or a higher level mathematics course;
* A course must be taught at or above the high school's regular academic level (i.e., remedial, special education or compensatory courses shall not be considered core courses). However, the prohibition against the use of remedial or compensatory courses is not applicable to courses designed for students with learning disabilities.
* A course must be taught by a qualified instructor as defined by the appropriate academic authority (e.g., high school, school district or state agency with authority of such matters); and
Core Courses Approved Include
English
6
AGRICULTURE
Arts, Audio/Visual Technology and Communication
Art in Ag
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 118
This course encourages artists to investigate the visual resources of the science and practice that sustains human life: agriculture. It strives to develop an understanding and appreciation of food and fiber production, especially among people not traditionally acquainted with agriculture. This course will involve leather working, photography, spinning, and jewelry/silver making. ●2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Ag Communication Technology
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 196
This project centered course is designed to provide students the opportunity to explore an array of areas within communication in the agriculture industry. Hands-on experiences will include working in today's media communications; radio and TV production as well as internet based live streaming. The projects assigned and generated by you the student will be utilized for our Eagle Eye News Network and Q92.1 FM radio station and for our streaming of school and community events. This course is all about applying core curriculum into real world situations with a hidden goal of creating awareness for all ages and strengthening our school community spirit.
*2023-2024 ●2024-2025 ●2025-2026 ●2026-2027 ●2027-2028 ●2028-2029
Business, Marketing, Finance and Administration
Ag Leadership
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 117
This course is designed to give you a competitive advantage in the working world. This course will provide you with valuable leadership and communication skills that a person will use in their everyday lives. Students will become familiar with different ways of exercising leadership, their own strengths and weaknesses, and how they can best work with others in a leadership context. They will learn and apply leadership skills in a hands-on practical way in project based learning. The emphasis is on the application of concepts in actual leadership settings and situations. This course is based on the premise that each student will face a variety of leadership challenges in life. How these challenges are met, whether as a formal leader or a member of a team, can have a significant impact on an organization and on one's career. Learning more about leadership will help every student meet their leadership challenges.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Ag Careers
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 122
This course develops student leadership skills that the student can apply in everyday life. It will focus on personal skills development and team building activities in preparation for employment. Students will explore several agriculturally-related careers in the Lac qui Parle area to directly correlate their personal employability skills with the business community's expectations and needs. To recognize the globalization of agriculture, the students create job campaign materials (job application, resume, cover letter, follow up letter, reference list), participate in mock job interviews with local employers, learn basic etiquette for on the job and everyday situations, on compile a portfolio of artifacts to use when interviewing for scholarships, jobs, or post-secondary programs.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
7
Ag Sales
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 118
This course will help students understand the basics of selling agriculture products. Students will work individually as well as with a team to develop plans to attract new customers, build customer relations, and continue those customer relations. Learning to advertise and promote their products will be a section of this course as well. Sales units will include human relations, personal inventory, careers, sales presentations, customer relations, marketing, purchasing, grading, and transporting.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Farm Management
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number:
This course is designed to provide students with economic concepts that can be applied to management decisions using farm and ranch situations, and to develop skills in planning and budgeting, business financial analysis. It develops decision-making skills in planning, organizing, directing and controlling farm business. Topics such as farm recordkeeping and accounting systems are also explored.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Food Products and Processing Systems
Food Science and Preservation
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 104
This course is designed to study the basic principles of food preparation, food processing and preservation. This course provides learning experiences in food science and safety which allow students to apply to practice in areas used in the development and preservation of food products. Issues of food science and safety are examined. Students will investigate areas of food science including food safety, food processing and packaging, food product development, and preservation.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Ag Culinary Skills
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
*Art Credit Available
Prerequisite: None
Course Number: 102
This class will focus on the basic skills and ingredients of agricultural food products. This course is for the beginner to learn basic food preparation skills. Topics include food safety, proper knife skills, recipe reading, proper equipment use, microwave cooking, cooking with milk, eggs, and cheese, and an introduction to baking techniques.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Food Products and Processing
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 101
This class will focus on the entire process involved in the movement of food from the farm to the grocery store. Many integral topics to food processing will be covered including methods of food preservation, monitoring the production process for safety, and creating effective packaging and labeling.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Meat Science
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 112
Identifying and processing of beef, lamb, pork, poultry, and wild game provide students with the skills needed in an agricultural or food-related career. This course will discuss the process of growing meat animals, through each different processing channel, and finally to consumer consumption. Gain experience making sausage, jerky, bacon and ham while learning how to safely operate the processing equipment and market the product. Practice quality grading and yield grading beef.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
8
Meat Cutting and Processing
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 108
This course will prepare individuals to cut, and package animal meat products in a classroom setting and work with licensed meat cutters/butchers. It includes instruction in product recognition for beef, veal, lamb, pork, poultry, and fancy and smoked meats; retail and wholesale cutting and specialty cuts; packaging and counter display; shop safety; meat sanitation, storage and rotation; quality control; meat handling laws and regulations; and customer service. It will prepare students for careers such as: butcher apprentice, food science technician, food safety specialist, meat carvers, State and Federal meat inspector, meat market manager, retail/wholesale meat processor and cutter and harvest floor employees.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Manufacturing
Basic Ag Welding
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 106
*Art Credit Available
In this class students will study the principles of metal and the processes used to fabricate them into consumer products and industrial uses. Participants will learn welding safety practice and techniques used in manufacturing. This class will explore many hands on activities with some individual projects, exploring the welding techniques of aluminum, gas, wire feed, and stick arc welding. These activities will include the uses of electric welding devices and gases such as acetylene, argon, oxygen and carbon dioxide. Applications to current issues and careers will also be presented.
*2023-2024 ●2024-2025 ●2025-2026 ●2026-2027 ●2027-2028 ●2028-2029
Advanced Metals
Grade Level: 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: Basic Ag Welding
Course Number: 107
*Art Credit Available
In this class students will be responsible for designing and fabricating structures according to blueprint design. The learner will learn about cost calculations used in manufacturing products. They will demonstrate welding techniques used in manufacturing and learn the necessary marketing skills to deliver the product in a cost effective way. Students will design and create and fund a project for individual use. ●2023-2024 ●2024-2025 ●2025-2026 ●2026-2027 ●2027-2028 ●2028-2029
Mechanics, Transportation, and Logistics
Small Engines
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 103
The primary purpose of this course is to provide students an opportunity to develop knowledge and skills related to maintenance, repair, and operation of equipment, small combustion-type engines. Further emphasis is placed on power service, fuel, electrical, ignition, and emission systems used on small gas engines. 2-stroke and 4-stroke engines will be torn down, as well as vertical, horizontal, and v-twin engines.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Large Power Equipment
Course Number: 109
Grade Level: 11, 12
Prerequisite: None
Course Length: One Quarter (2 blocks)
This course will focus on skills necessary to work on large power equipment and machinery. Focus areas include technician safety and job training, power trains, precision systems, electrical and sensor technology, diesel systems, hydraulics, and maintenance and repair. Career areas of focus include diesel mechanic, precision agriculture, and agricultural mechanics.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
9
Architecture and Construction
DIY
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 122
This course will be a fast-paced class with a focus on residential, farm, and basic automotive care and maintenance with little or no experience. Learn hands-on skills that will be necessary for any future home, farm, or vehicle owner. Instruction may include classroom and laboratory settings. ●2021-2022 ●2022-2023 ●2023-2024 ●2024-2025 ●2025-2026 ●2026-2027
Basic Ag Woodworking
*Art Credit Applicable
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 197
Students will learn the proper and safe use of woodworking equipment and procedures used in wood construction. Learn tips and tricks to polish their woodworking skills by building small projects. Students will be responsible to pay for their project materials. Supervised agricultural experience; The Agricultural Experience Tracker, and FFA will be integrated as appropriate throughout.
*2021-2022
*2022-2023
*2023-2024
*2024-2025
*2025-2026 ●2026-2027
Advanced Ag Woodworking
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 199
*Art Credit Applicable
Students will learn about careers in the woodworking field, shop safety and procedures. Students will learn the proper uses of woodworking tools, equipment, and design. Students will apply this knowledge through large project builds. Students will be responsible to pay for their projects materials. Supervised agricultural experience, The Agricultural Experience Tracker, and FFA will be integrated as appropriate throughout. ●2021-2022 ●2022-2023 ●2023-2024 ●2024-2025 ●2025-2026 ●2026-2027
Ag Construction
Prerequisite: None
Course Number: 202
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Students will learn about careers in the woodworking field, shop safety and procedures. Students will learn the proper uses of woodworking tools, equipment, and design. Students will apply this knowledge through large project builds. Students will be responsible to pay for their projects materials. Supervised agricultural experience, The Agricultural Experience Tracker, and FFA will be integrated as appropriate throughout.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Nursery and Landscape Design
Prerequisite: None
Course Number: 124
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Landscaping is one of the fastest growing career areas. Students will learn how to design a landscape, properly install and maintain a landscape, and correct lawn maintenance. Much of the class time is spent at actual landscape sites applying the skills learned in class.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Natural Resources and Environmental Systems
Fish and Wildlife
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 111
Students will gain a deeper understanding of the preservation and management of Minnesota's biomes. Characteristics and habitats of Minnesota fish, mammals, insects, and birds and how they are intertwined will be discussed. Current environmental issues and concerns and their impact on wildlife will also be studied. Topics include global warming, ecological succession, biodiversity, deforestation, and urban sprawl.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Outdoor Recreation
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 123
This class introduces students to hobbies commonly used in central MN such as canoeing, archery, hiking, wildlife scouting, and fishing as well as learning about our edibles. You will also get a chance to build wreaths, pine centerpieces, or an ice fishing pole.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Plant Systems
Horticulture
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Course Number: 119
This course prepares students to grow greenhouse and nursery plants. Students will develop skills in plant propagation, plant nutrition, floral arrangements and greenhouse plant production. Students will examine the importance of plant cell structures, functions of cells, plant processes, roots, stems, leaves, flowers, and reproduction of plants. Additional topics to be covered include soils, plant identification, pest and pest control, biotechnology, and hydroponics.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Floriculture
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
*Art Credit Available
Prerequisite: None
Course Number: 105
This course is designed for students who have an interest in owning or working in a floral shop and/or making floral designs. Topics to be covered include the basic elements of floral design, history of floral design, traditional and modern day arrangement styles, how to select cut flowers, pricing strategies, floral supplies and equipment, principles of floral design, color and symmetry, construction and mechanics of floral design, selection and judging, and preparation and care of flowers. Students will spend time in the greenhouse designing/developing floral arrangements; learning now to create floral displays including boutonnieres, corsages, and cut flower arrangements.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Greener on the Inside
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 120
Do you want to be a houseplant master? This class will help you learn about growing different types of plants inside the school and your own home. We will look at house plants, and how to keep them alive. We also will learn about hydroponics and aquaponics systems that can be used to grow plants inside. This class will cover fundamentals of growing plants indoors. Learn how to identify your unique indoor environment, how to choose appropriate and healthy plants, and how to create a maintenance schedule for plant success.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Animal Systems
Vet Science
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 121
This class will cover the different breeds of companion animals and fish. It will integrate the following concepts: pet selection, animal nutrition, body conformation, animal welfare/rights, training and management of home pets. Other topics will include nutrition, reproduction, and diseases. This course was designed for the person who thinks a "best friend" can be a pet. Topics on veterinary science to be covered in this course will be the identification of the organs and functions of the pulmonary, circulatory, and immune systems; discussion of environmental factors of disease, descriptions of the epidemiology triangle; explanation of external contacts, internal fractures, and malposition that may cause disease; descriptions and explanations of the disease of the digestive, respiratory, urinary, endocrine, muscular-skeletal system..
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Animal Science
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 110
Prerequisite: None
This course will develop students' understanding of the livestock (beef, dairy, sheep, goats, and swine), poultry, and large (equine) animal industry. Topics of instruction include scientific investigations, genetics, animal anatomy and physiology, animal nutrition, animal reproduction, animal health, and meat science.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Equine Science
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 113
This class focuses on information and practical skills related to basic equine production and management. This includes information in the area of basic horse production, handling, and grooming, handling young unbroken horses, horse health and disease prevention, basic first aid, parasites, fundamentals of foot care, practical horse nutrition, fertility and genetics of production, breeding efficiency and mating procedures, care of mare and foal, selection and marketing the horse, transporting the horse, physical facilities and stable management, and the selection and care of tack.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
Companion Animals
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 125
Students will explore areas of anatomy, physiology, nutrition, genetics and health of companion animals including cats, dogs, rabbits, rats, mice, reptiles, amphibians and fish. Other topics covered include anatomy, physiology, nutrition, genetics, and health of various companion animal species, and will be able to compare and contrast these topics between species. Animal breeds, and developing a management plan for caring for a chosen species of companion animals are also included.
*2023-2024 ○2024-2025 ●2025-2026 ○2026-2027 ●2027-2028 ○2028-2029
Livestock Production
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 126
This course will develop students' understanding of the livestock (beef, dairy, sheep, goats, and swine), poultry, and large (equine) animal industry. Topics of instruction include scientific investigations, genetics, animal anatomy and physiology, animal nutrition, animal reproduction, animal health, and meat science.
-2023-2024 ●2024-2025 ○2025-2026 ●2026-2027 ○2027-2028 ●2028-2029
BUSINESS EDUCATION
Accounting 1
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 167
If you plan on majoring in business or owning your own business, this class is for you! Students will study the fundamental concepts of the accounting cycle and its application for business records through the use of standard financial records common to all types of businesses using journals, ledgers, worksheets and financial statements. Students will apply these skills to projects and practice sets. Students have the opportunity to use accounting software to complete project. Non-traditional (male) students are highly encouraged to enroll.
*2023-2024
*2024-2025
*2025-2026
*2026-2027
*2027-2028
*2028-2029
Accounting 2
Prerequisite: Accounting I
Grade Level: 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 169
Advanced Accounting continues using the concepts taught in Accounting and expands on those concepts. Students will be working with departmentalized accounting. Students will apply these skills to projects and practice sets. Students will have the opportunity to use accounting software to complete projects. Non-traditional (male) students are highly encouraged to enroll.
*2023-2024
-2024-2025
*2025-2026
-2026-2027
*2027-2028
-2028-2029
Do You Want to Be a Millionaire?
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 165
This course is designed to provide students with an understanding of money management, investments, consumer credit, consumer purchasing, insurance, taxes, and creating a household budget. Students will demonstrate their knowledge through classroom activities, including a stock market simulation, purchasing a car, a checkbook simulation, tax forms, and a budgeting project. Non-traditional (male) students are highly encouraged to enroll.
*2023-2024
-2024-2025
*2025-2026
-2026-2027
*2027-2028
-2028-2029
Marketing
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 163
It is important to know how marketing concepts work in business and global economies. Looking at different marketing case studies will show you how real companies address challenges and how the economies in different countries and cultures can affect people. More specifically, how it affects you. The world of marketing is a gateway to many different careers. Looking at some of the different careers will allow you to learn about many different marketing-related careers and the skills and education you will need to obtain them.
-2023-2024
*2024-2025
-2025-2026
*2026-2027
-2027-2028
*2028-2029
Career Readiness & Entrepreneurship
Grade Level: 9, 10, 11, 12 Course Length: One Quarter (2 blocks)
Prerequisite: None Course Number:
It is important to have certain soft skills in whatever career field you enter. In this class you will work on developing these skills and career planning. The student will look at various skills needed for careers. In the entrepreneurship section of this course the student will help develop a couple of school businesses.
-2023-2024
*2024-2025
-2025-2026
*2026-2027
-2027-2028
*2028-2029
COMPUTER SCIENCE
Computer Science- Programing and Webpage Design
Grade Level: 9, 10, 11, 12 Course Length: One Quarter (2 blocks)
Prerequisite: None Course Number: 160
Students in computer science exploration and expression will learn the problem-solving process, the input-output-store-process model of a computer, and how computers help humans solve problems. Students will learn to create websites using HTML and CSS inside Code.org's Web Lab environment. Students will learn fundamental programming constructs and practices in the JavaScript programming language while developing animations and games in Code.org's Game Lab environment.
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Computing for Small Business
Prerequisite: None Course Number: 177
*2028-2029
Grade Level: 9, 10, 11, 12 Course Length: One Quarter (2 blocks)
Students will learn how to create and customize documents using Microsoft Office. Students will apply learned skills on a business simulations,
*2023-2024
emulating a small business environment.
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LANGUAGE ARTS
English 9
Grade Level: 9
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 211
Students practice writing paragraphs and short essays in preparation for the state writing test. Grammar and mechanics are incorporated into this study. In literature, emphasis is on reading and interpreting short stories, drama, poetry and mythology.
English 10
Grade Level: 10
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 213
This course consists of a study of literature, writing, speech, grammar, and content specific vocabulary. Special emphasis is placed on the literary forms of the short story, drama and the novel.
Human Diversity in Literature
* College Credit Available
*Graduation Requirement or Academic Literature or 21 st Century Literature
Grade Level: 11 or 12
Course Length: One Semester
Prerequisite: None
Course Number: 216
Human Diversity: This course introduces students to multicultural literature in the U.S. Students read works that explore a range of soci-cultural identities or experiences, such as "race"/ethnicity, class, gender, sexuality, and disability.
Academic Literature
st and Literary Performance
*Graduation Requirement or 21
Century Literature or Human Diversity in Literature or Theatrical Speech
* College Credit Available
Prerequisite: None
Grade Level: 11 or 12
Course Length: One Semesters
Course Number: 217
This course will deepen students' understanding and appreciation of literature as an art form as well as strengthen students' ability to read short stories, poems, novels, and drama for meaning. Students will analyze and write reflectively about literature, and think critically about what they read.
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21 st Century Literature
and Literary Performance
*Graduation Requirement or Academic Literature or Human Diversity in Literature or Theatrical Speech
Grade Level: 11 or 12
Course Length: One Semester
Prerequisite: None
Course Number: 222
This class will survey modern literature, including novels, plays, and poetry.
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Academic Writing
* College Credit Available
*Graduation Requirement or Digital Writing
Grade Level: 11 or 12
Course Length: One Semester
Prerequisite: None
Course Number: 220
Review of basic writing skills will continue. Students will develop and demonstrate writing skills through multi-page compositions. Strategies for topic and thesis development, methods of research, and organization methods will be presented and practiced. Emphasis will be placed on prewriting and proofreading activities. This class is strongly recommended for students who will be attending college for it practices college-type writing assignments.
Digital Writing
Grade Level: 11 or 12
Course Length: One Semester
Prerequisite: None
Course Number: 221
*Graduation Requirement or Academic Writing
During Digital Writing, we will explore what it means to be a digital writer, honing our research and writing skills while also working to develop skills that you can carry with you into your lives beyond this class, including collaboration, adaptability and initiative, effective oral and written communication as evidence of critical thinking, accessing and analyzing information, and curiosity and imagination. Your digital creations demonstrating your work will be published on the school's online newspaper, The Valley Press, to share with the school and community.
Fundamentals of Communication
* College Credit Available
*Graduation Requirement or Small Group Communication or Public Speaking and Performance or Theatrical Speech and Literary Performance
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 215
This course teaches the use of verbal and nonverbal communication to organize and deliver effective oral presentations. Additional emphasis is placed on identifying and overcoming listening barriers.
Small Group Communications
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 218
*Graduation Requirement or Fundamentals of Communication or Public Speaking and Performance or Theatrical Speech and Literary Performance
This course is designed to facilitate students' learning of the basics and practice of small-group communication. Through discussions, readings, and exercises, we will investigate several concepts related to group and team communication. Topics related to groups and teams include roles, cohesiveness and group-think, group development and team evolution, diversity, verbal and nonverbal communication, listening and feedback, decision-making and problem-solving, creativity, conflict management, leadership, and computer-mediated group communication.
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Theatrical Speech and Literary Performance
*Graduation Requirement or Academic Literature or 21
*Graduation Requirement or Fundamentals of Communication or Public Speaking and Performance or Small Group Communications st
Grade Level: 11 or 12
Prerequisite: None
Course Length: One Quarter (2 blocks)
Century Literature or Human Diversity in Lit.
Course Number: 21
This course will approach the literature of dramatic works through the lens of academic understanding, as well as, polished performance. Students will gain an overview of dramatic genres and a brief history of theater, as well as, examining effective interpretation and delivery of theatrical speech.
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Public Speaking and Performance
Theatrical Speech and Literary Performance
*Graduation Requirement or Fundamentals of Communication or Small Group Communication or
* College Credit Available
Prerequisite: None
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Course Number: 223
This course is designed to facilitate students' learning of the basics and practice of small-group communication. Through discussions, readings, and exercises, we will investigate several concepts related to group and team communication. Topics related to groups and teams include roles, cohesiveness and group-think, group development and team evolution, diversity, verbal and nonverbal communication, listening and feedback, decision-making and problem-solving, creativity, conflict management, leadership, and computer-mediated group communication.
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Creative Writing
Prerequisite: None
Course Number: 224
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Creative writing will introduce students to the process and techniques of writing. Students will experiment with various types of writing, including the writing of fiction, creative nonfiction, plays, and poetry. Class readings will expose students to various writing styles and provide examples of the successes and strategies of other writers. Time will be spent discussing the writer's craft, the assigned readings, and student writing.
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Media Literacy
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 225
Media literacy is a way of thinking about the media: a way of deconstructing media messages to gain more control over them. In this class, we'll be deconstructing media content- photographs, newspaper articles, advertisements, tv shows, movies, documentaries, public relations materials, websites- and develop an understanding of how this media content influences us. This class aims to help you become media literate, but also to think more strongly about the media as they relate to citizenship and democracy.
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Writing for Life
Grade Level: 11 or 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 226
This class will focus on cover letters and resumes. Technical writing and reading will be addressed. Other styles of writing such as scholarship essays, informative and narrative will also be included.
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MATHEMATICS
Geometry
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Algebra II
Course Number: 259
This course introduces the properties of triangles, quadrilaterals, and circles to develop problem-solving skills. Students will apply the geometric concepts to problem solving skills. It is recommended that students have a TI-30x IIs calculator
Algebra III
Grade Level: 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Algebra II
Course Number: 257
This course is an extension of Algebra II emphasizing advanced concepts of variables and solving equations. This course should be considered by any student planning to attend college or to pursue vocational training which requires advanced math skills. The student will be able to apply algebraic concepts to advanced problem solving situations. To be successful, students should have received a grade of "C" or better in Algebra II.
College Algebra
Grade Level: 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Algebra III
Course Number: 258
* College Credit Available
A study of the fundamental concepts of algebra. Topics include: equations and inequalities; polynomials, rational, exponential, and logarithmic functions and their graphs; and system of linear equations.
Functions, Statistics and Trigonometry
Grade Level: 11, 12
Prerequisite: Geometry and Algebra III
Course Number: 273
Course Length: Two Semesters (Year)
Topics covered in this course include exploring data, functions and models, transformations of graphs and data, circular functions, trigonometric functions, and probability and simulation. Students will apply learned skills to real-world situations. This course is intended for the college-bound student.
Pre-Calculus/Advanced Mathematical Topics
Grade Level: 12
Course Length: Two Semesters (Year)
Prerequisite: Functions, Statistics and Trigonometry Course Number: 275
* College Credit Available
This course emphasizes advanced mathematical concepts. It is recommended for any student considering a post-secondary mathematical based field of study. During the first semester students will apply the concepts of lines, planes and polar coordinates, and complex planes to applicable problems. Topics to be covered during the second semester include: Transcendental Functions, Conic Sections, Limits of Functions, Rates of Change, and Integrals. If time allows, other topics may be included. Students will demonstrate knowledge of subject matter by applying it to problem-solving situations.
Technical Algebra
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 265
In this course, students will be introduced to basic algebraic concepts such as: algebraic rules, solving equations, scale drawings, probability, functions, graphs, linear equations, powers, roots, and polynomials. This course does not meet college preparatory requirements for four year colleges and universities.
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Technical Geometry
Grade Level: 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 267
In this course, students will be introduced to basic geometric concepts such as: reasoning, segments, midpoints, special angles, parallel lines, congruence, and polygons. This course does not meet college preparatory requirements for four year colleges and universities.
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Technical Algebra II
Grade Level: 11, 12
Prerequisite: Technical Geometry and Tech Algebra Course Number: 269
Course Length: Two Semesters (Year)
Topics covered include: trigonometric functions, factoring, patterns, functions, quadratics, systems of equations, inequalities, and geometry. The topics covered in this course are subject to change. These changes will help align the course with the Minnesota mathematics graduation standards. This course does not meet college preparatory requirements for four year colleges and universities.
MUSIC
Concert Band
Prerequisite: Prior Band Experience
Meets Daily*
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Prior Band Experience
Course Number: 326
Students will study instrumental music through a variety of styles from different eras as well as music theory and history. Students must perform at a more advanced level than junior high band. Lessons will be available upon request. Students will demonstrate this knowledge through classroom activities, along with, individual and group performances, such as concerts, contests, and pep-band.
Concert Choir
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 328
Meets Daily*
Students will study choral music through a variety of styles from different eras, as well as, music theory, and music history. Lessons will be available upon request. Students will demonstrate this knowledge through classroom activities, along with, individual and group performances, such as, concerts and contests.
Music Production and Recording
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 330
With the use of modern technology students will develop skills in digital music production. Students will also study the history of recorded music and practice skills in recording musicians and producing music. Students in the course will not have to perform themselves, but will have the opportunity to if they so choose.
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Stage Production
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 332
Students will the basics of backstage work that allow performances to take place. Students will be introduced to lighting, sound, set, and other topics for the stage. There will be ample opportunities for practical application of the skills by assisting with theater productions and concerts.
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Garage Band
Grade Level: 9, 10, 11, 12
Prerequisite: None
Course Length: One Quarter (2 blocks)
Course Number: 333
A garage band in the classroom setting. Students will study the ins and outs of playing popular music in multiple styles. Other topics covered will be songwriting, the recording industry and copyright law. Students will need to perform on instruments or sing in this class. See the instructor if you have any questions.
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Music from Stage and Screen
Prerequisite: None
Course Number: 331
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Students will study the intricate role that music plays in our movies and performances on stage. During the course students will study the makeup of the groups that perform on movie scores and how the process of recording a film score is completed. Students will view multiple films during the semester applying new listening and watching techniques
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Jazz Combo
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 330
Students will learn about playing jazz in the small group setting. Students will study different styles within the jazz idiom and develop skills in improvisation. Students will need to play an instrument or sing to be in this ensemble. Standard instrumentation includes, drums, bass, piano, trumpet, saxophone, and trombone. See the instructor if you have questions.
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Music Theory
Prerequisite: Instructor approval
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 330
Students will study the mechanics of music. Written music will be studied in depth including, but not limited to note reading, scales, chords, and part writing.
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PHYSICAL EDUCATION/HEALTH & DRIVER'S EDUCATION
Driver's Education
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 351
Students will become familiar with the rules and regulations of traffic safety and have an understanding and appreciation of what it takes to become a defensive driver. Those who successfully complete the course and qualify by age are eligible to take the written permit test administered by Minnesota Department of Transportation. This course requires the student to be present in class for a minimum of 30 hours of instruction time. Enrollment in Behind-the-Wheel training takes place following successful completion of the classroom portion of the class. A signed enrollment contract and a $25 deposit are required for students wishing to take Behind-the-Wheel training. Total cost of Behind-the-Wheel training is $180, which includes a $30 deposit due before completion of the classroom portion of the training.
Health 10
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 358
The tenth grade health class will introduce new topics and reinforce those that were discussed in 7th grade Health. Topics include: self-esteem, mental health, stress, mental disorders, suicide, reproduction and heredity, aging, death, drug use and abuse, alcohol, tobacco, nutrition, physical fitness, STD's including AIDS, harassment and current health issues.
Strength Training/Conditioning
Grade Level: 9, 10, 11, 12
Prerequisite: None
Course Number: 367
Course Length: One Quarter (2 blocks)
The Strength Training/Conditioning program will consist of a weight lifting program for both the beginner and the advanced weight lifter. In addition to weight lifting (strength training), the program will include activities to increase speed, agility, flexibility, power and cardiovascular endurance. This program will be of benefit to both male and female, athlete and non-athlete. The Strength Training/Conditioning class will provide the individual with a plan of where to start, how to do the various lifts/exercises and how to coordinate other athletic activities into a total program for themselves or their sport.
Competitive Team Sports
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 361
Participate in a variety of team sports. This course is the study of team sports in a competitive setting. The primary units of study include softball, basketball, lacrosse, volleyball, floor hockey, flag football, and personal fitness assessment. The students will demonstrate learning through tests at the completion of each unit.
Non-Traditional Physical Education
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 359
Participate in non-traditional PE activities - ladder ball, corn-hole (beanbags), shuffleboard, table tennis, gaga ball, croquet, bocce ball, and others. This course is recommended for students who are interested in non-traditional physical education activities where they can play and teach others as they get older. The students will demonstrate learning through participation.
Racquet Sports
Prerequisite: None
Course Number: 360
Grade Level: 9, 10, 11, 12
Prerequisite: None
Course Length: One Quarter (2 blocks)
The primary units of study in racquet sports are- tennis, badminton, table tennis, and pickle-ball. The students will demonstrate learning through participation and tests.
Sports Psychology and Leadership
Prerequisite: None
Course Number: 362
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Know the psychology behind optimal performance individually and as a team, as well as leadership skills to better perform that role within a team. This class will address psychological knowledge and skills to address optimal performance and well-being of athletes, developmental and social aspects of sports participation, and systemic issues associated with sports settings and organizations.
Sports Medicine and Nutrition
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 363
Understand the causes of common sports injuries, as well as steps to prevent or limit injuries, and treatment of the injuries. Also included is the role nutrition has in performance. This course is the study of anatomy and kinesiology and key injuries as they relate to sports. The primary units of study include medical terminology, lower leg, ankle and foot, knee, thigh and hip, low back, shoulder, elbow, wrist, hand, fingers and thumb. The students will demonstrate learning through tests at the completion of each unit.
Coaching
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 364
Learn principles of coaching in relation to all sports, as well as sport specific information. Learning about all aspects of being a coach, from mission statements, philosophy, interviewing, budgeting, creating practice plans, inventory, working with other coaches, scheduling and many more aspects of coaching.
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Officiating
Prerequisite: None
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Course Number: 365
Learn rules and techniques, regulations, mechanics, professionalism and conflict resolution to officiate a variety of sports common to our area football, basketball, volleyball, and baseball/softball. Beneficial for officiating youth/junior high events, and hopefully develop interest in certification for high school events.
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SCIENCE
Physical Science
Grade Level: 9-12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 376
Students will study the concepts of chemistry (atoms, molecules, symbols and formulas) and of physics (sound, light, heat and motion). Also included will be current issues in science. Students will demonstrate their knowledge through written activities and apply this knowledge in laboratory exercises.
General Biology
Grade Level: 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 380
Students will study biological concepts, theories and principles including: the cell theory, mechanisms of heredity, biological change over time, the interdependence of organisms, material cycles and energy flow in living systems, the behavior of organisms, and the historical significance of major scientific advances through the investigation and analysis of cells, organisms, and ecosystems. Hands-on activities include: frog dissection, microscope work and other scientific equipment and computer simulation programs. Students will work with statistical data and complete independent investigations. Lab experiments along with individual and group projects will be an important part of each unit. Labs will teach and reinforce students how to use the tools and techniques important to biology as well as provide practical application of biological concepts.
Anatomy & Physiology
Grade Level: 11, 12
Course Length: Two Semesters (Year)
Prerequisite: General Biology
Course Number: 382
If your major interest is in biology, or you are college-bound, this class is for you! This course is designed for students planning careers in such areas as laboratory or health fields, environmental studies, veterinary medicine. This course is designed to help prepare a student for college, especially in the area of medicine, medical technology, nursing, health, physical education, dietary professions, veterinary or science education. The course will include units on anatomy/physiology and microbiology. Primary emphasis is on the anatomy and physiology of the human body. The lab portion of the course is designed to do some comparative anatomy of other organisms, such as the rat, fetal pig, and others to be determined.
Dissections will be used to help support and reinforce the body systems covered during the semester.
Global Engineering Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 395
Develop a deeper understanding of alternative energy sources. Hands-on projects will be used to investigate the effectiveness of alternative energies; these will be supplemented with research and scientific principles to gain a clear understanding of environmental projects. We will also explore techniques in managing the waste produced by a growing population. The class will focus on potential future careers in the environmental engineering field.
Principles of Engineering (STEM)
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 388
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This STEM (Science, Technology, Engineering, and Math) course is a basic introduction to engineering. Students who complete this course will learn the concepts necessary to develop their ideas into solutions that will improve our lives. Exciting hands-on learning includes units on engineering design, simple machines, electricity and magnetism, and a culminating design project.
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Forensics 1
Prerequisite: None
Course Number: 386
Have you ever wondered how the forensic scientists on TV shows figure out which suspect did the crime? In this class we will gain an understanding of forensic science and the techniques used to relate suspects to a crime scene. Topics covered include soil analysis, hair and fiber analysis, fingerprints, detecting blood, and testing for drugs. Lab techniques that forensic scientists use in each of these areas will be a main focus of the class.
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Forensics 2
Grade Level: 9 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 386
This course will be a continuation of Forensics 1.
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Astronomy
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 389
This course introduces you to the composition and structure of the universe. This course will provide the student with a study of the universe and the conditions, properties, and motions of bodies in space.
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Meteorology
Grade Level: 9 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 391
Meteorology not only includes the study of basic weather elements and surface weather systems, but also the study of atmospheric physics and its application to different scale phenomena
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Robotics and Coding Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 393
Students will design and build Lego projects designed to demonstrate key principles of engineering, code with an intuitive drag-and-drop program to bring their creations to life.
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Outdoor Ecology
Grade Level: 9 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 396
In this course, students will design and conduct experiments focusing on interactions between living things and their environment in the local area.
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Physics
* College Credit Available
Grade Level: 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Trigonometry OR
Course Number: 390
Concurrent enrollment in Trigonometry
Grade Level: 9, 10, 11, 12
Course Length: One Quarter (2 blocks)
Prerequisite: None
Course Number: 386
Student will study the concepts of motion, heat, light, wave motion, sound, electricity and magnetism, and nuclear physics. Students will demonstrate their knowledge through written activities and apply their knowledge in laboratory exercises.
General Chemistry
Grade Level: 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 392
Students will study atomic theory, periodic law, molecular structure, chemical nomenclature, chemical reactions, stoichiometry, gas laws and systematic problem solving. Students will demonstrate their knowledge through written activities and formal tests, as well as, apply the knowledge in laboratory exercises.
Advanced Chemistry
Grade Level: 12
Course Length: Two Semesters (Year)
* College Credit Available
Prerequisite: General Chemistry
Course Number: 394
Students will continue their studies of concepts from general chemistry while gaining a deeper understanding of those chemical principles. Students will also be introduced to enthalpy, organic chemistry, colligative properties, equilibrium kinetics and electrochemistry. Students will demonstrate their knowledge through written activities and formal tests, as well as, apply their knowledge in the lab.
SOCIAL STUDIES
American History-9
Grade Level: 9
Course Length: One Semester
Prerequisite: None
Course Number: 400
Students will study America's early history. Topics may include exploration and settlement; political history; expansion and growth; economic development; immigration; civil war and slavery; revolutionary war; the industrial revolution; etc. Students will demonstrate knowledge through classroom exercises; projects, research and analysis, and written activities.
World History-9
Grade Level: 9
Course Length: One Semester
Prerequisite: None
Course Number: 401
Students will study the development of modern nations and events that influence today's societies. Students will demonstrate their knowledge through classroom activities and projects.
World History-10
Grade Level: 10
Course Length: One Semester
Prerequisite: None
Course Number: 404
Students will study the development of modern nations and events that influence today's societies. Students will demonstrate their knowledge through classroom activities and projects.
Global Geography
Grade Level: 11
Course Length: One Semester
Prerequisite: None
Course Number: 411
Students will study physical and human geography and interaction of land, climate, vegetation, people and culture, resources and land use around the world. Land, climate, vegetation and human geography of Eastern Europe, Northern Eurasia, the Middle East, Africa, South, East, and Southeast Asia, and The Pacific will be studied. Students will demonstrate knowledge of these topics through classroom work and assessment. A heavy influence on current events will also play a large role of the core curriculum.
Grade Level: 11
Prerequisite: None
Course Length: One Semester
American History 1945-Present
Course Number: 412
Students will study our nation's history post WWII to present. They will begin with US policy during the Cold War and involvement in South East Asia. Students will also study the roots of the Civil Rights movement during the 1950's and 1960's. They will learn about the Vietnam conflict and how it shaped the United States. New technology culture and 21 st century foreign policy will cap of a semester of in-depth American History.
Senior Social Studies
Prerequisite: None
Grade Level: 12
Course Length: Two Semesters (Year)
Course Number: 413
Students will study government and economics. Government will focus on the study of American government. Economics will cover both microeconomics and macroeconomics. Students will be assessed through classroom assignments, projects, simulations, and tests.
Introduction to Psychology
Grade Level: 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 407
* College Credit Available
Students will study the causes of behavior and basic psychological theories. Topics will include theories, interactive behavior, learned behavior/heredity, etc. Students will demonstrate knowledge through classroom exercises, projects, research, and analysis.
Introduction to Sociology
Grade Level: 11, 12
Course Length: One Semester
*College Credit Available
Prerequisite: None
Course Number: 409
Students will study different groups in society, with an emphasis on American culture and the development of the family. They will demonstrate an understanding of basic sociological concepts through classroom exercises and projects.
WORLD LANGUAGES
Spanish I
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 426
Students will be introduced to the skills of reading, writing, speaking and listening to Spanish by means of textbooks, workbooks, videos, tapes, songs, games and other media as available. Emphasis on verbs will be regular present tense and the immediate future. Students will be speaking and having oral evaluations from the beginning of class. There will also be regular tests, quizzes and small projects. Vocabulary emphasis will be on that which allows for basic communication tasks, such as saying your name asking and answering questions, expressing preferences, discussing dates, time, foods, etc. Students will be introduced to the cultures of various Spanish-speaking countries.
Spanish II
Grade Level: 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: Spanish I
Course Number: 428
This is a continuation of Spanish I. Students will continue to work on grammatical concepts, reading, writing and listening skills. They will continue to be tested on regular present-tense verbs and the immediate future, but will add irregular present-tense verbs and learn the imperfect, the preterite, the present perfect tense, and the present progressive tense. There will be a continued emphasis on oral evaluations. There will be written assignments, such as short paragraphs and dialogues. Vocabulary will continue to expand so that students can express opinions and discuss a wide range of subjects. Exploration of the cultures of Spanish-speaking countries will continue.
Other Language Options
Other World Language options exist via ITV. Languages offered may include: French, German and Chinese. Check with the counseling office for information on availability and scheduling.
REACH/MN West Consortium/ITV/Online/Experiential Learning
REACH
Grade Level: 9, 10, 11, 12
Course Length: Two Semesters (Year)
Prerequisite: None
Course Number: 99
The REACH program is designed to assist students in achieving their academic and personal best. REACH stands for Responsibility, Education, Accountability, Character, and Hard Work. REACH class is a positive structured learning environment to create a safe place for students to belong, connect, and support each other. Students will set weekly and semester goals for themselves in the areas of personal, academic, and family. The curriculum is guided by the needs of the students and may cover topics such as communication skills, social skills, problem-solving, self-image, drug/chemical awareness, healthy relationships, and other topics that are brought up over the course of the semester. Grading is done on a pass/fail basis.
ITV
Grade Level: 9 – 12
Prerequisite: None
Course Length: One Semester
A list of available courses is available in the Counselor's Office. For more information, stop in the Counselor's Office.
MN West Consortium Courses
CNA
Grade Level: 9, 10, 11, 12
Course Length: One Semester
Prerequisite: None
Course Number: 145
This course emphasizes the role of the nursing assistant and the home health aide as a valuable member of any health care team. This course will introduce and prepare students for entry-level jobs in nursing homes, home care, hospitals, and other health care facilities. Upon successful completion of classroom/lab studies, the student will participate in a nursing home clinical experience. Successful students will be eligible to take the Nurse Aide/Home Health Aide competency examination.
Experiential Learning Courses
Internship- Work Based Learning
Grade Level: 12
Course Length: 1 Semester (3 blocks)
Prerequisite: Counseling Office Prior Approval
Course Number: 140
The purpose of the Lac qui Parle Valley High School Internship Program is to promote student career development and career readiness. The promotion of student career development and career readiness will be accomplished by:
* Fostering the development of industry specific skills in students.
* Exposing students to potential career fields; allowing for an in-depth exploration of career interests through experiential learning.
* Fostering the development of transferable employability skills in students.
* Bridging the gap between high school graduation and student employment.
* Increasing students' understanding of the connection between education and vocational goals.
* Fostering a connection between the school and local businesses and industry.
LqPV Graduation Requirements Worksheet
COURSE SECTION
COURSE
COMPLETED
COURSE OPTIONS
SOCIAL STUDIES (4 credits)
* American History/Civics(Grade 9)………..
* World History (Grade 10)…………………
* Global Geog/Am His (Grade 11)………….
* Senior Social (Grade 12)………………….
□ Yes
□No
□Yes□No
□ Yes
□No
□ Yes□ No
□ Yes□ No
ENGLISH (4 credits)
* English 9 (1.0 Cr)……………………….
* English 10 (1.0 Cr)………………………..
* Writing (.5 Cr)..……………….
* Literature (.5 Cr)………………………
* Public Speak (.5 Cr)………………………...
* English Elec. (.5 Cr)……………………….
□ Yes
□No
□ Yes□ No
□ Yes□ No
□Yes
□ No
□ Yes□ No
□ Yes□ No
MATHEMATICS (3.0 Credits)
*
Grade 9__________________________
* Grade 10_________________________
* Grade 11_________________________
* Grade 12_________________________
□ Yes
□No
□ Yes□ No
□Yes□No
□ Yes□ No
SCIENCE (3.0 Credits)
* Grade 9 Physical Science
* Grade 10 Gen Biology
* Grade 11or 12 Physics or Chemistry
□ Yes□ No
□ Yes
□No
□ Yes□ No
FINE ARTS (1.0 Credits)
* Music__
___________________________
* __________________________________
* Visual Arts_________________________
* __________________________________
* Media Arts_________________________
* __________________________________
□ Yes□ No
□ Yes□ No
□Yes
□ No
□ Yes□ No
□ Yes□ No
□ Yes□ No
PHY. EDUC./HEALTH (1.5 Credits)
* 1 credit PE_____________
__________
*
Health 10________________________
□ Yes□ No
□ Yes□ No
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