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Old Testament Basics
Prophetic Books
Listening Guide
Introduction
[1] What two categories of prophets are introduced in this paragraph?
The Beginning of the Prophetic Office
[2] In what passage did God institute the prophetic office?
[3] Who was the first prophet?
[4] What four things does this passage tell us about the prophetic ministry?
The Prophets' Time and Place
[5] Why are there two ways of counting the prophetic books?
[6] What must we know about a prophet if we want to make sense of his writing?
[7] Where did the theme of the prophets' messages come from?
Six Groups of Prophets
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OT128
[8] In what six groups do we place the writing prophets?
[9] What two things must we know about each prophet?
The Prophets' Dual Ministry
[10] What are the two foci of the prophets' ministry?
[11] Which of the two was primary?
[12] Briefly explain the time orientation of most Old Testament prophetic visions of the future.
A Closer Look at the Prophets
[13] It would help you to summarize this section about the prophets' chronology in writing. You have it in narrative form in the paragraph and as a graphic. But creating your own diagram should help you remember when the prophets lived.
[14] What is the difference between a major and a minor prophet?
[15] Which books are the Major Prophets?
The Prophets' Messages
[16] Where did Amos live, and where did he minister?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
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Lesson 10
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[17] What was Amos's profession?
[18] What did God ask Hosea to do to demonstrate how He viewed Israel's idolatry?
[19] Why is Isaiah called the prince of writing prophets?
[20] How did Isaiah's ministry differ from most other writing prophets?
[21] What was Habakkuk's first complaint?
[22] Why did he complain again?
[23] What do we learn about the prophets from Habakkuk's experience?
[24] What was Jeremiah's relationship with Judah's kings like?
[25] What great event in Judah's history caused Jeremiah to weep and to write his lament?
[26] Where did Ezekiel live and minister?
[27] How did his ministry relate to Jeremiah's ministry?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
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Lesson 10
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[28] Where did Daniel live when he ministered?
[29] How was Daniel different from the other prophets?
[30] Why do we list Daniel with the prophets?
[31] What was the focus of Haggai's and Zechariah's ministry?
Conclusion
[32] What are some of the ways these prophets were different from each other?
[33] What are some ways there were alike?
[34] When did God institute the prophetic office?
[35] Why is a proper understanding of the time period of a prophetic book essential?
[36] How would you summarize the collective eternal message of the prophets?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
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Lesson 10
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Reflection
Record one new fact or insight you discovered in this lesson.
Application
Jesus' final commission to His followers was, "You will be my witnesses" (Acts 1:8). Do you sense your calling as God's prophet for your time and your situation? What are some ways you could minister God's Word to the people around you? In your answer, consider how God asked Hosea, Isaiah, and Ezekiel to "live" His message so people could see it.
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
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Lesson 10
| | <urn:uuid:7c309791-f4d6-4928-9fc4-00386977d904> | CC-MAIN-2022-21 | https://media.thegospelcoalition.org/wp-content/uploads/2017/10/30184902/OT128-10.pdf | 2022-05-29T01:41:57+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00268.warc.gz | 455,447,269 | 828 | eng_Latn | eng_Latn | 0.997008 | eng_Latn | 0.997763 | [
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PE Subject Statement
PE Lead: Reece Evans
Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.
John F. Kennedy
Intent
At Flitch Green, we want our children to receive a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physical activities. The children will engage in a range of sport which will build character and embed values such as fairness and respect. We want them to be physically active for sustained periods of time, which will result in their love for sport returning and encouraging them to engage in physical activity outside of school using links to local sports clubs. At Flitch Green, we offer a range of extra-curricular sports clubs and in the future we will aim to offer clubs to all pupil premium children.
We encourage all children to develop their understanding of the way in which they can use their body, equipment and apparatus safely yet imaginatively to achieve their personal goals. All children have the opportunity to enjoy being physically active, maintain a healthy lifestyle and using the medium of sport, increase their self-esteem. We aspire for children to adopt a positive mind-set and believe that anything can be achieved with determination and resilience.
We provide opportunities for children to learn how to stay safe by starting swimming lessons in year 1 and continuing until children have become confident in the water, knowing how to keep safe and also meet the National Curriculum requirements of swimming 25m by the end of Year 6
Our PE curriculum, along with PSHE and science, teaches children about the importance of healthy living and learning about the need for good nutrition. At Flitch, we aim for children to develop the necessary knowledge and skills which will have a positive impact on their future by becoming physically active citizens to benefit their long-term health and well-being.
Implementation
At Flitch Green we offer a dynamic, varied and stimulating program of activity to ensure that all children progress physically through an inspirational, unique and fully inclusive PE curriculum. All pupils receive at least two hours of high quality PE using our hall or the spaces outside. To help deliver our curriculum, we work with Sports Coaching Specialists (SCS) who send a coach each week to deliver inclusive PE lessons to each class across the year. The coach also offers CPD opportunities, with teachers observing the coach in action and working alongside him. This helps build the confidence of the teacher and the quality of the lessons that they deliver. Staff have access to a sports planning website where they are able to plan inclusive lessons for their class, by selecting drills and activities to support the learning of their session.
Our PE curriculum is sequenced precisely to ensure progression of knowledge and skills throughout a child's primary education, thus enabling children to build upon prior experiences and apply these fluently, with confidence. We are part of the Uttlesford School Sport Partnership, where we have access to expert programmes such as Bikeability and Chance to Shine cricket, which is delivered by coaches for no cost. We take part in a wide range inter-sports competitions and inclusion events with other schools in the partnership. Although we enjoy the competitive nature of sport, we also appreciate and encourage the importance for all children to take part in events and promote positive experiences of being physically active and not always participating to win.
Children take part in a range of invasion, striking and fielding or net and wall games, we promote imagination and creativity in gymnastics and dance as well as provide opportunities for athletics using both indoor and outdoor environs ts. Children in Year 4 and 6 will take part in outdoor and adventurous activity challenges both individually and within a team on a residential trip.
To develop leadership and communication skills, children in Year 6 can apply to become a Sports Ambassador, which is a responsible role in encouraging younger children to learn how to play collaborative games in the form of a club at lunchtime. Children selected are positive role-models for younger members of the school.
Impact
Pupils at Flitch Green will develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This will be reflected in them meeting their age appropriate milestones.
The school will see improvement across a number of key indicators. We will see the engagement of all pupils in regular physical activity. Children's confidence and engagement will increase and the profile of PE and sport will be raised across the school.
From our lessons, children will take responsibility for their own health and fitness, and with their exposure to competitive sports, many will enjoy this success of representing the school.
We will equip our children with the necessary skills and a love for sport, which will hopefully lead to the child growing up to live happy and healthy lives utilising the skills and knowledge acquired through PE. | <urn:uuid:17af8ed4-1c34-4cea-92fd-f6106dd007cc> | CC-MAIN-2022-21 | https://www.theflitchgreenacademy.co.uk/_files/ugd/fe4be3_e3481e3eb82e424a8c81a2351704cf7d.pdf | 2022-05-29T02:14:39+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00269.warc.gz | 1,195,391,443 | 956 | eng_Latn | eng_Latn | 0.9972 | eng_Latn | 0.997591 | [
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? What can you do? Follow these simple steps to keep everyone healthy and safe. ♦ ♦ If you smoke, quit. Talk to your doctor about free resources and programs in your area. ♦ ♦ Avoid smoking in your house or car or in areas where your family spends a lot of time. ♦ ♦ Don't allow family or visitors to smoke in your home or car. ♦ ♦ Hire only nonsmoking babysitters and care providers.
Replace and repair to reduce smoke residue.
Thirdhand smoke cannot be completely eliminated. In homes where regular smoking has occured, the following may be needed to reduce thirdhand smoke residue:
♦ ♦ Replace carpets ♦ ♦ Replace furniture ♦ ♦ Replace bedding ♦ ♦ Replace countertops ♦ ♦ Replace wallboards/drywall
Free help to quit smoking
1-800-NO-BUTTS
www.nobutts.org
(1-800-662-8887)
https://smokefree.gov
☎ California Smokers' Helpline Smokefree.gov
Sources
1. California Department of Public Health. California Tobacco Control Program. 2017. Thirdhand Smoke.
3. Centers for Disease Control and Prevention. How Does Smoking During Pregnancy Harm My Health and My Baby? Updated 2016. www.cdc.gov/reproductivehealth/ maternalinfanthealth/tobaccousepregnancy/ [Accessed October 2016]
2. Smith, Caitlin O., 'Thirdhand smoke' exposure another threat to children, AAP News, American Academy of Pediatrics. 2009: 30;8
4. U.S. Food and Drug Administration. Secondhand (and Third-Hand) Smoke May Be Making Your Pet Sick. November 2016. www.fda.gov/ForConsumers/ ConsumerUpdates/ucm530220.htm [Accessed May 2017]
© 2017. California Department of Public Health. Funded under grant #16-10064. www.tecc.org 1-800-258-9090
Thirdhand Smoke
Learn how you can protect yourself and your family from this unseen danger.
What is thirdhand smoke?
If you've ever smelled smoke on a smoker's hair or clothes, or smelled smoke in a room where no one is smoking, you've experienced thirdhand smoke. It is a toxic residue that is left on surfaces long after the cigarette smoke is gone. It can also come from hookah and electronic cigarettes.
The dangerous chemicals that are found in tobacco smoke have been shown to remain on all indoor surfaces including counter tops, walls, furniture, toys, and even on our skin and hair. 1
"Cigarettes' lingering after-effects are just as dangerous to children as secondhand smoke." 2
American Academy of Pediatrics
Why is it dangerous?
♦ ♦ Thirdhand smoke contains high levels of nicotine and cancer-causing chemicals. 1
♦ ♦ Some of the chemicals in thirdhand smoke are different from those found in fresh smoke because it changes over time and becomes even more toxic. 1
♦ ♦ Exposure to thirdhand smoke damages genetic material (DNA), and increases the risk for short- and long-term health problems including asthma and cancer. 1
♦ ♦ Common cleaning methods such as vacuuming, wiping surfaces, and airing out rooms do not completely remove thirdhand smoke. 1
♦ ♦ Layers of smoke residue can build up over time on surfaces and in household dust where it can remain for years. 1
Who is most at risk?
Babies & children
♦ ♦ They are closer to most of the contaminated surfaces because they are crawling on rugs and furniture.
♦ ♦ The nicotine and chemicals in thirdhand smoke can be absorbed through the skin or inhaled. 1
♦ ♦ Infants and toddlers can swallow smoke residue when teething or playing with contaminated objects. 1
Pregnant people
♦ ♦ Nicotine is a health danger for pregnant people. It can damage a developing baby's brain and lungs. 3
Your pets
♦ ♦ Pets spend most of their time on the floor or on furniture, where thirdhand smoke settles.
♦ ♦ The smoke also settles on animal fur (or feathers). When pets groom themselves they can ingest the toxic chemicals from the smoke. 4
You can protect yourself, your family, and your pets by keeping your home and car tobacco free. | <urn:uuid:74a0f441-5d5c-439b-86ce-5bb3918fbb1f> | CC-MAIN-2022-21 | https://www.caquits.com/_files/ugd/08319b_61d596fca456473396ccfdd0140d6062.pdf | 2022-05-29T03:04:25+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00270.warc.gz | 764,234,741 | 926 | eng_Latn | eng_Latn | 0.98865 | eng_Latn | 0.996723 | [
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Madrid 2022 - 23
Study Abroad Handbook
A useful guide to your study abroad experience
The usefulness of this handbook depends on student input. If you find erroneous information, please contact email@example.com. Copyright March 2022 Indiana University
What's Inside?
TABLE OF CONTENTS
What's Inside?
TABLE OF CONTENTS
PROGRAM CONTACTS
Programa de Indiana, Purdue y Wisconsin (con Tulane) Facultad de Geografía e Historia Edificio B Calle Profesor Aranguren, s/n Ciudad Universitaria Madrid 28040 SPAIN
Office Telephone:
Resident Director:
Associate Director:
011-34-91-544-7668
Yonsoo Kim Purdue University firstname.lastname@example.org
Amy Olson email@example.com
GOALS & OBJECTIVES
The goals and objectives of a study abroad program are as diverse as the students, faculty, and administrators involved. Some goals may be common (e.g. language acquisition), while others may be more personal (e.g. becoming independent). Some goals may seem more important to some than to others (e.g. desire for academic integrity in coursework vs. desire to travel).
Study abroad programs will provide a more enriching experience if they incorporate a wide range of goals. The first step toward the achievement of these goals is acknowledging and defining them before the program begins. Once you are abroad, the process continues with a structured and cooperative approach to achieving these goals. We've begun the process by outlining some goals for your program.
4
WIP Madrid Program Goals
* Competence with the Spanish language and knowledge of Spanish literature, culture, history and the arts
* Integration into the academic and social environment of the Universidad Complutense de Madrid
* Immersion experience in a supportive environment
* Personal development and growth
Program Elements that Support these Goals
* Resident staff to provide personal and academic advising
* Program office located on the Complutense campus
* Special courses taught by Spanish faculty in area studies for program participants
* Attendance in Universidad Complutense de Madrid courses with Spanish students
* Coursework integrated into students' academic goals
* Volunteer opportunities available for Academic Year students
* Cultural excursions to various regions in Spain
* Independently-arranged housing with Spanish and international peers
* Intercambio language exchange with UCM students
ICONS IN THIS GUIDE
Helpful
Program
Information
Student Advice
Information to help prepare you for study abroad
Suggestions from study abroad returnees
Savvy Traveler Tips
Traveling tips to get you where you're going
5
PROGRAM INTRODUCTION
This handbook provides information relevant for all Wisconsin, Indiana, Purdue and Tulane students going on the WIP Madrid semester or academic year program. Contact your school's study abroad advisor regarding general travel-preparation information, school‑specific academic program and degree requirements, tuition and program fees, scholarships and financial aid, and contractual arrangements.
You should use this handbook and other supplemental materials now as you prepare to leave and later while you are abroad. Since many student questions are addressed in this handbook, please consult it before contacting your study abroad office.
This handbook is also available on the web: https://overseas.iu.edu/docs/ handbooks/madrid-iu.pdf
Additional University Handbooks and Information:
* Wisconsin: www.studyabroad.wisc.edu/handbook.
* Purdue:
* Program Information: www.studyabroad.purdue.edu/ programs/flyer. cfm?flyer=35
* Handbook Information: www.purdue.edu/IPPU/SA/_ Documents/MySA/ProgramDocuments/SavvyGuide.pdf?_ ga=2.62821029.883087002.1646921448-217516911.1612210665
* Tulane: cge.tulane.edu
6
The Program in Madrid
Tentative 2022-23 Calendar*
The final exam schedule for Reunidas (and Complutense courses for academic year [AY] students) may not be available until after students arrive in Madrid. Fall semester student should NOT plan to leave the program prior to the first day of winter break and should schedule their return flights no earlier than December 22. Spring/AY students should NOT plan to leave the program prior to June 4.
In addition, the following religious and national holidays are observed: Oct. 12 (Día de la Hispanidad), Nov. 1 (Día de Todos los Santos), Nov. 9 (Día de la Almudena), Dec. 6 (Día de la Constitución), Dec. 8 (Día de la Inmaculada), May 1 (Día del Trabajo), May 2 (Día de la Comunidad de Madrid), and May 15 (Día de San Isidro, Patrón de Madrid). Holidays that occur on Fridays or Mondays usually create long weekends called "puentes."
Once set and formally announced, the dates for classes and examinations are firm. They may be changed only in case of extreme hardship, such as a death in the family or serious illness of the student. You are not permitted to request changes to accommodate your travel schedule.
*These dates are subject to change. The student will be notified in advance if any changes are to be made.
7
Travel & Arrival Information
Academic Year and Fall Participants
August 29 is the official arrival day for academic year and fall-only participants, and you must be in Madrid by 10:00 a.m. You must not enter Spain before your visa validity begins.
You will be responsible for making your own travel arrangements to Madrid. This summer, you will receive detailed arrival instructions. These instructions will include information about being greeted at the airport by staff, meeting together as a group, getting into the city and to your lodgings. You will also receive important practical information to get you settled upon arrival, orientation activities and housing options in a separate mailing.
Program staff cannot be available to assist you before the official arrival date. If you arrive early, you must make your own housing arrangements for the interim.
Special note for AY students: Youmust be sure to save your boarding pass from the flight into Madrid and give it to the staff upon arrival.The boarding pass will be used to prove entry into Spain and must be submitted to authorities during the process of application for student residency.
Spring Semester Participants
The official arrival day for spring semester participants is tentatively set for January 17 (pending confirmation from the start dates of the Complutense University), and you must be in Madrid by 10:00 a.m. in order to attend the official WIP program orientation meeting. Place and time will be announced by email at a later date prior to arrival. You must not enter Spain before your visa validity begins.
You will be responsible for making your own travel arrangements to Madrid. Before arrival, we will send you detailed arrival instructions. These instructions will include information about meeting together as a group, going into the city, and finding transportation to your homestay.
You will also receive important practical information to get you settled upon arrival, orientation activities and housing options for the semester in a separate mailing.
Program staff cannot be available to assist you before the official arrival date. If you arrive early, you must make your own housing arrangements for the interim.
Visa and Residency Permit
You will be required to have a Spanish student visa stamped in your passport when you arrive in Spain. Begin researching the application requirements at your consulate immediately and apply for your student visa as soon as you have been instructed to do so by your home institution. Your study abroad office will provide you with all necessary documents for obtaining this visa at a Spanish consulate in the U.S. since it cannot be obtained in Spain.
Spanish student visa regulations are getting more complicated and time consuming so you are advised not to leave the U.S. for any international travel before the program begins. If you must be out of the country more than a couple of days immediately prior
8
to the program start date, there is no guarantee that the consulate will process the visa in time for your departure. For example, you should be aware that some consulates require a travel itinerary in order to apply, thus a plane ticket may have to be purchased before the visa paperwork deadline. In addition, if you will study in Spain longer than six months, you may be required to obtain certificate(s) by police authorities where you resided during the last five years to prove the absence of police record.
If you will be studying abroad prior to the start of the program, please be advised that it is nearly impossible to obtain a student visa outside of the U.S. In addition, consulates and embassies outside the U.S. are generally unfamiliar with student visa requirements as they relate to U.S. students and will often provide conflicting or incorrect information that will ultimately delay the visa application process and jeopardize your chances of obtaining a visa in a timely manner. Therefore, you should return to the U.S. to obtain your student visa.
Finally, keep in mind that students have to surrender their passports to the appropriate consulate anywhere from several weeks to as long as two months or more before the program starts.
Year-long students must be sure to get a 90-day visa with multiple entries to facilitate travel and re-entry into Spain. After year-long students arrive in Madrid, the program staff will help you obtain the required residency permit (tarjeta de residencia de estudiante). This permit takes the place of the visa and allows you to legally live and study in Spain longer than six months. Students must be sure to save their boarding passes from the flight into Madrid and give it to staff upon arrival. The boarding pass will be used to prove entry into Spain and must be submitted to authorities during the process of application for student residency.
Spring or fall semester students will not obtain this residency permit, so you must apply for a 180-day visa to cover the entire length of your stay, and multiple entries to facilitate travel and re-entry to Spain. Please verify that the length that is also mentioned in months (e.g. January-June) covers 180 days.
Important visa considerations for all students: When your visa is issued, immediately double-check that the dates are correct, and that you have been issued a visa with multiple entries.
You must not enter Spain before your visa validity begins. This usually coincides with the start date of the program, so keep this in mind when booking your flight. If you arrive before the start date of the visa, you must leave the Schengen territory (go to the U.K, for example) once the visa's validity begins and re-enter the country in order to "activate" your student visa and legal status as a student. Visas are only correctly activated if you enter on or after the start date of the visa.
Keep your boarding pass and turn it in to the program office staff upon arrival. In the event your passport was not correctly stamped, or you entered the Schengen territory through another EU country, you must prove your date of entry into Spain. Your boarding pass into Madrid is proof. If you do not have this to prove entry, you may need to leave Schengen territory and re-enter it.
Dual citizens of any EU country and the U.S. are strongly encouraged to obtain a visa as Americans so your legal residence here is processed along with the rest of the students. However, you may choose to enter the country using your European passport and then
9
make arrangements here upon arrival (within 30 days) to declare your entrance into Spain and complete a registration process with authorities. International students must contact the Spanish Consulate and confirm visa requirements for your nationality. Due to the expenses involved, check with your international student office on campus prior to departure.
Madrid
Madrid, the political capital of Spain since the late sixteenth century, today has a population of nearly 6.5 million for the entire Madrid metropolitan area.
Madrid, Spain
It is located at an altitude of 2,200 feet, and on clear days the snow-capped Sierra de Guadarrama, rising to over 7,000 feet, is visible from the university campus. The climate is generally dry, with very hot summers and cold but not severe winters. Weather is most pleasant in May, June, September and October.
Madrid is a modern, dynamic, cosmopolitan city, which underwent its first major expansion in the eighteenth and nineteenth centuries. It continues to grow and exhibit all the problems associated with urban areas: it is crowded and noisy, with too many cars and constant traffic jams. There is serious air pollution and the cost of living is high. Nevertheless, the city offers a good, inexpensive, public transportation system, so that travel around the city is relatively easy. (There are apps available to assist with this.) You must be alert for pickpockets on the Metro and take reasonable precautions on the street at night.
The city has abundant and varied restaurants and cafes, numerous theatres, museums, cinemas, and parks, including one of the world's most famous art museums, the Prado. Situated at the center of Spain's rail, air and highway networks, Madrid provides an excellent base for excursions. The WIP Madrid Program organizes excursions each year and encourages its students to take advantage of many other opportunities for individual travel within Spain. Among the major attractions within easy reach for a day trip are El Escorial, Toledo, Ávila, Segovia, Aranjuez, Cuenca, Salamanca and Navacerrada (skiing), as well as other interesting small towns and villages.
You may find adjusting to a large city with its traffic, subway, and throbbing pace is as daunting and exciting as adjusting to a new language and culture.
Academic Program
The minimal course enrollment for the WIP program is as follows:
Fall-only students: 15 credits in classes for U.S.-based students through Reunidas.
Spring-only students: 15 credits in combination of classes through Reunidas and Complutense (6 credits minimum).
Fall Term (academic year students): 15 credits in combination of classes for U.S.-based students through Reunidas and Complutense courses (3 credits minimum for WIP students, 6 credits minimum for Tulane students).
Spring Term (academic year students): 15 credits in combination of classes through
Reunidas and Complutense (6 credits minimum).
Onsite Orientation
All WIP students are required to participate in an orientation program that will be given by the staff of the WIP office in Madrid and Spanish instructors. It includes practical advice for living in Madrid, succeeding in academics, volunteering and teaching (among other extracurricular activities and cultural activities such as walking and museum tours.
Course Load
Each semester you must enroll as a full-time student and complete a minimum of 15 credits per semester. In September and January you will meet with the Resident Director to discuss your planned course of study and work out a feasible schedule from the Reunidas and Complutense (if applicable) courses available. Prior to this meeting, you will do pre-advising with the WIP staff to decide on courses outlined in your academic plan that you create beforehand with your advisor on your home campus. Follow the proposed schedule you planned with your
Many Spanish profs are discovering the benefits of class discussion and two-way learning. The amount of memorization can be shocking, but it's part of the cultural adjustment.
STUDENT ADVICE
advisor before leaving the United States as closely as possible. You should bring a copy of your advising schedule with you. Students who apply themselves have achieved academic success in their courses.
Reunidas Classes
Universidades Reunidas (www.ucm.es/universidades-reunidas) is a consortium of American universities that have been in operation for more than 50 years and offers numerous special three-credit courses in the humanities and social sciences for U.S.based students only. All courses are taught in Spanish by University of Madrid professors in the Geography and History building, where the WIP program office is located. The Spanish professors selected to teach Reunidas courses have extensive experience working with foreign students. They are aware of your linguistic level and sensitive to the importance of providing you with background explanations and supplementary descriptions that would not be necessary for Spanish students. Academic expectations in Reunidas classes (a syllabus, midterm and final exams, homework assignments,
STUDENT ADVICE
attendance policies) are similar to those in U.S. classrooms. In selecting Reunidas classes you may refer to a large collection of course descriptions in the program office from previous WIP students.
For more information about Reunidas (courses, syllabi, class schedules, etc) check out the Reunidas webpage: www.ucm.es/universidades-reunidas.
Spanish Instructional Style
"Amount of busy work is almost completely eliminated, grades are based on 1-2 exams and possibly a paper."
Be prepared to adjust to a different instructional style in Spain. Learning within a different cultural context is one of many important study abroad experiences. There is student
participation. However, you can expect a traditional lecture. The Spanish educational system does not stress critical thinking as much as its American counterpart does. Instead, special attention is given to students' ability to assimilate the reading and lecture material and accurately reflect this information on exams or in papers. Most professors do not solicit student comments in class or out. The traditional Spanish educational system may be better characterized as "give and return" rather than "give and take." Nevertheless, many Spanish professors enjoy working with Americans who participate in a more dynamic learning environment. If you want to participate actively in your classes, take the initiative since it can be a good way to form lasting professional contact. Regular class attendance is important. Reunidas professors are asked to inform the Resident Director if you miss more than three class hours, and absences in excess of three class hours will have a negative impact on course grades.
Reunidas Courses (tentative)
The following is a tentative list of courses offered by semester. You must consult the exact course offerings and the class schedules in Madrid with the Resident Director. These classes are offered either fall or spring semester unless it lists spring and fall both in parenthesis. In these cases, the student may take the class either semester since the material covered is not the same. Please consult the exact course offerings in the materials you will be provided with during pre-registration, and also course information online: www.ucm.es/universidades-reunidas.
Arts and Philosophy
Obras maestras del Museo del Prado: luz y color (Fall)
Obras maestras del Museo del Prado: representaciones de poder (Spring)
Taller de teatro español contemporáneo (Fall)
Cine español (Spring)
Filosofia contemporánea española (Spring)
Spanish Literature
Literatura española: siglos XVIII - XX (Fall)
Literatura hispanoamericana: siglos XV - XIX (Fall)
Literatura hispanoamericana: siglos XIX-XXI (Spring)
La mujer en la literatura española (Spring)
Spanish Language
Composición para hablantes bilingües y avanzados (Fall)
Español de los negocios (Spring)
Fonética española (Spring)
Dialectología: el español en el mundo (Spring)
Introducción a la lingüística (Fall)
Sintaxis comparada inglés/español: construcciones verbales (Spring)
History and Culture
Islam, Cristianismo y Judaismo en España: cultura, religión y sociedad (Spring)
Historia contemporánea de España: 1808 al presente (Spring)
Historia de Hispanoamérica: del siglo XIX al XXI (Spring)
Madrid: Cultura y sociedad (Fall)
Social Sciences (Political Science, Economics, Geography, etc.)
Análisis político y economía comparada de la España actual (Fall)
Relaciones internacionales y política exterior de España (Fall)
Estudios de Género: Feminismos y Reflexiones Queer (Fall)
Los sistemas políticos europeos: El modelo español (Spring)
España en el mundo global (Spring)
University of Madrid
The University of Madrid is organized on the basis of several schools called facultades, which vary in size from a few hundred students to several thousand. The university's total enrollment is more than 75,000 students. Most of the facultades are located in the Ciudad Universitaria, which encompasses an extensive area on Madrid's western edge. Some of the present buildings date from before the Civil War when most of the old campus was destroyed. Each facultad has its decano and administrative staff and seems to operate quite on its own. There is a rector (roughly equivalent to the president of the university) who has his own office complex (Pabellón de Gobierno) near the Plaza de la Moncloa. The University of Madrid (also called La Universidad Complutense de Madrid) is the national university (practically all other Spanish universities are state institutions) and, like all other educational institutions in Spain, is ultimately under the control of the Ministry of Education.
Complutense Courses
In addition to Reunidas classes, academic year and spring-only students will take Complutense courses. These are regularly scheduled University of Madrid classes with Spanish classmates. While Reunidas classes have the advantage of greater structure and a more familiar academic environment, it is also important for you to participate in the Spanish university system.
Complutense offerings span a full range of depth and breadth in world geography and history (including area studies), world literature, anthropology, philosophy, and economics, and all courses carry three credits.
Complutense courses start around the same time as Reunidas courses, but have their final exams later. Final exams, which may include an oral component, are scheduled in January and May/June. Mid-term examinations are customary. In addition to lectures, you can expect to have group work and papers, practice sessions, and even an oral presentation.
Note that courses taught in English with readings in English do not satisfy the program's Complutense course requirement. You may not take North American, British, or any other literature or history of the English-speaking world courses (even if taught in Spanish) or classes dealing strictly with the U.S. (unless, for example, they are comparative in nature such as comparative politics).
Although opportunities exist to study other foreign languages in Madrid, WIP students are limited to advanced courses in literature, culture, civilization, history of the language, or advanced linguistics that are taught in the foreign language, not beginning and intermediate language courses. (UW students must refer to their IAP Study Abroad Handbook for more information on policies regarding third language classes.)
Choosing Complutense Courses
Prior to your departure for Spain, take advantage of Complutense course lists available at your school's study abroad office or on their website to make some tentative plans regarding the Complutense courses you will pursue.
The Complutense University Website
You should consult the class schedules and available syllabi in order to familiarize yourself with what you will find on campus. Class schedules (timetables) are available for the upcoming academic year online, usually by July. Until then the timetables that are posted are for the current year, and will change prior to your arrival.
The main Complutense University (UCM) website is: www.ucm.es.
How to Find Courses, Syllabi and Timetables on the Complutense Website
Please follow the steps below to find courses within the three Facultades (schools) that have an agreement with the WIP program (Filología, Filosofía and Geografía e Historia).
Note: WIP students must take their Complutense courses within those Facultades (with exceptions). All Complutense classes taken by WIP students count for three credits.
Classes in Filología:
Go to the Complutense website: www.ucm.es
* Under UCM, click on Facultades.
* Click on Filologia.
Syllabi (Programas):
* When the Filología page opens up, on the left hand side under the section heading Estudios, click on Grado.
A list of the different Programas de Grado degree programs will appear. Advisors and students are encouraged to browse through courses in several majors, not just in Grado en Español, because some Grados which in principle seem to be unrelated to the student's needs, may have some courses within the degree program which offer a good option to fulfill student requirements.
To access the syllabi for classes in Filología, after clicking on Estudios and then Grado, click on the Grado Major degree in which you are interested. On the page that opens up, click on the yellow icon "Programa" and a list will open up of all of the classes from Curso 1 (first year) to Curso 4 (fourth year) for this degree. Click on the class you are interested in. Not all of the classes on the list have a syllabus online, but many do. Many will have the schedule for lectures and the semester the class is given posted here.
Schedule of Classes (Horario):
* When the Filología page opens up, under the heading Alumnos click on Horarios y
Exámenes.
* Next, click on Horarios de Grado.
* Choose the Grado degree major you are interested in and open up the schedule.
Classes in Filosofía:
* Go to the Complutense website: www.ucm.es.
* Under UCM, click on Facultades.
* Click on Filosofía.
Syllabi (Programas):
* When the Filosofía page opens up, under the section Estudiar, click on Grado.
* Next, click on Grado en Filosofía.
* On the right, click on the yellow icon Programas.
* On the page that opens up there is a list of all of the classes in this degree: Curso 1 (first year), Curso 2 (second year), Curso 4 (fourth year) and Sin Curso Definido (electives). Click on the class you are interested in. Not all of the classes on the list have a syllabus online, but many do. Many will have the schedule for lectures and the semester the class is given posted here.
Schedule of Classes (Horario):
* When the Filosofía page opens up, on the left hand side under the section heading Docencia click on Horarios Asignaturas y tutorias.
* After clicking on Horarios Asignaturas, under the section Asignaturas, horarios, aulas Curso 2018-2019 (or 2019-2020 if it has been updated) click on Grado en Filosofía and the schedule of classes will open for Primer Curso (first year), Segundo Curso (second year), Tercer Curso (third year), Cuarto Curso (fourth year) and Asignaturas Optativas (electives).
Classes in Geografia e Historia:
* Go to the Complutense website: www.ucm.es.
* Under the heading UCM, click on Falcultades.
* Click on Geografía e Historia.
Syllabi (Programas):
* When the Geografía e Historia page opens up, click on Estudios, then click on Grado.
* There you will see a list of Estudios de Grado. Click on the Grado degree you are interested in.
* On the right, click the second icon that resembles a calendar.
* A list will open up of all of the classes from Curso 1 (first year) to Curso 4 (fourth year) and Electives (Sin curso definido) for this degree. Click on the class you are interested in. Not all of the classes on the list have a syllabus online, but many do. Also, many will have the schedule for lectures and the semester the class is given posted here.
Schedule of Classes (Horario):
* When the Geografía e Historia page opens up, click on Estudiantes then Horarios/ Profesores.
* Under Horarios de Titulaciones Oficiales, click on Grados de la Facultad de Geografiae Historia.
* On the page that opens, you will see several boxes with the different Grado degree majors and a link for each of the different Cursos (years of study) for each degree.
* Click on these links for a list of the regular classes Clases teóricas and the schedule of mandatory labs and discussion groups for each class Seminarios y Prácticas. When planning your schedule you will need to find the schedule for both components of your
class. When looking at these class lists, be careful to look at the bar on the left hand side to see what semester the class is; Primer Cuatrimestre (Fall) or Segundo Cuatrimestre (Spring). Also, when looking at the Seminarios and Prácticas or Actividades de Seminario you should note that many times there are more than one group.
Succeeding in Complutense Classes
In Madrid, talk with the Resident Director to focus on areas of interest or competence, and use the class schedules and syllabi to find possible classes that fit within your advising plan that you made with your academic advisor prior to the program. Challenge yourself. Seize the chance to study topics available only in Spain. Advanced classes with smaller enrollment may provide better academic opportunities and more individualized attention than large introductory lectures.
Once you have selected your Complutense courses, find out exactly what is expected to complete the course successfully. The program syllabus will indicate the areas of study for the class and a bibliography to use for complimenting what you learn in lecture. Spanish university classes place emphasis on the professor's lectures, class notes, complimentary readings and even more on independent research.
Make an effort to approach Spanish students and sit with them in class. They can explain doubts you may have about the class and/or the syllabus and the coursework required. Most WIP students find Spanish students friendly and quite willing to share their copious notes, if asked. Arrive for class early so you can sit near the front of the room. You will be able to hear and understand the teacher much better. If you have not previously mastered the vosotros verb forms, study them, because they are constantly used in Spain.
Do not be deceived by Complutense students' apparent relaxed attitude toward class attendance. They are accustomed to independent study culminating in comprehensive annual examinations, which they are allowed to retake the following fall (American students are not allowed to do this).
You should expect that you can do as well academically in Madrid as on your home campus if you apply yourself seriously. This generalization becomes highly problematic if you miss classes or exams or fail to take your studies as seriously as the Spanish professors assume you will.
Tutorials
WIP provides tutorial assistance for Complutense courses throughout the semester, which is not to be confused with remedial tutoring. The purpose of the tutorials is to help you clarify and complete lecture notes, help explain basic entry-level concepts and vocabulary of the discipline in Spanish, and help you identify and locate the bibliography for exams, papers and projects. The WIP program strongly encourages students to meet with tutors for their Complutense classes. Data show that students who had tutorial assistance did better overall in Complutense classes.
Final Exam Schedule
Fall semester: the final exam schedule for Reunidas (and Complutense courses for academic year students) may not be available until after students arrive in Madrid. Fall
semester students should NOT plan to leave the program prior to the first day of winter break and should schedule their return flights no earlier than December 22. Students are not permitted to reschedule exams in order to depart the Madrid WIP program prior to the dates that individual exams are set. Re-taking exams is not allowed.
Spring semester: the final exam schedule for both Reunidas and Complutense courses may not be available until after students arrive in Madrid. Students should NOT plan to leave the program prior to mid-June (unless updated final exam dates are available) and should schedule their return flights no earlier than June 11. Students are not permitted to reschedule exams in order to depart the Madrid WIP program prior to the dates that individual exams are set. Re-taking exams is not allowed.
Pass/Fail Policies
The deadlines for the pass/fail option will be included in the Academic Deadlines section of the onsite manual for Madrid that students receive upon arrival. (Note: Data show that WIP students who take their Complutense courses for a letter grade tend to achieve better results than students who choose to exercise the P/F option.)
Purdue:
A Purdue student may choose the P/NP option for any course approved for direct credit for that program. On the WIP program, students will receive a letter grade, by default, for all Liberal Arts courses. If a student wishes to take a course or courses for P/NP, he or she must first discuss the matter with and secure permission from his or her Purdue academic advisor. If permission is granted, the academic advisor must sign, date and return the Pass/Not Pass form (see student's My Study Abroad page) to the Study Abroad Office by the P/NP deadline (highlighted on MyStudyAbroad page). Forms turned in late will not be accepted. Once a form is turned in, the decision cannot be reversed. NOTE: courses that will count toward a student's major or minor requirement usually cannot be taken for P/NP. If a student takes a course that has not been approved for direct credit, the student will receive a P/NP grade automatically.
Indiana:
IU students may opt for pass/fail grading in the equivalent of one course each semester as long as the courses are elective in nature. Pass/fail credits can be applied toward the minimum 120 credits to graduate and the minimum number of credits at the 300-400 level, but nothing else. Any courses taken in the major or minor department on a pass/ fail basis will not fulfill any major requirements.
Wisconsin:
Students must be in good academic standing according to their school/college in order to be eligible to request the pass/fail grading option. Undergraduates may carry one course on a pass/fail basis per term and a maximum of 16 credits during their undergraduate career. Students contemplating graduate or professional school should take as few pass/fail courses as possible. Pre-med students are advised to take only graded courses. Only elective work may be taken on a pass/fail basis. Students can take coursework in their major or minor department on a pass/fail basis if the coursework is not being used to fulfill major requirements. Any coursework taken in the major or minor department on a pass/fail basis will not count toward fulfilling any major requirements. Thus, students should consult with their major advisor before declaring
pass/fail in the major or minor department. Consult the IAP Study Abroad Handbook (https://studyabroad.wisc.edu/handbook/handbook-academics/) for more details about the pass/fail option and other grade issues.
Tulane:
Tulane's regulations for S/U grades apply abroad with three restrictions: 1) students may not take an independent study or directed research course abroad on an S/U basis, 2) students may not take the Core Course on certain programs on an S/U basis, 3) students may not take S/U grades for courses offered on any Tulane summer programs unless given specific approval by the program director. Generally only one course may be taken as S/U per semester.
Additionally, some academic semester/year study abroad programs do not offer an S/U option, or limit S/U options, and this takes precedence over Tulane's regulations. Please refer to your program or host university for information on their internal policies.
The study abroad S/U deadline differs from the Tulane on-campus deadline and depending on your program. For most programs that are 15 weeks long, requests must be submitted in writing to OSA by email within 10 weeks after the first class meeting. On block-based programs such as Open Campus or programs that aren't 15 weeks long, the S/U deadline is determined by the percentage of the course taken rather than 10 weeks into the semester. In this case, if you have completed more than 3/4 of the course, then you have passed the S/U deadline. Requests must be submitted to the OSA by email (firstname.lastname@example.org).Following the receipt of an emailed S/U request, the OSA will consult with the Academic Advising Center and notify the student of the decision. Once filed, the change is not reversible. Students may not exercise the S/U option with the program sponsor without notifying the OSA.
If the student has completed more than 3/4 of the course or passed the 10-week deadline in the case of programs that are 15 weeks long, then they have passed the S/U deadline and would need to submit a grade dispute petition through The Tulane Study Abroad Committee instead.
In general, students may not take courses S/U in the major or minor field. For specific restrictions, students must inquire with their major/minor departments at Tulane.
Overseas program directors submit a regular letter grade to Tulane for courses taken on an S/U basis. The OSA will convert this grade for students with approved S/U requests on file.
Student Rights and Responsibilities
All behavioral incidents that violate either the Madrid program's rules (i.e. arranged student apartments or homestay, Complutense, Reunidas, etc.) or the home institution's rights and responsibilities as addressed by that institution's code of conduct, must be documented and reported to the home institution's study abroad office which will decide on proper reporting procedures in order to protect the best interests of the students, the program staff and the institution.
Withdrawal from the Program
Each university has different policies regarding complete withdrawal from the program. You MUST consult the WIP program administration and your home campus study abroad office before withdrawing from the program to learn what the implications are for your academic record.
Libraries
In general, public libraries in Madrid are not as conducive to study as their American counterparts. They are open usually until 8:00 or 9:00 pm, and offer longer hours during exam periods. In order to work in them you might have to acquire a membership card, which can be obtained with an ID and passport. Many public libraries offer Internet.
There is no central University of Madrid library, and the individual facultad libraries tend to be crowded, especially at exam time. There are several libraries near the WIP program office and the faculty building where most classes are held. The María Zambrano library, with plenty of room to study, and even an area to work on group projects, is across the street from the faculty building where WIP students have most of their classes.
In the main Geography and History library, there are some open stacks with a large selection of reference books for use in the library. When checking out books, you may be asked to fill out a request slip and turn it in, and an attendant will get the book for you from the deposit. Books are in great demand and can be checked out for only a week or two at the most.
In short, you must be ready to forget the comfort of central U.S. university libraries as you know them and adjust as European students do. This means making sufficient allowance in your budget for buying books. Nonetheless, total book costs in Spain are far less than those at U.S. universities. Spanish or history majors have a wonderful opportunity to begin a private collection of basic works through Madrid's many excellent bookstores. Each "school" in the university has its own bookstore where textbooks can be purchased (with student ID) for a 10% discount, and Madrid has hundreds of bookstores (librerías).
Campus Virtual
Many classes require students to open a Campus Virtual account where professors post the syllabus, class readings, projects, homework, and class information - similar to Canvas. In the event that your professor mentions Campus Virtual in class, you will need to activate your account through the Complutense website (you will receive instructions from the WIP office on how to do this) and ask your professor to add you to the class list by providing him/her with your Complutense email account, once activated. Many students have found that Campus Virtual is a very useful tool that helps them follow the course.
Computer Usage
There are university computers available for academic and investigative use. They may be used to type papers and projects, as well as to perform searches on the internet while doing research projects. There are no printers in the computer room, so any work that you do must be saved on a USB flash drive and printed out on one of the copy machines in the building, at the student copy window, or in the WIP office.
Email is permitted, but internet use is limited by very strict guidelines that must be read upon arrival. Students are not allowed to chat, download, or play video games; nor view pages with sexually explicit content. If any of the usage rules are disobeyed, the computer lab will revoke your privileges for the remainder of the academic year. You will most likely have Wi-Fi in your apartment and the Complutense gives students access to the university Wi-Fi network once classes begin in September (or in February for spring semester students).
Students that own laptops should bring them to Madrid. A serious word of caution, however: laptops continue to be a luxury in Spain, especially Mac computers and all Apple products. They draw considerable attention from thieves and pick pockets in public. Their use should be limited to your apartment and buildings on campus, and great care should be taken while carrying them on your person. If it is obvious that you have a laptop on you, someone may try to take it from you if the opportunity presents itself. For that reason, do not ask a stranger to watch your belongings for you.
Many students use Skype on their laptops to keep in touch with friends and family. Usually you can use it for free with others who have it. You can also call home phones in the U.S. for much cheaper than calls made by cell phones. Whatsapp is the cell application most widely used in Europe, and you can make voice and video calls for free to friends and family in the U.S.
Student Activities
Although the University of Madrid is located in what is called the Ciudad Universitaria, it is not a campus in the American sense of the word, for it offers few organized student activities. Instead, the university is more like a commuter campus, and you will do little more there than attend classes, go to the library or the snack bar of the Facultad, or stop by the program office between classes. Most of the facultades do have active sports clubs where you can make friends and continue to play your favorite sports. Bring at least the basic clothing and gear. Past WIP students have joined student soccer, basketball, rugby and volleyball teams.
Volunteer opportunities afford students a unique opportunity to get to know aspects of Spanish culture that would otherwise be invisible and they provide a chance for you to use your language skills in practical ways while contributing something to Spanish society. Students have found these unique opportunities very meaningful in enriching their portfolio of life experiences.
You will find volunteer opportunities in Madrid through Solidarios para el desarrollo (www.solidarios.org.es) at the University of Madrid or through one of many ONG's (organizaciones no gubermentales). Information about these groups is available in the WIP program office. Most volunteer organizations require a minimum six-month commitment from students in order to participate, so students only in Madrid for one semester have a harder time finding volunteering opportunities, although WIP staff has located several organizations offering shorter-term or one-time volunteering activities you can participate in. For bigger NGOs, once you are trained and can operate on your own there is little time left to actually do volunteering unless you start immediately upon
arrival. For that reason, more and more organizations are asking for a commitment for the entire academic year. If you are interested in volunteering while you are in Madrid, you will need to inquire about volunteering opportunities immediately upon arrival in order to be considered. You can also take advantage of your neighborhood. Find a hospital, library, etc., where you can independently volunteer.
Travel agencies are located throughout the city, and many have great deals on flights or package trips throughout the year. TIVE, a national student union, runs a travel agency near the university campus (c/ Fernando el Católico, 88, metro: Moncloa). The TIVE office offers good student rates, but make reservations early for popular travel times. You should also check flyers posted around campus for trips organized by City Life Madrid and the Erasmus Student Network.
Erasmus students are European exchange students. There is an Erasmus student organization on campus called the Erasmus Student Network (ESN) that many students join in order to meet international students and participate in activities where they make Spanish friends. For more information, check out the ESN website: www.esnucm.org.
There have been few student strikes and demonstrations at Spanish universities in recent years, but, when they occur, it can be both politically and physically dangerous for you to be involved.
Life in Madrid
Housing
Academic year and fall students:
Housing options for fall 2022 will be set up ahead of your arrival. The options will be conveyed to you in a separate document.
Essentially, you will choose between a homestay, or an apartment specifically for WIP students.
Spring semester students:
You will be housed* in a private room in a Spanish household with breakfast, supper and laundry for the first month in Madrid. You will not be allowed to use the kitchen to prepare meals, so you should plan on eating lunch at the university or grabbing a sandwich at the deli. Semester students seek other housing alternatives after the first month, but also have the option of staying in their initial placements. but are also permitted to request a change to another homestay, or live in a student apartment with other students from the program. The homestay housing provider, Europa Plus, will contact you with the details of your housing prior to the program. If you decide to stay the entire semester with your homestay, let EP know at least one week before the end of your stay. Financial arrangements will be worked out directly with EP. You'll receive more details prior to arrival.
*Each WIP institution handles separately how their own students are billed for these housing arrangements.
** Tulane students participating on the WIP REUNIDAs program are not permitted to opt out of designated program housing unless they are in possession of an official, qualifying housing accommodation through the Goldman Center, no exceptions.
Apartments:
Due to health and safety standards, students wishing to live in an apartment will be housed with other students from the WIP program. The properties are rented as a whole, with the rent split equally among the tenants, and each student is responsible for making their payments to the housing agency. Students interested in this option will receive information and instructions in a separate mailing.
The renting of a property comes with specific responsibilities and commitments. In order for this arrangement to be fair, once students commit to this type of living arrangement they are responsible for the payment of the entire semester.
Living at a Homestay:
For many years, spring semester students have been housed for the first month in a homestay organized through the housing provider Europa Plus, with the option of staying on for the semester. The homestays are carefully selected and reviewed by WIP staff in Madrid, and students are assigned to them based on their specific needs and by paying as close attention as possible to personal preferences. This housing provider can also arrange homestays for academic year and fall semester students. Academic year
and fall students interested in this optionwill receive information in a separate mailing on how to contact Europa Plus for more details on how to make a reservation, while spring students can think it over during the first month and commit to staying on once they are in Madrid. You will receive information and contact details in your acceptance materials.
Home will be an apartment (piso) rather than a house, for almost all Madrileños live in buildings of six to eight floors. In most cases, your homestay will be a señora, usually a widow with or without children. In others, your homestay could be comprised of several different family members with or without children. In a Spanish home, you will be allowed independence but will have to adopt your homestay's daily schedule, especially meal times. The homestay arranged through Europa Plus includes two meals: a light, continental breakfast (coffee and toast) and a full dinner. You will not be allowed to use the kitchen to prepare meals, so you should plan on eating lunch at the university or grabbing a sandwich at the deli. Your clothes will also be washed for you.
The benefits of living in a homestay include gaining insights into Spanish culture and having the opportunity to speak Spanish every day, eat traditional Spanish food, live in a comfortable home with a more family feel to it, and develop a relationship with family members. Such a relationship is built on mutual understanding and consideration. Students who are most successful in homestays observe the customs of not bringing friends of the opposite sex to the house, not staying out too late every night, call when they are going to be late for a meal, and are conscious of the use of resources like water and electricity.
Health Insurance
Program fees paid by WIP students include a group health insurance policy that will cover a range of medical situations, including emergency medical evacuation. All students will be required to pay in cash immediately after all medical treatment and then apply for reimbursement from the U.S. insurance company. In some cases, students can contact the group health insurance provider for their university to arrange for a guarantee of payment, and only be required to show your insurance card when you go in for the doctor's appointment. You will receive more information upon arrival.
Medical Care
Upon arrival, you will receive the WIP Madrid program manual. Inside there is a section on Medical Matters with the names and phone numbers of recommended doctors. The American Association of Programs in Spain (AAPS/APUNE) has negotiated reduced rates for its students with two well-known clinics; both have English-speaking general physicians and specialists. When hospitalization is required, all necessary medical services can be arranged. Similar arrangements can also be made for non-routine dental care and extractions. When you go to a clinic or physician, take along the necessary claim forms to be filled out for insurance reimbursement or consult the WIP Madrid program manual for the clinics that accept your group insurance without charge for the visit.
If you need a specialist while in Madrid for a chronic medical condition, let staff know prior to arrival so that they can assist you in finding an English-speaking specialist in Madrid. You should also check the list of recommended specialists that can be obtained
from the group insurance provider for your home university.
If you regularly take a prescription medicine, you should bring a supply with you for the entire year or semester if possible. Spanish law prohibits prescription medicine to be shipped to Spain by mail, and will be confiscated in customs. (See the Shipping section for more details on items that cannot be shipped to Spain.) If necessary, a Spanish doctor can prescribe your medicine to you here provided that you have the main ingredients of the medicine along with a prescription and diagnosis from your U.S. doctor.
Money and Banking
The European Union monetary unit is the euro (€). The euro functions similarly to the U.S. dollar in that it is subdivided into 100 cents. There are eight euro coins denominated in 2 and 1 euros, then 50, 20, 10, 5, 2, and 1 cents. Each Euro coin has a common European face and a face designed by each country that can be used in every country. There are seven euro notes which are differently sized and colored, and come in denominations of 500, 200, 100, 50, 20, 10, and 5. The notes, unlike the coins, do not have national sides and are completely uniform. For more information about the euro, the European Union, and related topics, check the EU website: http://europa.eu.
Work out a budget for the year or semester. You should calculate how much money you can spend on a monthly basis during your year or semester abroad. This will help you, as you will know what your monthly limit is for rent, leisure, food, personal items, books, and travel.
Bring a debit card and its four-digit PIN. With it you can withdraw funds directly from your U.S. account at many ATM machines in Madrid and throughout Europe at very favorable exchange rates. Be sure to check with your bank to see if you need an international PIN. European keypads do not have letters, so know your 4-digit PIN.
Important Note: Prior to your departure from the U.S., check on the ATM fees that your home bank will charge you abroad. Often they charge a surcharge and commission every time you take money out. You also must alert your bank of the dates you will be studying abroad. Otherwise, they may cancel your card once they receive international charges thinking that it has been stolen or is being used fraudulently. Be sure you are able to access enough money to pay your security deposit, first month's rent, transportation fares, and meals for this initial time.
VIsa and MasterCard (students have had mixed results with American Express and Diner's Club) are accepted for purchases and services, and can also be used to obtain cash advances but at a much higher rate than using a debit card. Charges are billed to your account in the U.S. Visa is the most widely accepted bank card in Western Europe. Before leaving for Spain, you must contact your credit card company and give them the dates that you will be out of the U.S. and notify them that you will be using your credit card while you are there. That way they will accept international charges on your card without suspecting that it may have been stolen and is being used fraudulently.
Reloadable pre-paid credit/debit cards: A few students have used products that work as pre-paid reloadable credit cards or debit cards. They are not linked to any bank account, and students or their families can reload the cards (there are many plans and balances to choose from). These cards reportedly can be used in stores and cash machines.
One student strongly recommends the company Travelex that offers the "multi-currency cash passport currency card" that she has used for the semester with ease. Students from other American universities in Spain have used a MasterCard product, called "Spark MasterCard". Both of these options can be found online.
There are a few Spanish banks that allow foreign students to open an account with minimal maintenance fees. However, unless opening an account is something you have to do, staff recommends that you discuss with your bank the use of your account (through debit and credit cards) since wire transferring of money into an international account can be very costly and take up to 10 days.
About traveler's checks. Traveler's checks are not used in Spain or the rest of Europe for purchases and are extremely difficult to cash, unless you open up a Spanish bank account and deposit them into that (and even then large commissions apply).
IMPORTANT NOTE: Third-party checks (e.g. financial aid and personal checks from relatives back home) are nonnegotiable in Spain! Arrange to have these funds deposited to your account in the U.S. and then access the funds in Spain via one of the means mentioned above. Money orders from
Savvy Traveler Tips
Before traveling too far, check out these sights and activities in Madrid:
* Basílica de San Francisco el Grande
* Centro de Arte Reina Sofía
* Casa de América
* Jardín Botánico
* Museo ThyssenBornemisza
* Museo Arqueológico
* Museo del Ejército
* Palacio Real
* Museo del Prado
* Parque del Retiro
* Real Monasterio de San Lorenzo de El Escorial
* Plaza Mayor
* San Nicolás de las Servitas
the U.S. are not accepted. However, there are several Western Union offices in Madrid that can be used as long as the sender gives you a tracking number. You will receive information in your welcome materials in Madrid about this, as well as about other options of accessing money.
Telephones
Having a cell phone (móvil) is a basic necessity in Madrid. This is not only for you to contact friends and family, but also so that WIP staff can contact you in any type of security emergency. You will need to have a Spanish number in order for staff to contact you and for Spanish friends to call you.
A few students have tried using American phone operator plans on their American cell phones in Spain and have had very mixed results. The plans promise a cheap rate for phone use in Spain (both making and receiving calls), but the reality is quite different. Despite assurances to the contrary, for those calling you, Spanish cell phones are really charged a higher rate because of the international area code. It is costly for others to call you, and therefore, they don't. Students who have tried this have all ended up purchasing a Spanish cell phone, (or arranging for their U.S. phone to be unlocked and carry two SIM cards) .
Most students use cell phones, and the most practical option for you is to "unlock" your U.S. cell phone by calling your service provider, or bringing an already unlocked phone with you and purchasing a Spanish SIM card and data plan here through a Spanish operator. You will receive information in a separate mailing about purchasing a SIM card and a calling/data package from a provider that has worked with our students for over a
decade, and can compare these prices to other operators.You can arrange to have your SIM card waiting for you upon your arrival to Madrid.
There are four main phone operators with different data plans:
* Orange: www.orange.es
* Yoigo: www.yoigo.com
* Vodafone: www.vodafone.es/particulares
* Movistar: www.movistar.es/particulares
Students usually use the WhatsApp messaging application here (accessed through a data plan or Wi-Fi) and are sure to have a cheap rate per minute for calls. They also tend to use Skype, Facebook, iMessenger, FaceTime, GroupMe, or WhatsApp for communicating with family in the U.S.
Public Transportation
You will save a lot on metro (subway) and bus transportation with a combination bus and metro transportation card, called the Tarjeta de Transporte, which is a laminated ID card that you can charge for 30-day periods.
Your study abroad office will ask you to submit a digital ID photo and a very clear scanned copy of the passport page that has your name, personal information, and signature on it. The passport must be signed before you scan it (it is only considered valid once it is signed). The quality of the scan must allow for it to be perfectly legible when printed. If you submit the materials promptly, the Madrid staff can arrange for a transportation pass to be ready for you upon arrival, meaning you can immediately have unlimited access for 30 days to the subway and bus, and then easily recharge it every 30 days. This is the most economical mode of transport in the city. If you do not submit these items, you will need to make an appointment to go to the transportation authorities to apply for this pass and then return four days later to pick it up.
Volunteerism
Program participants have told us that volunteering in local social agencies helped them become better integrated into the culture. Volunteering requires a serious commitment, and most organizations will only accept students who make a commitment to service for the entire school year. The WIP program has contact information for the main NGOs and student volunteering organizations of interest. Although it may be challenging to find the right situation and get involved, you will find these opportunities rewarding in the end. Volunteering is an opportunity to gain insight on many cultural aspects that you otherwise would not be exposed to, and work towards community-driven goals with Spaniards your age.
A number of students have also found intercambios (language partners) a useful way to improve their language skills. The program organizes an intercambio program that pairs interested students with Spanish students at the Complutense. Many later comment that it was through these contacts that they made their closest Spanish friends and learned the most about Spanish culture. Students who spend the year only with other program participants regret leaving Madrid without getting to know the city and its inhabitants.
Packing
Pack light! Closet space in Spain will be limited, and there are plenty of affordable and fun clothing stores where you can purchase some of the styles that your Spanish peers are wearing. The Madrid winter is wet and cold. Indoor heating is often inadequate, so bring warm, lightweight clothing you can wear in layers. The effect should be casual and comfortable, but not sloppy. You can purchase almost any item of clothing in Spain, although some are more expensive there than in the U.S.
Spanish students dress much like their peers on U.S. campuses, except that they do not wear sweatshirts, sweatpants, pajamas, or baseball hats to class; they dress slightly more fashionably. Otherwise, plan on dressing in the same style comfortable for you in the U.S. One semi-formal outfit is recommended for special occasions like dining out in a nice restaurant.
Packing Suggestions
q Clothing that is easily washed and drip-dried (Dryers are NOT common in apartments.)
q Warm winter coat, winter boots, rain coat, gloves, scarf, travel umbrella
q Sports clothes for the activities you enjoy
q Sturdy shoes (You'll do lots of walking.)
q Slippers (or indoor shoes), robe
q Swim suit
q Two bath towels, two washcloths
q Toiletries (only if you are particular about American brands, or prefer antiperspirant-deodorant to more basic deodorant found in Spain)
q Your laptop and a USB flash drive (essential for printing)
q An adaptor plug for Spanish outlets for your laptop, phone chargers (providing that they are set up to convert to the 220 voltage). *See note on electrical appliances under section of what NOT to pack.
q Camera
q Journal or diary
q Addresses and photos of family and friends back home
q Small items you can use for gifts
q Money belt or money neck pouch
q Locks for luggage and backpack
q Thermometer and remedies for colds and minor intestinal disorders
q Latex condoms and other birth control supplies
q Copies of prescriptions for eyeglasses and contact lenses (extras, if possible)
q Prescriptions for medications written clearly in generic (not brand name) terms, with the chemical composition clearly written
27 Computers: You will find word processing, email, and printing facilities accessible throughout Madrid at reasonable hourly rates, but you should bring a laptop computer if you have one. Spain is primarily a PC country with few Macintosh computers, so Mac users should know how to convert your documents for printing on a PC. Be certain that any computer is already set up to run on 220 current (most are). Then all you will need is the adapter plug that fits into Spanish wall sockets (available in Spain).
Do not mail your laptop. If you do, you may have to pay a duty on their commercial value, which is high. Instead, bring the laptop with you on the plane. Bring a USB flash drive for saving and printing your documents. The computer room does not offer printing services, and the printing window at the Facultad does not allow you to access your email to print.
*Do not pack:
Bedding or housewares. In Spain, bed linens are provided in most of the housing options. You will need to pay for them in a student apartment, but they are purchased for you beforehand because of the varying sizes of beds (completely different from beds in the U.S. You may purchase them in department stores when necessary. There are several IKEAs in Madrid that you can get to on the subway.
Electrical appliances. The U.S. operates on 110-volt alternating current (AC), whereas Spain (and much of the rest of the world) runs on 220-volt AC. As a result, most U.S. electrical items do not work in Spain because the motor runs twice as fast as it is designed to do and is soon burned out or damaged. So do not bring hair dryers, curling irons, straighteners, etc because they will short-circuit.
Shipping
Be sure to share this information with parents or others who may send you a package.
If you must ship items to Spain, address packages to the program office and time their arrival for after you are in Madrid. The U.S. Embassy in Madrid does not recommend receiving packages because of the numerous problems they have been alerted to by Americans about the costly and unreliable postal system. There is no guarantee you will receive your package. Packages mailed to the program are not always delivered directly to the WIP office. Instead, the postal service delivers a notification, and the package is held at the post office. If the package arrives in August or December when the office is closed, no one will pick it up and it will be returned to the United States.
Address packages to yourself in care of the WIP office. Use the full and complete address, including postal code. Limit yourself to sturdy cardboard boxes. There are many regulations about what types of items you may send to Spain. Check with your local post office about dimensions, prices, and import regulations.
Prescription medicine: According to Spanish law, you may NOT have prescription drugs sent to you from the U.S. You must bring a supply with you for the entire semester, or go to a Spanish doctor to have the equivalent prescription (if available) prescribed to you in Spain. WIP staff can assist you with this. You must therefore know the main ingredients of any prescription drug you are taking in its generic name terms, since brand names are sometimes very different in Spain from their U.S. equivalent. Talk to your doctor before departing for Spain.
Filling out the customs form: For customs purposes, the sender of any package sent to you will have to fill out a "green sticker" identifying the contents of the package. WARNING: The person sending you the package will have to put an estimated value on
the sticker. This is not for insurance purposes, but is considered the "commercial" value of the contents. Consequently, if the price is over a certain amount, you will be liable for customs duty here and may have to pay a tax to pick up your package. Therefore, be sure the value is less than $20. Under "content" on the green slip write, "No commercial value" and "used items for personal use" to explain the content of snacks and other things friends and family send you. This makes it clear that you are not importing merchandise and may help avoid paying an import tax. If the package contains a valuable item or document which must be sent, register it and only ship items with a low value.
Taxable items: Cell phones, computers and their components (cables, chargers, etc.), CDs, DVDs, video games, cameras, and all other electronics are almost always stopped at customs and taxed according to Spanish law. The minimum tax is 21% of the estimated value of the item(s). Other duties and handling surcharges are also applied. Packages with a declared value over $20 will most likely be stopped and taxed.
Sending snacks from the U.S.: Many times, friends and family spend a lot of money shipping snacks to Spain, and unfortunately, Spanish customs lately has been stopping them. Many things not allowed: homemade cookies, beef jerky or any other meat product, vitamins and other health supplements, and the list is growing as imports become more restricted. There are several American food stores in Madrid called Taste of America where you can purchase the snacks you love and miss. It is more costly than in the U.S., but in the long run saves you money and headaches since recovering a package from customs is extremely expensive and you may find half of the contents of your package missing and many others opened and inspected.
Pre-departure Reading
Before studying abroad, you should read about the history and culture of Spain. This not only will prepare you for the many cultural differences, but it will also give you an advantage for making Spanish friends. Most Spaniards enjoy talking about international politics and refer to Spanish history often as well. You might want to start listening to Spanish news podcasts in order to stay informed. Also, start listening to/reading news catering to U.S. foreign policy. Nothing horrifies Spaniards more than the stereotypical foreigner that knows little about other countries or global current affairs, especially when Spain is involved in them. Spain is a complex country with a fascinating history that leaves no Spaniard indifferent. Such distant events as the Spanish Civil War and the Franco Regime still produce animated debate and very passionate viewpoints.
You will find that the more you know about Spaniards and Spain before arrival, the easier it will be to make friends and express yourself well in informal conversations.
It is strongly recommended that you read Spanish newspapers before arrival to become familiar with current issues. El País can be accessed at www.elpais.com and El Mundo at www.elmundo.es. Another useful website is www.timeout.com/madrid, a city guide (in English) that gives you an idea of what to expect once you arrive. Wikipedia is another favorite.
Alonso Zaldívar, Carlos, & Manuel Castells. Spain Beyond Myths. Madrid, Alianza, 1992.
Fusi, Juan Pablo. España. La evolución de la identidad nacional. Madrid: Temas de Hoy, 2000.
García de Cortázar, Fernando, & José Manuel González Vesga. Breve Historia de
España. Madrid, Alianza, 1994.
Gibson, Ian. Fire in the Blood. Faber and Faber Ltd, 1992.
Gies, David T. ed The Cambridge Companion to Modern Spanish Culture. Cambridge: Cambridge University Press, 1999.
Graham, Helen & Jo Labanji. Spanish Cultural Studies. NY, Oxford University Press, 1995.
Guerra, Alfonso, & José Félix Tezanos (eds). La década del cambio. Diez años de gobierno socialista 1982-1992. Madrid, Sistema, 1992.
Hooper, John. The Spaniards: A Portrait of the New Spain. New York, 1986.
Juliá Díaz, Santos. Historia de las dos Españas. Madrid: Taurus, 2004
Kamen, Henry. Inquisition and Society in Spain. Bloomington, 1985.
Labanyi, Jo. ed. Constructing Identity in Contemporary Spain: Theoretical Debates and Cultural Practices. Oxford: Oxford University Press, 2002.
Michener, James. Iberia. NY, Random House, 1960.
Payne, Stanley G. et al. (ed.) El franquismo. Madrid: Alianza, 2005.
Payne, Stanley G. The Franco Regime. University of Wisconsin Press, 1987.
Vilar, Pierre. Spain: A Brief History. Pergamon Oxford Spanish, 1977.
Weinstein, Nikki. Living Abroad in Spain. Avalon Travel Publishing, Inc. 2004.
Safety in Madrid
Madrid is a big city, and you should take the same common sense security precautions there that you would in Chicago or New York. Traffic is very intense throughout the city and drivers quite unpredictable. Do not cross the street only based on the pedestrian crosswalk indicators. You should additionally look both ways and proceed with caution.
During your orientation week in Spain you will be advised about the kind of streetwise behavior that will help protect you from petty crime. A handful of program participants last year were victims of a petty crime incident. Pickpocketing is the most common security issue you will face. To combat it, avoid carrying your passport or other important documents when you go out; instead, make a photocopy to keep with you at all times. Do not carry large sums of money on you, and keep an eye on your backpack, purse, and cell phone AT ALL TIMES, particularly in bars, discos, and cyber cafes. Men should keep wallets in either shirt or front pants pocket and when women carry a purse we recommend a small one with the opening turned inward, on a strap across your body. When out at night, carry valuables in a money belt or decoy purse.
Keep identification on you at all times, even when participating in sports, exercise or other leisure pastimes.
An additional safety precaution necessary in Madrid is paying close attention to possible gas fumes from a malfunctioning calentador (water heater) in your home or apartment. If the apparatus is located in the bathroom, you might want to keep the window open while you're using it, just in case of a malfunction that could create carbon monoxide.
Vacation Travel
Trains
For travel within Spain, investigate Spanish national rail passes or buy individual tickets from town to town. For travel outside Spain, check out Eurail passes, which permit travel throughout Western Europe for various periods at reduced cost. Eurail passes must be purchased in the U.S. InterRail passes may be purchased by academic year students who can show proof of official legal residence in Spain of six months (by showing their student residency cards).
Rental Cars
Car rental fees in Europe are expensive, and gasoline costs considerably more (FOUR times more) than in the U.S. To rent a car from most companies, you must be 23 years old and have a major credit card. International driving permits are available in the United States through AAA.
Bicycles
Madrid is not an entirely bicycle-friendly city quite yet, but WIP students have enjoyed rewarding cycling experiences in more rural areas of Spain. The city is now starting an initiative in which bicycles can be rented throughout the city, but extreme care must be taken since there are many accidents because of careless car drivers unaccustomed to "watching" for bikes. Various Madrid cycling clubs offer planned regional excursions. Special care must be taken in route planning and safety. Bicycles can be rented for the day or by the hour in Madrid, and the tourism office has organized several guided bike tours of the city.
Planes
Commercial air travel within Europe is expensive; but there are many low cost operators with flights to most major European cities. You must be careful to read the fine print since many charge for baggage, and additional fees apply when you don't have your ticket printed out beforehand, etc. The most popular operators are Ryanair and easyJet. There are also numerous student trips organized with interesting destinations, particularly at vacation time, at bargain prices. Check with the student travel bureaus in Madrid (TIVE, CityLife, Madrid, and the Erasmus Student Network) for details.
Youth Hostels
Youth hostels provide clean, inexpensive, albeit spartan accommodations throughout Western Europe. You must have a hostel card to spend the night at official Hosteling International member hostels. You may apply for a hostel card online at www.hiusa.org. Membership can also be purchased in Spain or at any youth hostel overseas. Call ahead for reservations in big cities or on weekends.
Appendix A
Familiarize yourself now with the vocabulary used here so that your housing search goes smoothly.
Housing Vocabulary
A
a/a- aire acondicionado (air conditioning) absténganse agencias - agencies abstain from calling abstenerse estudiantes - no students acogedora - cozy a convenir - negotiable acristaladas - terrace with glass windows a estrenar - brand new agua caliente central - hot central water alcoba - bedroom alojamiento - lodging alquiler de pisos y apartamentos - renting of apartments ambiente familiar - family atmosphere amueblado - furnished apartamento - apartment a partir - after (for calling purposes) apto. - apartment armario – closet (armario empotrado - built-in closet) aseo - bathroom ascensor – elevator aval - references needed, bank guarantee
B
bajo - ground floor balcón – balcony bombona- butane gas tank brasero - electric heater under table buhardilla – attic
C
calefacción central - central heat calefactor- space heater calentador- water heater c/c - calefacción central casa particular - private home céntrico - located in or near center cocina - kitchen cocina americana - kitchenette cómodo - comfortable compartida/o - shared comunidad - sum paid by residents of a building to cover "community" expenses (trash pick-up, portero, etc.) conserje - doorman/ caretaker contestador - answering machine
D
derecho a cocina - kitchen privileges derecho a todo - priviledges to everything doble ventana - double windows (2 panels) dormitorio - bedroom dueño - owner
E
electrodomésticos - stove, refrigerator, washing machine enseña portero - doorman shows the apartment
"que entienda"- LGBT
estudio - studio apartment exterior - a room who's window faces the
street ext. - exterior
estufa butano - heater run by butane
F
fianza – security deposit formal - mature, responsible frigorífico - refrigerator funcionario - public employee fumador - smoker
G
gas butano - butane gas gas natural - natural gas gastos - utilities gastos de comunidad - sum paid by residents of a building to cover "community" expenses (trash pick up, portero)
I
inquilino - tenant interior - room who's window does not face
the outside (could be dark)
int. - interior indv. - individual
L
lavadora - washing machine lavaplatos - dishwasher
lavavajillas – dishwasher liberal - do not look into announcements
roughly as "loose morals")
that ask for a "chico/a liberal" (it translates limpieza - cleaning
lujo - luxury luminosa/o - well-lighted
M
media pensión - some meals included mensualidad - monthly payment microondas - microwave oven moqueta - wall to wall carpeting
N
nevera - refrigerator nómina - proof of employment in Spain (paycheck) no fumador - non smoker
O
opositores - people preparing exams to be civil servants
P
parabólica - TV satellite particular - private owner parquet - wood floors pensión completa - three meals a day provided piso - apartment piso amplio - spacious apartment piso a estrenar - brand-new apartment planchado de ropa - ironing plaza - room, space polideportivo - sports complex portero - doorman portero automático - buzzer propano - propane precio a convenir - price negotiable puerta blindada - security door
R
radiador - radiator recién pintado - recently painted referencias (con) - personal references needed reformado - reformed (renovated) responsable - mature people ropa de cama/casa - sheets, blankets
S
salón/salón comedor - living room señal - a token payment or deposit
soleada/o - sunny sólo dormir - a room and access to the bathroom, no kitchen or living room, for people who work long hours and don't spend much time at home. Not for students.
solvente - proof of financial solvency (ability to pay)
sótano - basement apartment
T
terraza - terrace termo - water heater
U
urbanización (urb.) - in the suburbs (far)
V
vacío/sin muebles - unfurnished vajilla - kitchen goods ventiladas - breezy (well-ventilated)
W
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Integration, efficiency, sustainability - Keys to the future of agriculture The case of Burundi
SO2
©FAO
TOWARDS SUSTAINABLE
AGRICULTURAL GROWTH IN BURUNDI
Feeding a rapidly increasing global population means that we will need to produce more food in a more efficient and sustainable manner. Fewer inputs must be used to achieve greater yields. The real challenge is not just in producing more, but in doing so against a backdrop of climate change and degradation of natural resources such as fertile land, freshwater and biodiversity.
In Burundi - where an expanding population is living-off limited land, often divided into small parcels - increasing food production will mean focusing on integration and efficiency in farming systems rather than simply bringing more land under cultivation.
Integrated approaches for planning and decision-making processes in different sectors are carried out together in order to improve the overall management of natural and human resources, while meeting the diverse societal demands in the short, medium and long term. Addressing the complex linkages among the different resource users optimizes the development agenda while striving for sustainable food security and nutrition.
It is the more holistic and integrated approaches, such as the Integrated Landscape Management or the Ecosystem Approach, that help us to secure a sustainable future.
WATERSHED PROJECT LEADS THE WAY
The "Integrated project to strengthen people's livelihoods in Ngozi and Mwaro provinces through sustainable and efficient agricultural intensification" is achieving important results in three watersheds in Burundi. The project works through Farmer Field Schools (FFSs) to help communities living in these watersheds to better manage their land and improve their means of food production and nutrition.
Building on good farming practices from different areas, the project aims to intensify agricultural production in a sustainable manner with the goal of reducing food insecurity, malnutrition and poverty.
One example is integrated aquaculture and agriculture systems established in Mwaro province which provide an opportunity to produce a variety of crops, fish and small livestock within a relatively small area, while increasing the availability of nutritious food. The livestock manure fertilizes the ponds which improves fish production while reducing feed requirements. Such activities were previously done separately but are now combined and reinforce one another.
AGRICULTURAL PRODUCTION FOR FOOD AND INCOME
Diversified income-earning opportunities, such as fish and pig farming, more efficient and market-oriented crop production, and specialized activities such as mushroom cultivation provide farmers with the means to earn additional income while at the same time improving their access to much needed proteins, vitamins and minerals.
As part of the project, micro-gardens in urban and peri-urban areas were established by nearly 200 households offering smallholders an opportunity to produce despite the very limited availability of land. Improved vegetable seeds have been distributed and have increased yields, and beneficiaries have been trained to grow edible mushrooms on crop residue substrate. All in all, these activities have increased production and promoted professionalism.
Both men and women farmers receive training and assistance in managing their production through Farmer Field Schools. These
self-identified groups are guided by a facilitator with the goal of increasing capacity development through training and community research, specifically addressing the needs of women farmers.
OBJECTIVES
300 hectares benefit from integrated landscape management.
Small livestock and fish farming enrich local diets by increasing availability of animal protein and micronutrients.
+ PROTEINS + MICRONUTRIENTS (VITAMINS + MINERALS)
Diversified horticultural production, including mushroom cultivation, further improves nutrition.
THE PROJECT HAS ALREADY ACCOMPLISHED IMPORTANT MILESTONES INCLUDING:
Reinforcement of erosion control and watershed stabilization techniques using integrated forestry practices, perennial forage grasses and field mapping.
Improvement of goat production using improved genetic stock, integrated feeding strategies, breeding networks and veterinarian capacity development.
Development of integrated fish ponds with small livestock (Mwaro province) provided with quality fish feed and fish seed.
Further opportunities for income generation through market gardening, sale of chicken eggs and mushroom cultivation.
Capacity development for individuals and groups in sustainable agricultural production including: composting techniques, edible mushroom cultivation, fish pond management, and erosion control - all achieved through the Farmer Field School approach - while addressing the specific needs of women farmers.
WHAT'S NEXT
To further promote sustainable intensification and diversification, farmers have received goats that offer a valuable food source while their manure enhances soil health. Importantly, the community will distribute the first generation of goat offspring to the most vulnerable households. This revolving fund, already established in Burundi and called the "chain of solidarity", strengthens community cohesion and provides a social safety net. The project will also work in support of the national goat breeding strategy to ensure the continued availability of strong genetic stock. The use of high quality forage crops will also be encouraged as part of the watershed protection and erosion control activities. The fast-growing grasses and agroforestry trees that protect the soil are also forage for goats.
The food security and nutrition of the larger community will be further strengthened through awareness raising and promotion of micro-gardens as well as through nutritional education in rural, urban and peri-urban areas.
The Farmer Field Schools, in partnership with the Agricultural Research Institute of Burundi (ISABU), have selected improved crop varieties, producing higher yields and better resistance to disease. Farmers' fields, protected from erosion, have been planted with improved seeds of staple crops such as maize, beans, soya and potatoes. More than 49 000 fruit tree saplings, including avocado and Japanese plum, have been propagated by the community and planted.
All activities are carried out in collaboration with existing projects, including FAO's Urban and peri-urban horticulture project and the SUN Scaling-up nutrition project. Materials are being produced and training undertaken in order to mainstream the focus on nutrition throughout the FAO office, FFS facilitators, and school educators working with the school gardens. In this way the project ensures that the results are anchored within the community, and the momentum can carry these integrated techniques to reach more people.
THE FAO STRATEGIC OBJECTIVES
We all share a common vision of a world free from hunger and malnutrition, where food security and agriculture contribute to improving the living standards of all, especially the poorest, in an economically, socially and environmentally sustainable manner.
HELP ELIMINATE HUNGER, FOOD INSECURITY AND MALNUTRITION SO1
Against a backdrop of rising food demand, persistent food insecurity and malnutrition, rural poverty, economic instability and climate change, FAO's work is driven by five cross-cutting Strategic Objectives, closely aligned with the most relevant and urgent development problems faced by member countries and the development community as a whole.
MAKE AGRICULTURE, FORESTRY AND FISHERIES MORE PRODUCTIVE AND SUSTAINABLE SO2
SO3
REDUCE RURAL POVERTY
ENABLE INCLUSIVE AND EFFICIENT AGRICULTURAL AND FOOD SYSTEMS SO4
INCREASE THE RESILIENCE OF LIVELIHOODS TO THREATS AND CRISES SO5
Five Strategic Programmes (SPs) plan and deliver products and services to help achieve each Strategic Objective. The project described in these pages is an example of how FAO works to make agriculture, forestry and fisheries more productive and sustainable (SO2), with the support of SP2's Major Area of Work on Efficient Resource Use.
©FAO
FAO Strategic Objective 2
MAKE AGRICULTURE, FORESTRY AND FISHERIES MORE PRODUCTIVE AND SUSTAINABLE
TO MAKE IT HAPPEN
We develop and share sustainable production strategies with decision-makers.
We develop and promote management practices that increase productivity and save natural resources.
We help producers to adopt the technologies and practices that best suit their needs.
We gather and share the information needed to underpin the development of highly sustainable and productive agriculture.
We develop and share analytical tools for planning the management of natural resources in agricultural systems.
We help countries to collect relevant data for use in decision-making.
We develop tools for setting international policies on sustainable agriculture system production.
We help countries to assess the effectiveness of their strategies for sustainable agriculture.
We support the development of policies and laws to underpin the transition to sustainable agriculture.
We help national institutions to support the transition to sustainable agriculture.
We ensure that international commitments on sustainable agriculture are backed by national laws and policies.
We strongly advocate country adherence to international agreements and partnerships that promote productive and sustainable agriculture.
We support the implementation of national laws and policies on sustainable agriculture.
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Department of Academic Services
K-12 Science Curriculum Review
June, 2019 (Board approved 2019)
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Science Mission Statement
The mission statement was written collaboratively by representatives of Science teachers, Instructional Coaches and Administrators. The mission statement is a commitment by teachers across the district ensuring a guaranteed and viable curriculum.
Students will engage collaboratively through evidence-based inquiry processes and scientific discourse to become responsible, scientifically literate citizens.
Science Pathways
Science Pathway Offerings - A Guide for Parents and Students
This document will assist in decision-making for parents and students as they plan their educational pathway in the area of Science.
Ankeny Science Graduation Requirements and Iowa's Science Requirements
All students will successfully complete 3 years of science education to include the standard areas of earth, space, biology, chemistry and physics.
Ankeny has two pathways to fulfill the necessary district, state and college entry requirements. Both pathways provide a rich science experience for all students regardless of their career goals.
1. Science Essentials Pathway
- College or career preparation in any content area is the goal. Students will find this pathway provides rigorous experiences related to the science grade level standards. Students will have the necessary preparation to be successful when they begin post-secondary coursework.
- The Science Essential Pathway does not exclude any student from taking an Advanced Placement (AP) course. However, if the goal is to enroll in advanced placement (AP) course to earn college credit, students should consider the Enriched Science Pathway to maximize the chances of successful completion of those courses.
2. Enriched Science Pathway
- The goal of the Enriched Science Pathway is to deepen the experiences of the science grade level standards. Moving at a faster pace through basic and foundational concepts/skills provides students the opportunity to move beyond the minimum expectations of the grade level standards and explore topics in-depth. While the grade level standards are grounded in the same concepts and skills regardless of the pathway, the Enriched Science Pathway dives more deeply into the subject material.
- College or career preparation in any content area is the goal. Students will find this pathway provides rigorous experiences related to the science grade level standards. Students will have the necessary preparation to be successful when they begin post-secondary coursework.
3. Pathway Flexibility
- Students are initially placed during eighth and ninth grade in a pathway based on requirements of readiness and probability of success. This is due to the faster pace and deeper exploration of the grade level standard concepts/skills in the Enriched Science Pathway.
- Once in high school, if a student finds their interests have changed or they have completed the science essentials coursework with a high degree of success, they may consider enrolling in an Enriched Science course.
If, for any reason a student has found they are not being successful – or they are not being individually challenged – students could be enrolled in an alternate pathway at the end of a semester during their eighth or ninth grade year.
Pathway Considerations:
* District requires 6 units (3 courses) of Science for Graduation
* The state (Chapter 12) requires all students successfully complete 3 years of science education to include the standard areas of earth, space, biology, chemistry and physics. This requirement will begin with this year's eighth grade class and exempt this year's ninth, tenth, eleventh and twelfth grade students.
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■ The Science Essential Pathway will enable students to meet both district and state requirements in three years of study.
■ The Enriched Science Pathway will enable students to meet both district and state requirements in three years of science study as well.
* Students may enroll in two science courses simultaneously if they are interested in pursuing additional science courses beyond the required coursework. Prerequisites will apply.
**Students are encouraged to look at individual college entrance requirements when choosing a pathway as well as when choosing elective courses.
Science Essentials Pathway – 3 Years
Enriched Science Pathway – 3 or 4 Years
*Be sure to check college entrance requirements when choosing pathways.
Science Electives and Prerequisites
Science course options are available matching individual student interests. Some electives include opportunities that potentially earn college level credit. These courses do not fulfill graduation and state requirements for science and are considered additional learning opportunities for students beyond the pathway options. In addition, some science courses require a foundational course prior to enrollment.
Electives
Prerequisites
(not all prerequisites may be listed - please consult the course handbook)
-Anatomy & Physiology
-Astronomy
-Geology
-AP Environmental
-AP Biology and
-AP Chemistry AP
Earth and Space (Essentials or Enriched) is required to take Biology, Geology or Astronomy
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Biology is required to take Chemistry, Physics, Anatomy & Physiology or AP Environmental Science
-Chemistry is not required to take Physics
Science-Enriched Biology and Enriched Chemistry may be taken simultaneously
-Enriched Physics and Enriched Chemistry may be taken simultaneously
-Biology, Chemistry & Physics Essentials, Enriched Chemistry, or Enriched Physics is required to take
-AP Physics
-Enriched Biology and/or Enriched Chemistry may be taken simultaneously with AP Environmental Science
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Course Purposes
The following course purposes describe what students will know and demonstrate by the end of the grade or course. Each Grade Level Standard and the Components directly align to this statement, or promise, regarding the guaranteed and viable curriculum.
Kindergarten
Students will demonstrate an understanding of; pushes and pulls, local weather patterns, and what living things need and how they interact with their environment. They will accomplish this by asking questions and defining problems, developing and using models, analyzing and interpreting data, and obtaining and communicating information.
1st Grade
Students will demonstrate an understanding of; light and sound waves, characteristics and traits of living things to survive, earth's patterns of the sun, moon and stars and engineering and design process. Students will accomplish this by making observations, planning and carrying out investigations, asking questions, and interpreting data.
2nd Grade
Students will develop an understanding of; properties/phases of materials, plant growth and reproduction, diversity of habitats, fast and slow earth changes and engineering/design processes. Students will accomplish this by planning and conducting investigations, developing models, asking questions and making observations, analyzing and comparing data.
3rd Grade
Students will be empowered to observe natural phenomenon through investigations in; plant and animal survival and adaptations, traits and heredity, forces and motion, weather, climate and human interactions and engineering and design. Students will accomplish this by planning and conducting investigations, developing models, asking questions and making observations, analyzing and comparing data.
4th Grade
Students will, through science and engineering practices, develop models, design solutions, and construct explanations to demonstrate their understanding of energy transfer, changes, and conversions, waves and their uses, changes in the Earth and plant and animal structures and response to the environment.
5th Grade
Students will, through science and engineering practices, demonstrate a scientific understanding regarding; properties of matter, Earth's systems, Earth's place in the universe (sun and stars, resources, Earth and solar system) and energy in everyday life.
6th Grade
Students will develop skills in critical thinking and mental flexibility in the areas of physical, life and earth science to engage in real-life application and make informed, evidence-based decisions.
7th Grade
Students will collaboratively explore phenomena by solving problems about the natural world and understand the changing nature of scientific inquiry. Students will become ecologically responsible individuals able to differentiate evidence-based fact from opinion and communicate understandings.
8th Grade
Students will be able to describe and explain how changes occur within Earth's life forms and systems. The changes students explore will include Newton's Laws, natural selection, biodiversity, weather, and wave interactions. As
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science students explore these changes, they will engage in scientific processes such as modeling, designing, predicting, analyzing, and evaluating to become scientifically literate citizens.
8th Grade Enriched
Students will experience a faster paced, more in-depth study of the curriculum. Students will independently apply their learning to novel situations about how changes occur within Earth's life forms and systems. The changes students explore will include Newton's Laws, natural selection, biodiversity, weather, and wave interactions. As science students explore these changes, they will engage in scientific processes such as modeling, designing, predicting, analyzing, and evaluating to become scientifically literate citizens. This course will help prepare students for the Enriched pathway in high school and AP level courses.
Earth/Space
Students will explore how the Earth works as a system, how the Earth connects to the universe, and how both have changed and will continue to change over time. In this process, students will engage collaboratively through evidence-based inquiry processes and scientific discourse to become responsible, scientifically literate citizens. This course is included in the Essentials pathway, which meets all graduation requirements and college entrance requirements.
Earth/Space Enriched
Students will engage in in-depth explorations of how the Earth works as a system, how the Earth connects to the universe, and how both have changed and will continue to change over time. In this process, students will engage collaboratively through evidence-based inquiry processes and scientific discourse to become responsible, scientifically literate citizens. This course is included in the Enriched pathway and supports preparation for AP level courses.
Biology
Students will engage in science practices to understand and apply principles related to homeostasis, ecosystems, heredity, and evolution.
Biology Enriched
Students will engage in science practices to understand and apply principles related to homeostasis, ecosystems, heredity, and evolution.
Chemistry
Students will develop an understanding of how the structure of a substance influences its physical and chemical properties. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas.
Chemistry Enriched
Students will develop an understanding of how the structure of a substance influences its physical and chemical properties. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas.
Physics
Students will develop an understanding of the physical world around them. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas.
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Physics Enriched
Students will conceptually describe motion of objects or particles using forces, work and energy, and momentum, electricity and waves. Students will investigate topics using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling .
Anatomy and Physiology
Students will conduct an in-depth study of the structures and functions of the mammalian body. This course explores interrelationships of body systems with an emphasis on skeletal, muscular, circulatory, respiratory, digestive, integumentary, nervous, and endocrine systems. Students will further their science literacy skills through dissection, laboratory experiences, and clinical studies. The material learned in this course can be applied to medical field careers, health and fitness careers, and biological research careers.
AP Chemistry
Students will understand and apply chemistry topics that include: atomic structure and properties, molecular and ionic compound structure and properties, intermolecular forces, chemical reactions, kinetics, thermodynamics, equilibrium, acids and bases, and applications of thermodynamics.
AP Physics
Students will investigate topics in kinematics, dynamics, energy, momentum, rotation, gravitation and oscillation
AP Biology
Students will understand and apply concepts to include Biochemistry, Cells, Energetics, Heredity, Molecular Biology, Evolution, Diversity, Plant Structure and Function, and Animal Structure and Function.
AP Environmental Science
Students will engage in science practices to understand and apply principles related to sustainability, ecology, energy, and pollution; to understand processes and interrelationships within the natural world; and to identify and analyze environmental problems.
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Grade Level Standards and Components
The Grade Level Standards and Components represent the guaranteed and viable curriculum for all students in Ankeny. Prioritized through a collaborative process, the Grade Level Standards and Components represent the most critical concepts and skills required to be successful learners in school and beyond high school.
The code in parentheses represents the standards from the Iowa Core Science Standards - the original document used for the prioritization process. Any Grade Level Standard (Bold and Underlined) labeled as a "Focus" area will have evidence in Infinite Campus' gradebook and student performance will be reported in Infinite Campus. Those Grade Level Standards are the most critical to student success and, as a result, have been designated as focus areas.
Those Grade Level Standards (Bold and underlined) labeled as "Foundational" or "Introductory" have been designated as agreed upon areas for instruction, but will not have performance reported in Infinite Campus or on a report card. The difference between the levels is the amount of direct instruction and/or experiences students have with the skill during that grade or course.
Any Components (not bold or underlined) under the Grade Level Standard labeled as "Focus" are the critical formative skills required to demonstrate the Grade Level Standard and evidence of learning will be recorded in Infinite Campus. The preponderance of evidence on each Grade Level Standard will determine the performance level on each Grade Level Standard.
The prioritization process allows teachers to target instruction on the skills required for that grade or course. This allows students to focus on only a few grade level standards and dive deeper into the learning. By having multiple and varied opportunities to demonstrate their learning, reporting on the performance of grade level standards is more accurate.
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Kindergarten
Grade Level Purpose
Students will demonstrate an understanding of; pushes and pulls, local weather patterns, and what living things need and how they interact with their environment. They will accomplish this by asking questions and defining problems, developing and using models, analyzing and interpreting data, and obtaining and communicating information.
Grade Level Standards and Components
SCI.K.01 Analyze data to compare the effects of pushes and pulls on an object.
SCI.K.01.01 Students will plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (K-PS2-1) (Focus)
SCI.K.01.02 Students will analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (K-PS2-2) (Foundational)
SCI.K.01.03 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Introductory)
SCI.K.01.04 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Introductory) SCI.K.01.05 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses. (K-2-ETS1-3) (Introductory)
SCI.K.02 Demonstrate understanding of local weather patterns.
SCI.K.02.01 Students will use and share observations of local weather conditions to describe patterns over time. (K-ESS2-1) (Focus)
SCI.K.02.02 Students will make observations to determine the effect of sunlight on Earth's surface.
(K-PS3-1) (Foundational)
SCI.K.02.03 Students will use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth's surface. (K-PS3-2) (Foundational)
SCI.K.02.04 Students will ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. ( K-ESS3-2) (Introductory)
SCI.K.02.05 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Introductory)
SCI.K.02.06 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Introductory) SCI.K.02.07 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses. (K-2-ETS1-3) (Introductory)
SCI.K.03 Determine the basic needs of plants and animals and how they relate to their environments.
SCI.K.03.01 Students will use observations to describe patterns of what plants and animals (including humans) need to survive. (K-LS1-1) (Focus)
SCI.K.03.02 Students will construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. (K-ESS2-2) (Focus)
SCI.K.03.03 Students will use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (K-ESS3-1) (Focus)
SCI.K.03.04 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. ( K-ESS3-3) (Foundational)
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SCI.K.03.05 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Introductory)
SCI.K.03.06 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Introductory) SCI.K.03.07 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses. (K-2-ETS1-3) (Introductory)
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1st Grade
Course Purpose
Students will demonstrate an understanding of; light and sound waves, characteristics and traits of living things to survive, earth's patterns of the sun, moon and stars and engineering and design process. Students will accomplish this by making observations, planning and carrying out investigations, asking questions, and interpreting data.
Grade Level Standards and Components
SCI.01.01 Analyze and predict patterns of the sun, moon, and stars
SCI.01.01.01 Students will make observations at different times of year to relate the amount of daylight to the time of year. (1-ESS1-2) (Focus)
SCI.01.01.02 Students will use Observations of the sun, moon, and stars to describe patterns that can be predicted. (1-ESS1-1) (Foundational)
SCI.01.01.03 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Foundational)
SCI.01.01.04 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Foundational) SCI.01.01.05 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each preforms. (K-2-ETS1-3) (Foundational)
SCI.01.02 Explains the relationship between objects, light, and sound waves and apply how they can be used to communicate.
SCI.01.02.01 Students will make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (1-PS4-2 ) (Focus)
SCI.01.02.02 Students will plan and conduct investigations to determine the effect of placing objects made with different materials. (1-PS4-3) (Focus)
SCI.01.02.03 Students will use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. (1-PS4-4) (Focus)
SCI.01.02.04 Students will make observations at different times of year to relate the amount of daylight to the time of year. (1-ESS1-2) (Focus)
SCI.01.02.05 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Foundational)
SCI.01.02.06 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Foundational) SCI.01.02.07 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each preforms. (K-2-ETS1-3) (Foundational)
SCI.01.02.08 Students will plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials (1-PS4-1) (Introductory)
SCI.01.03 Use the patterns and behaviors of living things to solve problems.
SCI.01.03.01 Students will use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. (1-LS1-1) (Focus)
SCI.01.03.02 Students will read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (1-LS1-2) (Focus)
SCI. 01.03.03 Students will make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (1-LS3-1) (Focus)
SCI.01.03.04 Students will make observations at different times of year to relate the amount of daylight to the time of year. (1-ESS1-2) (Focus)
SCI.01.03.05 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Foundational)
SCI.01.03.06 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Foundational) SCI.01.03.07 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3) (Foundational)
2nd Grade
Course Purpose
Students will develop an understanding of; properties/phases of materials, plant growth and reproduction, diversity of habitats, fast and slow earth changes and engineering/design processes. Students will accomplish this by planning and conducting investigations, developing models, asking questions and making observations, analyzing and comparing data
Grade Level Standards and Components
SCI.02.01 Determine the effect wind and water have on Earth events.
SCI.02.01.01 Students will use information from several sources to provide evidence that Earth events can occur quickly or slowly. (2-ESS1-1) (Focus)
SCI.02.01.02 Students will compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (2-ESS2-1) (Focus)
SCI.02.01.03 Students will construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (2-PS1-4) (Focus)
SCI.02.01.04 Students will develop a model to represent the shapes and kinds of land and bodies of water in an area. (2-ESS2-2) (Foundational)
SCI.02.01.05 Students will obtain information to identify where water is found on Earth and that it can be solid or liquid. (2-ESS2-3) (Foundational)
SCI.02.01.06 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Foundational)
SCI.02.01.07 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Foundational) SCI.02.01.08 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3) (Foundational)
SCI.02.02 Analyze matter and determine the best material to use for solving a problem.
SCI.02.02.01 Students will plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (2-PS1-1) (Focus)
SCI.02.02.02 Students will analyze data obtained from testing different materials to determine which materials have the properties that are best suited for the intended purpose. ( 2-PS1-2) (Focus) SCI.02.02.03 Students will make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (2-PS1-3) (Foundational) SCI.02.02.04 Students will ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Foundational)
SCI.02.02.05 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Foundational) SCI.02.02.06 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3) (Foundational)
SCI.02.03 Explain different conditions that affect the survival of plants and animals.
SCI.02.03.01 Students will plan and conduct an investigation to determine if plants need sunlight and water to grow. (2-LS2-1) (Focus)
SCI.02.03.02 Students will make observations of plants and animals to compare the diversity of life in different habitats. (2-LS4-1) (Focus)
SCI.02.03.03 Students will ask questions, make observations, and gather information about a situation
people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1) (Focus)
SCI.02.03.04 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (K-2-ETS1-2) (Focus) SCI.02.03.05 Students will analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses o f how each performs. (K-2-ETS1-3) (Focus) SCI.02.03.06 Students will develop a simple model that mimics the function of an animal in dispersing
seeds or pollinating plants. (2-LS2-2) (Foundational)
SCI.02.03.07 Students will obtain information to identify where water is found on Earth and that it can be solid or liquid. (2-ESS2-3) (Foundational)
3rd Grade
Course Purpose
Students will be empowered to observe natural phenomenon through investigations in; plant and animal survival and adaptations, traits and heredity, forces and motion, weather, climate and human interactions and engineering and design. Students will accomplish this by planning and conducting investigations, developing models, asking questions and making observations, analyzing and comparing data.
Grade Level Standards and Components
SCI.03.01 Analyze the relationship between objects when they interact and move.
SCI.03.01.01 Students will make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. (3-PS2-2) (Focus) SCI.03.01.02 Students will ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (3-PS2-3) (Focus) SCI.03.01.03 Students will define a simple design problem that can be solved by applying scientific ideas about magnets. (3-PS2-4) (Focus) SCI.03.01.04 Students will represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1) (Focus) SCI.03.01.05 Students will plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (3-PS2-1) (Foundational) SCI.03.01.06 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5 ETS1-1) (Introductory) SCI.03.01.07 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5 ETS1-2) (Introductory) SCI.03.01.08 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5 ETS1-3) (Introductory)
SCI.03.02 Evaluates similarities and differences between organisms.
SCI.03.02.01 Students will develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.( 3-LS1-1) (Focus)
SCI.03.02.02 Students will analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (3-LS3-1) (Focus)
SCI.03.02.03 Students will use evidence to support the explanation that traits can be influenced by the environment. (3-LS3-2) (Focus)
SCI.03.02.04 Students will analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (3-LS4-1) (Focus)
SCI.03.02.05 Students will represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1) (Focus)
SCI.03.02.06 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5 ETS1-2) (Introductory)
SCI.03.03 Determine how various factors affect the survival of organisms.
SCI.03.03.01 Students will use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. (3-LS4-2) (Focus)
SCI.03.03.02 Students will represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1) (Focus)
SCI.03.03.03 Students will use evidence to support the explanation that traits can be influenced by the environment. (3-LS3-2) (Focus)
SCI.03.03.04 Students will construct an argument that some animals form groups that help members survive. (3-LS2-1) (Foundational)
SCI.03.03.05 Students will construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (3-LS4-3) (Foundational)
SCI.03.03.06 Students will make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. (3-LS4-4) (Foundational)
SCI.03.03.07 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5 ETS1-1) (Introductory)
SCI.03.04 Identify and evaluate different climate and weather patterns/hazards.
SCI.03.04.01 Students will obtain and combine information to describe climates in different regions of the world. (3-ESS2-2) (Focus)
SCI.03.04.02 Students will represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (3-ESS2-1) (Focus)
SCI.03.04.03 Students will make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (3-ESS3-1) (Foundational)
SCI.03.04.04 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5 ETS1-1) (Foundational) SCI.03.04.05 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5 ETS1-3) (Foundational)
4th Grade
Course Purpose
Students will, through science and engineering practices, develop models, design solutions, and construct explanations to demonstrate their understanding of energy transfer, changes, and conversions, waves and their uses, changes in the Earth and plant and animal structures and response to the environment.
Grade Level Standards and Components
SCI.04.01 Generate explanations of how earth's features change over time and their impact on humans through the evidence of weathering, erosion, fossils, and rock formations.
SCI.04.01.01 Students will identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. (4-ESS1-1) (Focus)
SCI.04.01.02 Students will make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. ( 4-ESS2-1) (Focus)
SCI.04.01.03 Students will analyze and interpret data from maps to describe patterns of Earth's features. (4 ESS2-2) (Foundational)
SCI.04.01.04 Students will define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) (Foundational) SCI.04.01.05 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5 ETS1-2) (Foundational) SCI.04.01.06 Students will generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (4-ESS3-2) (Foundational)
SCI.04.02 Use observations to explain how energy is changed and transferred.
SCI.04.02.01 Students will use evidence to construct an explanation relating the speed of an object to the energy of that object. (4-PS3-1) (Focus)
SCI.04.02.02 Students will make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4-PS3-2) (Focus)
SCI.04.02.03 Students will ask questions and predict outcomes about the changes in energy that occur when objects collide. (4-PS3-3) (Focus)
SCI.04.02.04 Students will develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (4-PS4-1) (Focus)
SCI.04.02.05 Students will obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (4-ESS3-1) (Foundational)
SCI.04.02.06 Students will define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. (3-5 ETS1-1) (Foundational) SCI.04.02.07 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5 ETS1-2) (Foundational) SCI.04.02.08 Students will apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (4-PS3-4) (Introductory)
SCI.04.03 Evaluate how the structures of living things have functions that aid in their overall survival.
SCI.04.03.01 Students will construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (4-LS1-1) (Focus) SCI.04.03.02 Students will use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the information in different ways. (4-LS1-2) (Focus)
SCI.04.03.03 Students will define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. (3-5 ETS1-1) (Foundational) SCI.04.03.04 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5 ETS1-2) (Foundational) SCI.04.03.05 Students will generate and compare multiple solutions that use patterns to transfer information. (4-PS4-3) (Introductory)
SCI.04.03.06 Students will develop a model to describe that light reflecting from objects and entering the eye. (4-PS4-2) (Introductory)
5th Grade
Course Purpose
Students will, through science and engineering practices, demonstrate a scientific understanding regarding; properties of matter, Earth's systems, Earth's place in the universe (sun and stars, resources, Earth and solar system) and energy in everyday life.
Grade Level Standards and Components
SCI.05.01 Represent data to support an argument about Earth's place in our universe.
SCI.05.01.01 Students will support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth. (5-ESS1-1) (Focus)
SCI.05.01.02 Students will represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5-ESS1-2) (Focus)
SCI.05.01.03 Students will obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (5-ESS3-1) (Foundational) SCI.05.01.04 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) (Foundational) SCI.05.01.05 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2) (Foundational) SCI.05.01.06 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5-ETS1-3) (Foundational)
SCI.05.02 Investigate and conclude how matter interacts.
SCI.05.02.01 Students will develop a model to describe that matter is made of particles too small to be seen. (5-PS1-1) (Focus)
SCI.05.02.02 Students will measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. (5-PS1-2) (Focus)
SCI.05.02.03 Students will make observations and measurements to identify materials based on their properties. (5-PS1-3) (Focus)
SCI.05.02.04 Students will conduct an investigation to determine whether the mixing of two or more substances results in new substances. (5-PS1-4) (Focus)
SCI.05.02.05 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) (Foundational) SCI.05.02.06 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-2 (Foundational) SCI.05.02.07 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5-ETS1-3) (Foundational)
SCI.05.03 Gather information and draw conclusions about how Earth's systems affect one another
SCI.05.03.01 Students will develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1) (Focus)
SCI.05.03.02 Students will describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth. (5-ESS2-2) (Focus)
SCI.05.03.03 Students will obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (5-ESS3-1) (Foundational) SCI.05.03.04 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) (Foundational) SCI.05.03.05 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2) (Foundational) SCI.05.03.06 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5-ETS1-3) (Foundational)
SCI.05.04 Develop a model that shows how energy and matter flow in living organisms.
SCI.05.04.01 Students will use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (5-PS3-1) (Focus) SCI.05.04.02 Students will develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (5-LS2-1) (Focus)
SCI.05.04.03 Students will support an argument that plants get the materials they need for growth chiefly from air and water. (5-LS1-1) (Foundational)
SCI.05.04.04 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) (Foundational) SCI.05.04.05 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2) (Foundational) SCI.05.04.06 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5-ETS1-3) (Foundational)
6th Grade
Course Purpose
Students will develop skills in critical thinking and mental flexibility in the areas of physical, life and earth science to engage in real-life application and make informed, evidence-based decisions.
Grade Level Standards and Components
SCI.06.01 Students will develop models of how atoms create molecules and how they are altered by physical and chemical changes. (Focus)
SCI.06.01.01 Students will develop models to describe the atomic composition of simple molecules and extended structures.MS-PS1-1. (Focus)
SCI.06.01.02 Students will analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-2 (Focus)
SCI.06.01.03 Students will develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-4. (Focus) SCI.06.01.04 Students will develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.MS-PS1-5. (Foundational)
SCI.06.01.05 Students will undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (Introductory) MS-PS1-6
SCI.06.02 Students will construct an explanation about how features on the Earth's surface are constantly changed by a combination of slow and rapid processes including weathering, erosion, volcanoes, mountain formation, and earthquakes. (Focus)
SCI.06.02.01 Students will develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. MS-ESS2-1 (Focus)
SCI.06.02.02 Students will construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS2-2 (Focus)
SCI.06.02.03 Students will analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions MS-ESS2-3 (Focus)
SCI.06.03 Students will develop models of cells, show how cells make up organs and living things, and construct an explanation showing why some organisms have identical offspring, while others exhibit genetic variation. (Focus)
SCI.06.03.01 Students will conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.MS-LS1-1. (Focus)
SCI.06.03.02 Students will develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-2 (Focus)
SCI.06.03.03 Students will use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.MS-LS1-3 (Focus)
SCI.06.03.04 Students will develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction result in offspring with genetic variation. MS-LS3-2. (Focus)
SCI.06.03.05 Students will gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. MS-LS1-8 (Introductory)
SCI.06.04 Students will analyze the distribution of resources and construct explanations to develop technologies to help in forecast future catastrophes. (Introductory)
SCI.06.04.01 Students will construct a scientific explanation based on evidence for how the uneven
distribution of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS-ESS3-1. (Introductory)
SCI.06.04.01 Students will analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. MS-ESS3-2. (Introductory)
SCI.06.05 Students will use the Engineering Design Processes to investigate problems. (Introductory)
SCI.06.05.01 Students will define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-1.(Introductory) SCI.06.05.01 Students will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.MS-ETS1-2. (Introductory) SCI.06.05.01 Students will analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-3.(Introductory) SCI.06.05.01 Students will develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-ETS1-4 (Introductory)
7th Grade
Course Purpose
Students will collaboratively explore phenomena by solving problems about the natural world and understand the changing nature of scientific inquiry. Students will become ecologically responsible individuals able to differentiate evidence-based fact from opinion and communicate understandings.
Grade Level Standards and Components
SCI.07.01 Students will develop, construct and describe a model based on evidence to explain the relationship between photosynthesis and the flow of energy and the cycling of matter. (Focus)
SCI. 07.01.01 Students will construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (MS-LS1-6) See also MS-LS2-3 (Focus)
SCI.07.01.02 Students will develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.(MS-LS1-7) (Focus)
SCI.07.01..03 Students will construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.(MS-LS1-5) (Foundational)
SCI.07.01.04 Students will use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (MS-LS1-4) (Introductory)
SCI.07.02 Students will determine criteria and constraints of engineering design problems and use a systematic process to evaluate solutions. (Focus)
SCI.07.02.01 Students will define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.(MS-ETS1-1) (Focus)
SCI.07.02.02 Students will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS1-2) (Foundational)
SCI.07.02.03 Students will analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.(MS-ETS1-3) (Foundational)
SCI. 07.03 Students will ask questions about data to determine factors that affect the strength of electric and magnetic forces. (Focus)
SCI. 07.03.01 Students will ask questions about data to determine the factors that affect the strength of electric and magnetic forces.(MS-PS2-3.) (Focus)
SCI. 07.03.02 Students will construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.(MS-PS2-4.) (Foundational)
SCI.07.03.03 Students will conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.( MS-PS2-5.) (Introductory)
SCI.07.04 Students will investigate and describe the relationship between potential and kinetic energy and the forces applied on objects or particles and determine how the energy is stored or transferred. (Focus)
SCI.07.04.01 Students will develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (MS-PS3-2) (Focus) SCI. 07.04.02 Students will plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.(MS-PS3-4.) (Focus)
SCI.07.04.03 Students will construct, use, and present arguments to support the claim that when the kinetic energy
of an object changes, energy is transferred to or from the object.(MS-PS3-5). (Introductory)
SCI.07.05 Students will develop a model and describe patterns using the parts of the solar system (Focus)
SCI.07.05.01 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (MS-ESS1-1.) (Focus)
SCI.07.05.03 Analyze and interpret data to determine scale properties of objects in the solar system. (MS-ESS1-3.) (Foundational)
SCI.07.05.04 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system (MS-ESS1-2.) (Introductory)
SCI.07.06 Students will construct explanations based on evidence about matter and energy resource availability to individual organisms, populations and ecosystems. (Focus)
SCI.07.06.01 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (MS-LS2-1.) (Focus)
SCI.07.06.02 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (MS-LS2-2.) (Focus)
SCI.07.06.03 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (MS-LS2-3.) See also MS-LS1-6. (Focus)
SCI.07.06.04 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.( MS-LS2-4.) (Introductory)
SCI. 07.05.02 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.(MS-ESS1-4.) (Introductory)
SCI.07.07 Students will describe how DNA mutations may be beneficial, harmful or neutral to the structure and function of an organism. (Foundational)
SCI.07.07.01 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.MS-LS3-1. (DNA Structure and function needed to even begin to understand this) (Foundational)
8th Grade
Course Purpose
Students will be able to describe and explain how changes occur within Earth's life forms and systems. The changes students explore will include Newton's Laws, natural selection, biodiversity, weather, and wave interactions. As science students explore these changes, they will engage in scientific processes such as modeling, designing, predicting, analyzing, and evaluating to become scientifically literate citizens.
Grade Level Standards and Components
SCI.08.01 Students will research and analyze information to determine how synthetic materials are formed. (Focus)
SCI.08.02.01 Students will develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. (MS-ESS 2-4) (Focus)
SCI.08.02.02 Students will collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (MS-ESS 2-5) (Focus)
SCI.08.02.03 Students will develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (MS-ESS 2-6) (Foundational)
SCI.08.03 Students will design and evaluate ways to minimize and monitor human impact on Earth's systems. (Focus)
SCI.08.03.01 Students will apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (MS-ESS 3-3) (Focus)
SCI.08.03.02 Students will construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth's systems. (MS-ESS 3-4) (Foundational)
SCI.08.03.03 Students will ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (MS-ESS 3-5) (Introductory)
SCI.08.04 Students will engage in the engineering design process. (Focus)
SCI.08.04.01 Students will define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS - ETS 1-1) (Engineering) (Focus)
SCI.08.04.02 Students will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS 1-2) (Engineering) (Focus)
SCI.08.04.03 Students will analyze data from text to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) (Engineering) (Focus)
SCI.08.04.04 Students will develop a model to generate data for iterative testing and modification for a proposed object, tool, or process such that an optimal design can be achieved. (MS-ETS1-4) (Engineering) (Focus)
SCI.08.05 Students will use balanced and unbalanced forces and action reaction pairs to predict the motion of objects involved in interactions. (Focus)
SCI.08.05.01 Students will plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. (MS-PS 2-2) (Focus)
SCI.08.05.02 Students will apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. (MS-PS 2-1) (Focus)
SCI.08.05.03 Students will construct and interpret graphical displays of data to describe the relationships of Kinetic Energy to the mass of an object and to the speed of an object. (MS-PS 3-1. (Foundational)
SCI.08.06 Students will evaluate different ways to determine and protect biodiversity and ecosystems services. (Focus)
SCI.08.06 Students will evaluate competing design solutions for maintaining biodiversity and ecosystem services. (MS-LS 2-5) (Focus)
SCI.08.07 Students will analyze and interpret models of waves and determine how sound and light waves interact with different mediums. (Focus)
SCI.08.07.01 Students will use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS-PS 4-1 Waves)
SCI.08.07.02 Students will develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (MS-PS 4-2 Waves)
SCI.08.07.03 Students will integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (MS-PS 4-3) (Introductory)
SCI.08.08 Students will explain the process of species changing through natural selection by interpreting the fossil record and using genetic and mathematical evidence. (Focus)
SCI.08.08.01 Students will analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of lifeforms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. (MS-LS 4-1) (Focus)
SCI.08.08.02 Students will construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. (MS-LS 4-4) (Focus)
SCI.08.08.03 Students will use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (MS LS 4-6) (Focus)
SCI.08.08.04 Students will apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (MS-LS 4-2) (Foundational)
SCI.08.08.06
Students will gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. (MS-LS 4-5) (Introductory)
SCI.08.09 Students will follow the engineering process to develop a device to minimize or maximize thermal energy transfer. (Foundational)
SCI.08.09.01 Students will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (MS-PS 3-3 Energy) (Foundational)
8th Grade Enriched
Course Purpose
Students will experience a faster paced, more in-depth study of the curriculum. Students will independently apply their learning to novel situations about how changes occur within Earth's life forms and systems. The changes students explore will include Newton's Laws, natural selection, biodiversity, weather, and wave interactions. As science students explore these changes, they will engage in scientific processes such as modeling, designing, predicting, analyzing, and evaluating to become scientifically literate citizens. This course will help prepare students for the Enriched pathway in high school and AP level courses.
Grade Level Standards and Components
SCI.08.01 Students will research and analyze information to determine how synthetic materials are formed. (Focus)
SCI.08.02.01 Students will develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. (MS-ESS 2-4) (Focus)
SCI.08.02.02 Students will collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (MS-ESS 2-5) (Focus)
SCI.08.02.03 Students will develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (MS-ESS 2-6) (Foundational)
SCI.08.03 Students will design and evaluate ways to minimize and monitor human impact on Earth's systems. (Focus)
SCI.08.03.01 Students will apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (MS-ESS 3-3) (Focus)
SCI.08.03.02 Students will construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth's systems. (MS-ESS 3-4) (Foundational) SCI.08.03.03 Students will ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (MS-ESS 3-5) (Introductory)
SCI.08.04 Students will engage in the engineering design process. (Focus)
SCI.08.04.01 Students will define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS - ETS 1-1) (Engineering) (Focus)
SCI.08.04.02 Students will evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS 1-2) (Engineering) (Focus)
SCI.08.04.03 Students will analyze data from text to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) (Engineering) (Focus)
SCI.08.04.04 Students will develop a model to generate data for iterative testing and modification for a proposed object, tool, or process such that an optimal design can be achieved. (MS-ETS1-4) (Engineering) (Focus)
SCI.08.05 Students will use balanced and unbalanced forces and action reaction pairs to predict the motion of objects involved in interactions. (Focus)
SCI.08.05.01 Students will plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. (MS-PS 2-2) (Focus)
SCI.08.05.02 Students will apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. (MS-PS 2-1) (Focus)
SCI.08.05.03 Students will construct and interpret graphical displays of data to describe the relationships of Kinetic Energy to the mass of an object and to the speed of an object. (MS-PS 3-1. (Foundational)
SCI.08.06 Students will evaluate different ways to determine and protect biodiversity and ecosystems services. (Focus)
SCI.08.06 Students will evaluate competing design solutions for maintaining biodiversity and ecosystem services. (MS-LS 2-5) (Focus)
SCI.08.07 Students will analyze and interpret models of waves and determine how sound and light waves interact with different mediums. (Focus)
SCI.08.07.01 Students will use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS-PS 4-1 Waves)
SCI.08.07.02 Students will develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (MS-PS 4-2 Waves)
SCI.08.07.03 Students will integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (MS-PS 4-3) (Introductory)
SCI.08.08 Students will explain the process of species changing through natural selection by interpreting the fossil record and using genetic and mathematical evidence. (Focus)
SCI.08.08.01 Students will analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of lifeforms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. (MS-LS 4-1) (Focus)
SCI.08.08.02 Students will construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. (MS-LS 4-4) (Focus)
SCI.08.08.03 Students will use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (MS LS 4-6) (Focus)
SCI.08.08.04 Students will apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (MS-LS 4-2) (Foundational)
SCI.08.08.06 Students will gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. (MS-LS 4-5) (Introductory)
SCI.08.09 Students will follow the engineering process to develop a device to minimize or maximize thermal energy transfer. (Foundational)
SCI.08.09.01 Students will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (MS-PS 3-3 Energy) (Foundational)
Earth and Space
Course Purpose
Students will explore how the Earth works as a system, how the Earth connects to the universe, and how both have changed and will continue to change over time. In this process, students will engage collaboratively through evidence-based inquiry processes and scientific discourse to become responsible, scientifically literate citizens. This course is included in the Essentials pathway, which meets all graduation requirements and college entrance requirements
Grade Level Standards and Components
ES.09.01 Students will use data, models, and investigations to develop an understanding of how energy and matter transfer within the Earth system. (Focus)
ES.09.01.01 Students will develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.(HS–ESS2–3) (Focus)
ES.09.01.02 Students will analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.(HS–ESS2–2) (Focus)
ES.09.01.03 (HS–ESS2–1) Students will develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal (time) scales to form continental and ocean-floor features. (Foundational)
ES.09.01.04 (HS–ESS2–4) Students will use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. (Foundational)
ES.09.01.05 (HS–ESS2–6) Students will develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Foundational)
ES.09.01.06 (HS–ESS2–7) Students will construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. (Foundational)
ES.09.01.07 (HS–ESS2–5) Students will plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (Introductory)
ES.09.02 Students will use science reasoning, data, and models to construct an understanding of the Universe's origin and components.
ES.09.02.01 Students will 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.(HS–ESS1–2) (Focus)
ES.09.02.02 Students will apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. (HS–ESS1–6) (Focus)
ES.09.02.03) Students will develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.
(HS–ESS1–1) (Foundational)
ES.09.02.04 Students will communicate scientific ideas about the way stars, over their life cycle, produce elements.(HS–ESS1–3) (Foundational)
ES.09.02.05 Students will construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. (HS–ESS 2-7) (Foundational)
ES.09.02.06 Students will use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (HS–ESS1–4)(Introductory)
ES.09.03 Students will use science reasoning, data, and models to construct an understanding of the Earth's tectonic movements. (Focus)
ES.09.03.01 Students will evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (HS–ESS1–5) (Focus)
ES.09.03.02 Students will develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal (time) scales to form continental and ocean-floor features. (HS–ESS2–1)(Foundational)
ES.09.04 Students will investigate relationships between humans and the Earth system.(Focus)
ES.09.04.01 Students will construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (HS–ESS3–1(Focus)
ES.09.04.02 Students will evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (HS–ESS3–2) (Introductory)
ES.09.04.03 Students will create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (HS–ESS3–3)(Introductory)
ES.09.04.04 Students will evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* (HS–ESS3–4)(Introductory)
ES.09.04.05 Students will analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (HS–ESS3–5) (Introductory)
ES.09.04.06 Students will use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (HS–ESS3–6)(Introductory)
ES.09.05 Students with apply engineering principles to analyze and evaluate Earth system problems and produce potential solutions. (Focus)
ES.09.05.01 Students will analyze a major global challenge to specify qualitative criteria and constraints for solutions that account for societal needs and wants.(ETS1-1) (Focus)
ES.09.05.02 Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (ETS1-2)(Foundational)
ES.09.05.03 Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. (ETS1-3)(Foundational)
ES.09.05.04 Students will 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 relative to the problem.(ETS1-4) (Introductory)
Earth and Space Enriched
Course Purpose
Students will engage in in-depth explorations of how the Earth works as a system, how the Earth connects to the universe, and how both have changed and will continue to change over time. In this process, students will engage collaboratively through evidence-based inquiry processes and scientific discourse to become responsible, scientifically literate citizens. This course is included in the Enriched pathway and supports preparation for AP level courses.
Grade Level Standards and Components
ES.09.01 Students will use data, models, and investigations to develop an understanding of how energy and matter transfer within the Earth system. (Focus)
ES.09.01.01 Students will develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.(HS–ESS2–3) (Focus)
ES.09.01.02 Students will analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.(HS–ESS2–2) (Focus)
ES.09.01.03 (HS–ESS2–1) Students will develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal (time) scales to form continental and ocean-floor features. (Foundational)
ES.09.01.04 (HS–ESS2–4) Students will use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. (Foundational)
ES.09.01.05 (HS–ESS2–6) Students will develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (Foundational)
ES.09.01.06 (HS–ESS2–7) Students will construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. (Foundational)
ES.09.01.07 (HS–ESS2–5) Students will plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (Introductory)
ES.09.02 Students will use science reasoning, data, and models to construct an understanding of the Universe's origin and components.
ES.09.02.01 Students will 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.(HS–ESS1–2) (Focus)
ES.09.02.02 Students will apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. (HS–ESS1–6) (Focus) ES.09.02.03) Students will develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation. (HS–ESS1–1) (Foundational)
ES.09.02.04 Students will communicate scientific ideas about the way stars, over their life cycle, produce elements.(HS–ESS1–3) (Foundational)
ES.09.02.05 Students will construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. (HS–ESS 2-7) (Foundational)
ES.09.02.06 Students will use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (HS–ESS1–4)(Introductory)
ES.09.03 Students will use science reasoning, data, and models to construct an understanding of the Earth's tectonic movements. (Focus)
ES.09.03.01 Students will evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (HS–ESS1–5) (Focus)
ES.09.03.02 Students will develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal (time) scales to form continental and ocean-floor features. (HS–ESS2–1)(Foundational)
ES.09.04 Students will investigate relationships between humans and the Earth system.(Focus)
ES.09.04.01 Students will construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (HS–ESS3–1(Focus)
ES.09.04.02 Students will evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (HS–ESS3–2) (Introductory)
ES.09.04.03 Students will create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (HS–ESS3–3)(Introductory)
ES.09.04.04 Students will evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* (HS–ESS3–4)(Introductory)
ES.09.04.05 Students will analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (HS–ESS3–5) (Introductory)
ES.09.04.06 Students will use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (HS–ESS3–6)(Introductory)
ES.09.05 Students with apply engineering principles to analyze and evaluate Earth system problems and produce potential solutions. (Focus)
ES.09.05.01 Students will analyze a major global challenge to specify qualitative criteria and constraints for solutions that account for societal needs and wants.(ETS1-1) (Focus)
ES.09.05.02 Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (ETS1-2)(Foundational)
ES.09.05.03 Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. (ETS1-3)(Foundational)
ES.09.05.04 Students will 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 relative to the problem.(ETS1-4) (Introductory)
Biology
Course Purpose
Students will engage in science practices to understand and apply principles related to homeostasis, ecosystems, heredity, and evolution.
Grade Level Standards and Components
Sci.Bio.01 Students will develop models and conduct investigations to explain how different cell processes and system interactions enable an organism to maintain homeostasis.
Sci.Bio.01.01 Students will construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-1. (Focus)
Sci.Bio.01.02 Students will develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-2 (Focus)
Sci.Bio.01.03 Students will plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-3 (Foundational)
Sci.Bio.01.04 Students will use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-4. (Focus)
Sci.Bio.01.05 Students will use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-5 (Focus)
Sci.Bio.01.06 Students will construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules. HS-LS1-6 (Introductory)
Sci.Bio.01.07 Students will use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS1-7 (Focus)
Sci.Bio.02 Students will use mathematical models and evaluate evidence to explain how the cycling of matter and the flow of energy affect the biodiversity and overall functioning of ecosystems.
Sci.Bio.02.01. Students will use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.HS-LS2-1 (Focus)
Sci.Bio.02.02 Students will use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-2. (Foundational) Sci.Bio.02.03. Students will construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-3 (Foundational)
Sci.Bio.02.04. Students will use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-4 (Focus)
Sci.Bio.02.05 Students will develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-5 (Foundational) Sci.Bio.02.06 Students will evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-6 (Foundational)
Sci.Bio.02.07 Students will design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-7 (Focus)
Sci.Bio.02.08. Students will evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. HS-LS2-8 (Introductory)
Sci.Bio.03 Students will ask questions, make and defend claims, and apply mathematical concepts to explain how the information stored in DNA leads to genetic variation within a population.
Sci.Bio.03.01 Students will ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-1 (Foundational)
Sci.Bio.03.02 Students will make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors. HS-LS3-2 (Focus)
Sci.Bio.04 Students will apply mathematical concepts and evaluate evidence to explain the concept of biological evolution by natural selection.
Sci.Bio.04.01 Students will communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-1. (Focus)
Sci.Bio.04.02 Students will construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-2. (Focus)
Sci.Bio.03.03 Students will apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS3-3. (Focus)
Sci.Bio.04.04 Students will construct an explanation based on evidence for how natural selection leads to adaptation of populations.LS4-4. (Foundational)
Sci.Bio.04.05 Students will evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.HS-LS4-5 (Foundational)
Sci.Bio.04.06 Students will create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*HS-LS4-6. (Foundational)
Biology Enriched
Course Purpose
Students will engage in science practices to understand and apply principles related to homeostasis, ecosystems, heredity, and evolution.
Grade Level Standards and Components
Sci.EBio.01Students will develop models and conduct investigations to explain how different cell processes and system interactions enable an organism to maintain homeostasis.
Sci.EBio.01.01 Students will construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-1. (Focus)
Sci.EBio.01.02 Students will develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.HS-LS1-2. (Focus)
Sci.EBio.01.03 Students will use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-4. (Focus)
Sci.EBio.01.04 Students will use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-5. (Focus)
Sci.EBio.01.05 Students will use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS1-7. (Focus)
Sci.EBio.01.06 Students will plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-3. (Fundamental)
Sci.EBio.01.07 Students will construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules. (Introductory)
Sci.EBio.02 Students will use mathematical models and evaluate evidence to explain how the cycling of matter and the flow of energy affect the biodiversity and overall functioning of ecosystems.
Sci.EBio.02.01. Students will use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-1 (Focus)
Sci.EBio.02.02 Students will use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-4 (Focus)
Sci.EBio.02.03 Students will design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-7. (Focus)
Sci.EBio.02.04 Students will use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-2 (Foundational) Sci.EBio.02.05 Students will construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-3. (Foundational)
Sci.EBio.02.06 Students will develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-5. (Foundational) Sci.EBio.02.07 Students will evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-6. (Foundational)
Sci.EBio.02.08 Students will evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. HS-LS2-8. (Foundational)
Sci.EBio.03 Students will ask questions, make and defend claims, and apply mathematical concepts to explain how the information stored in DNA leads to genetic variation within a population.
Sci.EBio.03.01 Students will make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-2. (Focus)
Sci.EBio.03.02 Students will ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-1 (Foundational)
Sci.EBio.04 Students will apply mathematical concepts and evaluate evidence to explain the concept of biological evolution by natural selection.
Sci.EBio.04.01 Students will apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS3-3. (Focus)
Sci.EBio.04.02 Students will communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-1. (Focus)
Sci.EBio.04.03 Students will construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-2. (Focus) Sci.EBio.04.04 Students will apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait HS-LS4-3
(Foundational)
Sci.EBio.04.05 Students will construct an explanation based on evidence for how natural selection leads to adaptation of populations. LS4-4 (Foundational)
Sci.EBio.04.06 Students will evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-5 (Foundational)
Sci.EBio.04.07 Students will create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*HS-LS4-6. (Foundational)
Chemistry
Course Purpose
Students will develop an understanding of how the structure of a substance influences its physical and chemical properties. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas.
Grade Level Standards and Components
SCI.C.01 Students will infer the structure and predict the interactions of a substance based on the substance's properties.
SCI.C.01.01 Students will 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. HS-PS1-1 (Focus)
SCI.C.01.02 Students will 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. (HS-PS1-2) (Focus)
SCI.C.01.03 Students will 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.(HS-PS1-3). (Foundational) SCI.C.01.04 Students will 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.(HS-PS1-4) (Foundational)
SCI.CP.01.05 Students will 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.(HS-PS1-5) (Foundational)
SCI.C.01.07 Students Will refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*(HS-PS1-6) (Introductory)
SCI.C.01.08 Students will develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (HS-PS1-8) (Introductory)
SCI.P.02 Students will use Newton's Laws to explain the interactions between two or more objects or particles.
SCI.P.02.01 Students will analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1) (Focus)
SCI.P.02.02 Students will use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (HS-PS2-2) (Focus)
SCI.P.02.03 Students will apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*(HS-PS2-3) (Foundational)
SCI.P.02.04 Students will use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. (HS-PS2-4) (Foundational)
SCI.P.02.05 Student will plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (HS-PS2-5) (Introductory)
SCI.CP.02.06 Students will communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* (HS-PS2-6) (Foundational)
SCI.P.03 Students will explain how energy can be used to determine properties of substance and be transferred between particles.
SCI.P.03.01 Students will 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 (HS-PS3-1) (Focus)
SCI.P.03.02 Students will develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (Focus)
SCI.P.03.03 Students will design, build, and refine a device that works within given constraints to convert one
form of energy into another form of energy.* (HS-PS3-3) (Foundational)
SCI.P.03.04 Students will develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (HS-PS3-5) (Foundational)
SCI.P.03.05 Students will plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (In Chem unit) (HS-PS3-4). (Introductory)
SCI.P.04 Students will explain how different media affect the motion of a wave as it passes through them.
SCI.P.04.01 Students will use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (HS-PS4-1) (Focus)
SCI.P.04.02 Students will evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (HS-PS4-4). (Foundational) SCI.P.04.03 Students will evaluate questions about the advantages of using a digital transmission and storage of information.(HS-PS4-2) (Introductory)
SCI.P.04.04 Students will evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS-PS4-3. (Introductory)
SCI.P.04.05 Students will communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*HS-PS4-5. (Focus)
SCI.P.05 Students will analyze a problem and design, test and evaluate a solution to that problem.
SCI.P.05.01 Students will analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. (HS-ETS1-1) (Focus)
SCI.P.05.02 Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2) (Foundational)
SCI.P.05.03 Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (HS-ETS1-3) (Introductory)
SCI.P.05.04 Students will 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-ETS1-4) (Introductory)
Chemistry Enriched
Course Purpose
Students will develop an understanding of how the structure of a substance influences its physical and chemical properties. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas
Grade Level Standards and Components
SCI.CHEM.01 Students will infer the structure and predict the properties of an atom.
SCI.CHEM.01.01 Students will 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. (HS-PS1-1) (Focus)
SCI.CHEM.01.02 Students will use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.(HS-PS2-4) (Foundational) SCI.CHEM.01.03 Students will evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (HS-PS4-4) (Introductory) SCI.CHEM.01.04 Students will develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay (HS-PS1-8) (Introductory)
SCI.CHEM.02 Students will infer the structure and predict the interactions of a substance based on the substances properties.
SCI.CHEM.02.01 Students will 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. (HS-PS1-2) (Focus)
SCI.CHEM.02.02 Students will 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. (HS-PS1-3) (Focus) SCI.CHEM.02.03 Students will refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*(HS-PS1-6) (Foundational)
SCI.CHEM.03 Students will use mathematical proportions to support mass conservation.
SCI.CHEM.03.01 Students will use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (HS-PS1-7)
SCI.CHEM.04 Students will predict the properties of a substance based on the energy (due to motion or position of particles) of the system.
SCI.CHEM.04.01 Students will 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. (HS-PS1-4) (Focus)
SCI.CHEM.04.02 Students will develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (HS-PS3-2) (Focus)
SCI.CHEM.04.03 Students will 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. (HS-PS1-5) (Focus)
SCI.CHEM.04.04 Students will 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 (HS-PS3-1) (Foundational)
SCI.CHEM.04.05 Students will design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* (HS-PS3-3) (Introductory)
SCI.CHEM.04.06 Students will develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (HS-PS3-5) (Introductory)
SCI.CHEM.04.07 Students will plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more
uniform energy distribution among the components in the system (second law of thermodynamics).(HS-PS3-4) (Introductory)
SCI.CHEM.05 Students will analyze a problem and design, test and evaluate a solution to that problem.
SCI.CHEM.05.01 Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2) (Focus)
SCI.CHEM.05.02 Students will evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (HS-ETS1-3) (Foundational)
SCI.CHEM.05.03 Students will analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. (HS-ETS1-1) (Introductory)
SCI.CHEM.05.04 Students will 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-ETS1-4) (Introductory)
Physics
Course Purpose
Students will develop an understanding of the physical world around them. Topics will be investigated using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling. Students will engage in scientific discourse to share, confirm, and challenge ideas.
Grade Level Standards and Components
SCI.PHYS.01 Forces Students will model the relationship between forces and motion.
SCI.PHYS.01.01 Students will analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1) (Focus)
SCI.PHYS.01.02 Students will use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. (HS-PS2-4) (Foundational) SCI.PHYS.01.03 Students will develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (HS-PS3-5) (Foundational)
SCI.PHYS.02 - Momentum Students will create system models to represent relationships within collisions.
SCI.PHYS.02.01 Students will use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (HS-PS2-2) (Focus)
SCI.PHYS.02.02 Students will apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* (HS-PS2-3) (Foundational)
SCI.PHYS.04 - Energy Students will create system models to represent energy transfer.
SCI.PHYS.04.01 Students will develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (HS-PS3-2) (Focus)
SCI.PHYS.04.02 Students will 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. (HS-PS3-1) (Focus)
SCI.PHYS.04.03 Students will design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* (HS-PS3-3) (Foundational)
SCI.PHYS.05 Waves Students will model properties of waves.
SCI.PHYS.05.01 Students will use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (HS-PS4-1) (Focus) SCI.PHYS.05.02 Students will evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (HS-PS4-4) (Foundational) SCI.PHYS.05.03 Students will communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.(HS-PS4-5) (Foundational)
SCI.PHYS.05.04 Students will evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (HS-PS4-3) (Foundational)
SCI.PHYS.07.01 Students will evaluate questions about the advantages of using a digital transmission and storage of information(HS-PS4-2) (Introductory)
Physics Enriched
Course Purpose
Students will conceptually describe motion of objects or particles using forces, work and energy, and momentum, electricity and waves. Students will investigate topics using an inquiry approach to problem solving, through lab experiences, engineering design processes, and mathematical modeling .
Grade Level Standards and Components
SCI.EPHYS.01 Science Practices Students will design scientific investigations and analyze collected data to answer a scientific question.
SCI.EPHYS.01.01 Students will design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2) (Focus) SCI.EPHYS.01.02 Students will plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.(HS-PS2-5) (Foundational)
SCI.EPHYS.02 Forces Students will model the relationship between forces and motion.
SCI.EPHYS.02.01 Students will analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1) (Focus)
SCI.EPHYS.02.02 Students will use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. (HS-PS2-4) (Focus) SCI.EPHYS.02.03 Students will develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.(HS-PS3-5) (Foundational)
SCI.EPHYS.03 -Momentum Students will create system models to represent relationships within collisions.
SCI.EPHYS.03.01 Students will use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (HS-PS2-2) (Focus)
SCI.EPHYS.03.02 Students will apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* (HS-PS2-3)
(Focus)
SCI.EPHYS.04.01 Students will develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (HS-PS3-2) (Focus)
SCI.EPHYS.04.02 Students will 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. (HS-PS3-1) (Focus)
SCI.EPHYS.04.03 Students will design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* (HS-PS3-3) (Focus)
SCI.EPHYS.05 Waves Students will model properties of waves.
SCI.EPHYS.05.01 Students will use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (HS-PS4-1) (Focus) SCI.EPHYS.05.02 Students will evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (HS-PS4-4) (Fountational) SCI.EPHYS.05.03 Students will communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.(HS-PS4-5) (Foundational)
SCI.EPHYS.05.04 Students will evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (HS-PS4-3) (Foundational)
SCI.EPHYS.07.01
Students will evaluate questions about the advantages of using a digital transmission and storage of information. (HS-PS4-2) (Introductory)
Anatomy and Physiology
Course Purpose
Students will conduct an in-depth study of the structures and functions of the mammalian body. This course explores interrelationships of body systems with an emphasis on skeletal, muscular, circulatory, respiratory, digestive, integumentary, nervous, and endocrine systems. Students will further their science literacy skills through dissection, laboratory experiences, and clinical studies. The material learned in this course can be applied to medical field careers, health and fitness careers, and biological research careers.
Grade Level Standards and Components
SCI.ANAT.01 Students will understand and apply the anatomical terminology and concepts related to the organization of the human body
SCI.ANAT.01.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.01.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.01.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems. (Focus)
SCI.ANAT.02 Students will understand and apply the anatomical terminology and concepts related to the Skeletal System
SCI.ANAT.02.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.02.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.02.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems. (Focus)
SCI.ANAT.02.04 students will dissect and differentiate the structures of body systems. (Focus)
SCI.ANA.03 Students will understand and apply the anatomical terminology and concepts related to the Muscular System
SCI.ANAT.03.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.03.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.03.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems. (Focus)
SCI.ANAT.03.04 Students will dissect and differentiate the structures of body systems. (Focus)
SCI.ANAT.04 Students will understand and apply the anatomical terminology and concepts related to the Integumentary System
SCI.ANAT.04.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.04.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.04.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems. (Focus)
SCI.ANAT.04.04 Students will dissect and differentiate the structures of body systems (Focus)
SCI.ANAT.05 Students will understand and apply the anatomical terminology and concepts related to the Respiratory System
SCI.ANAT.05.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.05.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.05.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems.
(Focus)
SCI.ANAT.05.04 Students will dissect and differentiate the structures of body systems. (Focus)
SCI.ANAT.06 Students will understand and apply the anatomical terminology and concepts related to the Digestive System
SCI.ANAT.06.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.06.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.06.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems. (Focus)
SCI.ANAT.06.04 Students will dissect and differentiate the structures of body systems. (Focus)
SCI.ANAT.07.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.07.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.07.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems.
(Focus)
SCI.ANAT.07.04 Students will dissect and differentiate the structures of body systems. (Focus)
SCI.ANAT.07 Students will understand and apply the anatomical terminology and concepts related to the Urogenital System
SCI.ANAT.07.01 Students will analyze how structures relate to function in body systems. (Focus)
SCI.ANAT.07.02 Students will explain the interrelationships between human body systems. (Focus)
SCI.ANAT.07.03 Students will analyze the causes and effects of homeostatic imbalances in the body systems.
(Focus)
SCI.ANAT.07.04 Students will dissect and differentiate the structures of body systems. (Focus)
Geology
Course Purpose
Students will learn about the history of the earth, the physical features of the earth and the processes acting on them, and the ways in which the earth has changed and will continue to change in the future.
Grade Level Standards and Components
HS.GEO.01 Students will explain how natural forces continually change the surface of the Earth.
HS.GEO.01.01 Students will explain how the movement of earth plates create and destroy the features on earth's surface. (Focus)
HS.GEO.01.02 Students will explain how weathering and erosion change the earth on and below the surface. (Focus)
SCI.GEO.02 Students will explain the geologic processes and historical events
HS.GEO.02.01 Students will identify minerals by using a model to interpret physical and chemical characteristics. (Focus)
HS.GEO.02.02 Students will explain the processes of the rock cycle which allow rock to be classified into the three different main rock types. (Focus)
HS.GEO.02.03 Students will explain the historical events which produced different stratigraphic profiles. (Focus) HS.GEO.02.04 Students will identify different types of igneous, sedimentary, and metamorphic rock by name. (Focus)
Astronomy
Course Purpose
Students will explain the history and theory of astronomy, the solar system, and the relationship between the sun, moon and earth.
Grade Level Standards and Components
SCI.AST.01 Students will explain the historical development of modern astronomy and
hypotheses/theories of the origins and structures of stars, galaxies, and the universe.
SCI.AST.01.01 Students will construct a timeline that explains the historical development of astronomy. (Focus)
SCI.AST.01.02 Students will construct an explanation of the history of galaxy formation and the universe. (Focus)
SCI.AST.01.03 Students will explain the evolution of stars and their characteristics. (Focus)
SCI.AST.01.04 Students will develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation. (Foundational)
SCI.AST.01.05 Students will use mathematical or computational representations to predict the motion and relationships of objects in space. (Introductory)
SCI.AST.02 students will explain the origin and properties of our Solar System.
SCI.AST.02.01 students will explain the solar nebula theory and the resulting characteristics of the planets and other celestial objects within our solar system. (Focus)
HS-AST.02.02 students will apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. (Foundational) SCI.AST.02.03 students will describe the different features of the Earth's moon. (Foundational)
SCI.AST.03 Students will explain the relationship between the earth, moon, and sun.
SCI.AST.03.01 Students will explain how relative positions and motions can impact the seasons, length of day and year, tides, lunar and solar eclipses, and lunar phases. (Foundational)
SCI.AST.03.02 students will describe the reason that the appearance of the night sky and positions of the stars changes at different times. (Foundational)
AP Chemistry
Course Purpose
AP Chemistry students will understand and apply chemistry topics that include: atomic structure and properties, molecular and ionic compound structure and properties, intermolecular forces, chemical reactions, kinetics, thermodynamics, equilibrium, acids and bases, and applications of thermodynamics.
Grade Level Standards and Components
SCI.APCHEM.01 Students will understand and apply concepts related to atomic structure and properties.
SCI.APCHEM.01.01 Students will analyze and evaluate how scale proportion and quantity are affected by atomic structure and properties. (SPQ) (Focus)
SCI.APCHEM.01.02 Students will analyze and evaluate how properties are affected by atomic structure. (SAP) (Focus)
SCI.APCHEM.02 Students will understand and apply concepts related to the structure and properties of molecular and ionic compounds.
SCI.APCHEM.02.01 Students will analyze and evaluate how molecular and ionic compounds are affected by their structure and properties. (SAP) (Focus)
SCI.APCHEM.03 Students will understand and apply concepts related to intermolecular forces and properties
SCI.APCHEM.03.01 Students will analyze and evaluate how scale proportion and quantity affect intermolecular forces and their properties. (SPQ) (Focus)
SCI.APCHEM.03.02 Students will analyze and evaluate how intermolecular forces are affected by structure and properties.(SAP) (Focus)
SCI.APCHEM.04 Students will understand and apply concepts related to chemical reactions
SCI.APCHEM.04.01 Students will analyze and evaluate how scale proportion and quantity affect chemical reactions. (SPQ) (Focus)
SCI.APCHEM.04.02 Students will analyze and evaluate how transformations affect chemical reactions. (TRA) (Focus)
SCI.APCHEM.05 Students will understand and apply concepts related to kinetics.
SCI.APCHEM.05.01 Students will analyze and evaluate how transformations affect kinetics. (TRA) (Focus)
SCI.APCHEM.05.02 Students will analyze and evaluate how energy affects kinetics. (ENE) (Focus)
SCI.APCHEM.06 Students will understand and apply concepts related to thermodynamics.
SCI.APCHEM.06.01 Students will analyze and evaluate how energy is affected by thermodynamics. (ENE) (Focus)
SCI.APCHEM.07 Students will understand and apply concepts related to equilibrium.
SCI.APCHEM.07.01 Students will analyze and evaluate how transformations affects equilibrium. (TRA) (Focus)
SCI.APCHEM.08 Students will understand and apply concepts related to acids and bases.
SCI.APCHEM.08.01 Students will analyze and evaluate how structure and properties affect acids and bases. (SAP) (Focus)
SCI.APCHEM.09 Students will understand and apply concepts related to the application of thermodynamics.
SCI.APCHEM.09.01 Students will analyze and evaluate how scale proportion and quantity effect applications of thermodynamics. (SPQ) (Focus)
SCI.APCHEM.09.02 Students will analyze and evaluate how structure and properties affect applications of thermodynamics. (SAP) (Focus)
SCI.APCHEM.09.03 Students will Analyze and evaluate how energy affects applications of thermodynamics. (ENE) (Focus)
AP Physics
Course Purpose
AP Physics students will investigate topics in kinematics, dynamics, energy, momentum, rotation, gravitation and oscillation.
Grade Level Standards and Components
SCI.APMECH.01Kinematics-Students will understand and apply physics concepts related to kinematics.
SCI.APMECH.01.01Students will analyze and evaluate how there are the relationships among the vector quantities of position, velocity, and acceleration for the motion of a particle along a straight line. (Focus)
SCI.APMECH.01.02 Students will analyze and evaluate how there are multiple simultaneous relationships among the quantities of position, velocity, and acceleration for the motion of the particle moving in more than one dimension with or without net forces. (Focus)
SCI.APMECH.02 Newton's Law of Motion-Students will understand and apply physics concepts related to Newton's laws of motion.
SCI.APMECH.02.01Students will analyze and evaluate how a net force will change the translational motion of an object. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.02.02 Students will analyze and evaluate how the motion of some objects is constrained so that forces acting on the object cause it to move in a circular path. (FORCE INTERACTIONS) (Focus) SCI.APMECH.02.03 Students will analyze and evaluate how there are force pairs with equal magnitude and opposite directions between any two interacting objects. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.03 Work, Energy, and Power-Students will understand and apply physics concepts related to work, energy, and power.
SCI.APMECH.03.01Students will analyze and evaluate how when a force is exerted on an object, and the energy of the object changes, then work was done on the object. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.03.02 Students will analyze and evaluate how conservative forces internal to the system can change the potential energy of that system. (CONSERVATION) (Focus)
SCI.APMECH.03.03 Students will analyze and evaluate how the energy of a system can transform from one form to another without changing the total amount of energy in the system. (CONSERVATION) (Focus)
SCI.APMECH.03.04 Students will analyze and evaluate how the energy of an object or a system can be changed at different rates. (CONSERVATION) (Focus)
SCI.APMECH.04 Systems of Particles and Linear Momentum-Students will understand and apply physics concepts related to systems of particles and linear momentum.
SCI.APMECH.04.01 Students will analyze and evaluate how the linear motion of a system can be described by the displacement, velocity, and acceleration of its center of mass. (CHANGE) (Focus)
SCI.APMECH.04.02 Students will analyze and evaluate how an impulse exerted on a n object will change the linear momentum of the object. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.04.03 Students will analyze and evaluate how in the absence of an external force, the total momentum within a system can transfer from one object to another without changing the total momentum in the system. (CONSERVATION) (Focus)
SCI.APMECH.05 Rotation-Students will understand and apply physics concepts related to rotation.
SCI.APMECH.05.01Students will analyze and evaluate how when a physical system involves an extended rigid body, there are two conditions of equilibrium - a translational condition and a rotational condition. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.05.02 Students will analyze and evaluate how there are relationships among the physical properties of angular velocity, angular position, and angular acceleration. (CHANGE) (Focus)
SCI.APMECH.05.03 Students will analyze and evaluate how a net torque acting on a rigid extended body will produce a rotational motion about a fixed axis. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.05.04 Students will analyze and evaluate how in the absence of an external torque, the total angular momentum of a system can transfer from one object to another within the system without changing the total angular momentum of the system. (CONSERVATION) (Focus)
SCI.APMECH.06 Oscillation-Students will understand and apply physics concepts related to oscillation.
SCI.APMECH.06.01Students will analyze and evaluate how there are certain types of forces that cause objects to repeat their motions with a regular pattern. (FORCE INTERACTIONS) (Focus)
SCI.APMECH.07 Gravitation-Students will understand and apply physics concepts related to gravitation.
SCI.APMECH.07.01Students will analyze and evaluate how objects of large mass will cause gravitational fields that create an interaction at a distance with other object with mass. (FIELDS) (Focus)
SCI.APMECH.07.02 Students will analyze and evaluate how angular momentum and total mechanical energy will not change for a satellite in an orbit. (CONSERVATION) (Focus)
SCI.APEM.01Electrostatics-Students will understand and apply physics concepts related to electrostatics.
SCI.APEM.03.01Students will analyze and evaluate how the rate of change flow through a conductor depends on the physical characteristics of the conductor. (FIELDS) (Focus)
SCI.APEM.03.02 Students will analyze and evaluate how there are electrical devices that convert electrical potential energy into other forms of energy. (CONSERVATION) (Focus)
SCI.APEM.03.03 Students will analyze and evaluate how total energy and change are conserved in a circuit containing resistors and a source of energy. (CONSERVATION) (Focus)
SCI.APEM.03.04 Students will analyze and evaluate how total energy and charge are conserved in a circuit that includes resistors, capacitors and a source of energy. (CONSERVATION) (Focus)
SCI.APEM.04 Magnetic Fields-Students will understand and apply physics concepts related to magnetic fields.
SCI.APEM.04.01Students will analyze and evaluate how charged particles moving through a magnetic field may change the direction of their motion. (CHANGE) (Focus)
SCI.APEM.04.02 Students will analyze and evaluate how a magnetic field can interact with a straight conducting wire with current. (FIELDS) (Focus)
SCI.APEM.04.03 Students will analyze and evaluate how current-carrying conductors create magnetic fields that allow them to interact at a distance with other magnetic fields. (FIELDS) (Focus)
SCI.APEM.04.04 Students will analyze and evaluate how there are laws that use symmetry and calculus to derive mathematical relationships that are applied to physical systems containing moving charge. (CONSERVATION) (Focus)
SCI.APEM.05 Electromagnetism-Students will understand and apply physics concepts related to electromagnetism.
SCI.APEM.05.01 Students will analyze and evaluate how there are laws that use symmetry and calculus to derive mathematical relationships that are applied to physical systems containing a magnetic field (CONSERVATION); a changing magnetic field over time can induce current in conductors (FIELDS); and induced forces (arising from magnetic interactions) that are exerted on objects can change the kinetic energy of an object. (FORCE
INTERACTIONS). (Focus)
SCI.APEM.05.02 Students will analyze and evaluate how in a closed circuit containing inductors and resistors, energy and change are conserved. (CONSERVATION) (Focus)
SCI.APEM.05.03 Students will analyze and evaluate how electric and magnetic fields that change over time can mutually induce other electric and magnetic fields. (FIELDS) (Focus)
AP Biology
Course Purpose
Students will understand and apply concepts to include Biochemistry, Cells, Energetics, Heredity, Molecular Biology, Evolution, Diversity, Plant Structure and Function, and Animal Structure and Function.
Grade Level Standards and Components
SCI.APBIO.01 Students will understand and apply concepts related to the chemistry of life.
SCI.APBIO.01.01 Students will analyze and evaluate how biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis (ENE) (Focus)
SCI.APBIO.01.02 Students will analyze and evaluate how living systems store, retrieve, transmit, and respond to information essential to life processes(IST) (Focus)
SCI.APBIO.01.03 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties (SYI)
SCI.APBIO.02 Students will understand and apply concepts related to cell structure and function.
SCI.APBIO.02.01 Students will analyze and evaluate how the process of evolution drives the diversity and unity of life. (EVO) (Focus)
SCI.APBIO.02.02 Students will analyze and evaluate how biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis. (ENE) (Focus)
SCI.APBIO.02.03 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties. (SYI) (Focus)
SCI.APBIO.03 Students will understand and apply concepts related to cellular energetics.
SCI.APBIO.03.01 Students will analyze and evaluate how biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis. (ENE) (Focus)
SCI.APBIO.03.02 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties. (SYI) (Focus)
SCI.APBIO.04 Students will understand and apply concepts related to cell communication and cell cycle.
SCI.APBIO.04.01 Students will analyze and evaluate how biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis. (ENE) (Focus)
SCI.APBIO.04.02 Students will analyze and evaluate how living systems store, retrieve, transmit, and respond to information essential to life processes (IST) (Focus)
SCI.APBIO.05 students will understand and apply concepts related to heredity.
SCI.APBIO.05.01 Students will analyze and evaluate how the process of evolution drives the diversity and unity of life related to heredity. (EVO) (Focus)
SCI.APBIO.05.02 Students will analyze and evaluate how living systems store, retrieve, transmit, and respond to information essential to life processes related to heredity (IST) (Focus)
SCI.APBIO.05.03 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties. (SYI) (Focus)
SCI.APBIO.06 Students will understand and apply concepts related to gene expression and regulation.
SCI.APBIO.06.01 Students will analyze and evaluate how living systems store, retrieve, transmit, and respond to information essential to life processes related to gene expression and regulation. (IST) (Focus)
SCI.APBIO.07 Students will understand and apply concepts related to natural selection.
SCI.APBIO.07.01 Students will analyze and evaluate how the process of evolution drives the diversity and unity of life related natural selection. (EVO) (Focus)
SCI.APBIO.07.02 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties related natural selection. (SYI) (Focus)
SCI.APBIO.08 Students will understand and apply concepts related to ecology.
SCI.APBIO.08.01 Students will analyze and evaluate how the process of evolution drives the diversity and unity of life related to ecology. (EVO) (Focus)
SCI.APBIO.08.02 Students will analyze and evaluate how biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis related to ecology. (ENE) (Focus)
SCI.APBIO.08.03 Students will analyze and evaluate how living systems store, retrieve, transmit, and respond to information essential to life processes related to ecology. (IST) (Focus)
SCI.APBIO.08.04 Students will analyze and evaluate how biological systems interact and how the systems and interactions exhibit complex properties related to ecology. (SYI) (Focus)
AP Environmental Science
Course Purpose
Students will engage in science practices to understand and apply principles related to sustainability, ecology, energy, and pollution; to understand processes and interrelationships within the natural world; and to identify and analyze environmental problems.
Grade Level Standards and Components
SCI.APES.01 Students will understand and apply concepts related to ecosystems. (Focus)
SCI.APES.01.01 Students will analyze the factors that influence the characteristics of ecosystems and how matter cycles and energy flows through ecosystems. (Focus)
SCI.APES.02Students will understand and apply concepts related to biodiversity. (Focus)
SCI.APES.02.01 Students will analyze the factors that influence the biodiversity of an ecosystem and how natural and human disruptions of an ecosystem affect biodiversity. (Focus)
SCI.APES.03 Students will understand and apply concepts related to populations. (Focus)
SCI.APES.03.01 Students will analyze the factors that influence size and rates of change of human and non-human populations. (Focus)
SCI.APES.04 Students will understand and apply concepts related to Earth systems and resources. (Focus)
SCI.APES.04.01 Students will analyze the composition and properties of Earth systems and evaluate how humans interact with, influence, and utilize them. (Focus)
SCI.APES.05 Students will understand and apply concepts related to land and water use. (Focus)
SCI.APES.05.01 Students will students will evaluate the human utilization of various land and water resources, as well as the effects and sustainability of these utilizations. (Focus)
SCI.APES.06 Students will understand and apply concepts related to energy resources and consumption. (Focus)
SCI.APES.06.01 Students will evaluate the acquisition, utilization, and conservation of renewable and nonrenewable energy resources. (Focus)
SCI.APES.07 Students will understand and apply concepts related to atmospheric pollution. (Focus)
SCI.APES.07.01 Students will analyze various forms of atmospheric pollution and their impacts on the environment, human health, and economies, and evaluate potential solutions. (Focus)
SCI.APES.08 Students will understand and apply concepts related to aquatic and terrestrial pollution. (Focus)
SCI.APES.08.01 Students will analyze various forms of aquatic and terrestrial pollution and their impacts on the environment, human health, and economies, and evaluate potential solutions. (Focus)
SCI.APES.09 Students will understand and apply concepts related to global change. (Focus)
SCI.APES.09.01 Students will analyze the factors driving ozone depletion, climate change, and biodiversity loss and their effects, and evaluate human efforts to respond to these changes. (Focus)
SCI.APES.10 Students will understand and apply science practices in environmental science contexts. (Focus)
SCI.APES.10.01 Students will create, carry out, and evaluate experiments to answer questions related to the environment. (Focus)
SCI.APES.10.02 Students will analyze, evaluate, and explain experimental data collected in lab and field investigations. (Focus) | <urn:uuid:c6cfa564-3acb-4452-a19e-e0e6a5d84a3f> | CC-MAIN-2022-21 | https://www.ankenyschools.org/app/uploads/2019/12/Science_Grade_Level_Standards_and_Components.pdf | 2022-05-29T02:41:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00268.warc.gz | 730,667,650 | 30,252 | eng_Latn | eng_Latn | 0.972709 | eng_Latn | 0.992874 | [
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Weed: fireweed. Note the difference in fireweed numbers between the densely grassed road verge in the foreground and the grazed paddock over the fence.
Jackie Miles/Max Campbell
Molonglo Catchment Group Weed Fact Sheet
FIREWEED
(Senecio madagascariensis)
Why is fireweed a weed?
Highly invasive in grazed pasture where there is bare soil present for seedlings to become established •
Invades native grassland, woodland, forest and road verges •
Toxic to stock, causing progressive liver damage (the plant becomes more toxic when flowering and seeding) •
Not readily grazed (except by sheep and goats which tolerate toxins better than other stock) •
Each plant can produce thousands of seeds that are light enough to be carried great distances on the wind, accelerating its spread, and density in pasture can become very high, greatly reducing carrying capacity •
It is beginning to invade the Southern Tablelands from the south coast where it is well established in pockets and is continually expanding its range, south from the Sydney and Illawarra areas and north from Bega Valley •
Frost tolerant and can grow through the winter •
Description
Plant: low branching annual herb
Leaves: 2-6 cm long, occasionally 8-10 cm on older, vigorous plants. Bright green, thin, slightly fleshy, toothed or smoothedged, hairless, alternate on stem
Seeds: very fine, 'dandelion' style seed heads. Usually seeds during spring
Flowers: 13-petalled yellow daisy flowers held on slender stems in branched terminal open clusters from April to September. Before opening, the flowers are enclosed by a single row of green bracts (a ring or crowd of modified leaves, usually smaller than a true leaf) which have a darkened tip (see photo below). The bracts are easiest to count just before the flower opens out to reveal the 'petals', when the bract tips are all clustered at the top of the 'bud', or after the seed has been shed when the bracts remain behind. Typically fireweed has about 21 bracts, which helps to distinguish this species from similar native daisies in the genus Senecio.
Dispersal via
Seeds carried on wind •
Possibly moved around in soil and on vehicles •
In fodder and with movement of livestock •
Jackie Miles/Max Campbell
Weed: fireweed Note the 'dandelion' style seed heads
Weed: fireweed bracts with brown tips (usually 21 bracts). A useful ID feature.
Fact sheets are available from the Molonglo Catchment Group website. Visit www.molonglocatchment.com.au or call 6128 3376 for more information about getting involved in your living environment.
Information used to compile this fact sheet was kindly provided by the Southern Tablelands and South Coast Noxious
Plants Committee: www.southeastweeds.org.au | <urn:uuid:6e738063-6ec3-4a80-a5f7-770a76fd83de> | CC-MAIN-2022-21 | https://www.shoalbay.org.au/_files/ugd/ec20b5_e3f2a26bebf941a0a684ff6bd8cbee1d.pdf | 2022-05-29T01:57:22+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00277.warc.gz | 1,127,888,462 | 638 | eng_Latn | eng_Latn | 0.996362 | eng_Latn | 0.996362 | [
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HOW TO SUCCEED IN ENGLISH 10/HONORS
The most important thing you can do in order to succeed in this class is to understand the expectations, and work with a positive attitude towards achieving them. Here are some other tips:
Set Goals
Knowing where you want to be and how to get there will make your time at this school well spent. Make goals for yourself every year, every term, every week, every day, whatever works for you. This could me something like "I am going to learn 10 new words this week" or "I am going to really try to raise my hand today." Everybody's different, and your goals should be too.
Prioritize
Know the difference between what is important and what seems important. Even though it might seem more enjoyable to just go home and binge an entire show on Netflix, consider the feeling of accomplishment you'll get from doing all of your homework or catching up on your reading, then devouring pop culture ad nauseam. Moreover, don't get hung up on smaller assignments if there are larger assignments that need your attention!
Analyze Your Habits
Have you been successful in English in the past? Why or why not? What change(s) might you make that could help you improve? If you don't know, ask me for some more tips. If you find that you spend the time working on your writing but still don't get the grade you want, ask me what you can do next time. It may simply be that you're not using your effort effectively—a problem that can usually be remedied.
Create a Work Space
Have a designated place and time to do your school work. This should not be near a TV, phone, or other distraction. Create a comfortable, clutter free environment for yourself, even if it is just a corner of a room in your house or the library.
Do the Work
Now that you have a space, do what is assigned. Read directions carefully and follow them completely. It really is that simple.
Communicate
If there is a problem, or you do not understand something, talk about it. If you would rather not ask in front of the whole class, see me outside of class time. I am happy to spend time helping you—it's why I'm here!
Reward Yourself
If you find that you have succeeded in reaching a goal (like you earned a great grade on that writing assignment you worked for weeks on or you knew the answer to a difficult question or you actually completed ALL 25 pages of your reading assignment) reward yourself! Do something fun that you enjoy! | <urn:uuid:35233080-b661-4042-8fe3-c8d9f04f2534> | CC-MAIN-2022-21 | https://drinkwateronline.com/wp-content/uploads/2021/08/How-to-Succeed-in-English-10-Honors.pdf | 2022-05-29T01:33:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00276.warc.gz | 271,376,457 | 538 | eng_Latn | eng_Latn | 0.997759 | eng_Latn | 0.997759 | [
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Toys To Share
Play To Care
SOCIAL INCLUSION BEGINS WITH YOUNG CHILDREN'S EAGERNESS TO PLAY TOGETHER
TOY for Inclusion moves away from the perspective that some children and families are harder to reach than others. Instead, we bring services where they are needed. We promote inter-sectoral work, flexible solutions and contextualized responses to the specific needs of young children (0-8 years old) and their families.
Increased access of vulnerable children (0-6) to inclusive and quality ECEC settings and improved their transition experience to school
Improved parental skills and increased trust in the local services. Increased trust between families of different cultural and ethnic background
Increased knowledge and skills of practitioners and local policy makers to work together with and for all children and families
MORE CHILDREN PLAYING AND LEARNING PER YEAR
CHILDREN 4000
Over 30% of children were from vulnerable groups
Involved in Play Hub activities
Participated in activities organized in the Play Hubs
PARENTS & GRANPARENTS 2000
ACTIVITIES AND WORKSHOPS PER YEAR
Workshop and events included: parenting support, intergenerational activities, hand-craft and toy-making workshops, info-sessions for parents in cooperation with other community services
WHAT DOES TOY FOR INCLUSION DO?
The project strengthens integration and social cohesion by bringing children and families from different backgrounds together. A particular focus is put on Roma communities. By creating Play Hubs at local level, TOY for Inclusion provides opportunities for children, adults and communities to integrate and develop.
WHAT ARE THE PLAY HUBS?
The Play Hubs are non-formal high‑quality inclusive spaces where children and families are brought together to play, meet and take part in creative and social activities. Particular attention is given to reaching out to Roma, migrant and socially disadvantaged families. Play-based activities are organized to support creativity, increase confidence and develop social and verbal skills. This helps to prepare children for formal education.
The TOY for Inclusion approach builds parenting skills and improves the co‑operation between civil society and local agencies that are involved in promoting the well-being and education of young children. The approach also promotes the organization of intergenerational activities between older adults and young children.
DO YOU WANT TO OPEN A PLAY HUB?
Our dream is to have Play Hubs in every city in Europe and for local authorities to embed the TOY for Inclusion approach in their inclusive educational policies.
Do you want to be involved?
Contact us at email@example.com.
TOY for Inclusion is active in:
Croatia, Hungary, Italy, Latvia, Netherlands, Slovakia, Slovenia and Turkey
Project Partners | <urn:uuid:59c43c8d-a692-4ef7-b538-598a97e43dbe> | CC-MAIN-2022-21 | https://www.reyn.eu/wp-content/uploads/2019/02/TOY-for-Inclusion-Leaflet.pdf | 2022-05-29T03:14:22+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663035797.93/warc/CC-MAIN-20220529011010-20220529041010-00274.warc.gz | 1,105,653,293 | 558 | eng_Latn | eng_Latn | 0.995919 | eng_Latn | 0.996609 | [
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Module 2 – Networks and decision mathematics
Before answering these questions, you must mark the 'Networks and decision mathematics' box on the answer sheet for multiple-choice questions.
Use the following information to answer Questions 1 and 2.
Consider the graph below.
Question 1
Which one of the following calculations could be used to calculate the number of faces in the graph above?
A. 6 – f – 8 = 2
B.
6 – 8 +
f
= 2
C.
6 –
f
– 2 = 8
D.
8 – 6 –
f
= 2
E. 8 – 6 + f = 2
Question 2
The sum of the degrees of the vertices in the graph above is
A. 6
B.
8
C. 15
D. 16
E.
17
Question 3
Consider the graph below.
10
The maximum flow for the graph is
A.
15
B.
C.
16
17
D.
19
E. 24
Module 2 – Networks and decision mathematics
Question 1 B
Euler's formula is vertices – edges + faces = 2
There are six vertices and eight edges.
Substituting in with faces missing gives 6 – 8 + f = 2.
Question 2 D
Question 3 A
The maximum flow is equal to the minimum cut, which is 15.
Question 4 E
The critical path is A–C–E–I–J (5 + 3 + 4 + 10 + 3 = 25).
Question 5 A
The difference between the earliest start time and the latest start time is 1.
Question 6 A
Stage B takes 3, so stage F can start after 3.
Question 7 A
Belle is the only person who has a zero for project 1, and so she should complete project 1 and not project 2 to minimise completion time.
Question 8 D
6 + 5 + 3 + 4 + 3 + 5 = 26
Question 9 A
An Eulerian trail must start and end on an odd vertex. Currently there are 4 odd vertices, so 2 of these must be joined to make them even vertices. Of the options given, only B and E are both odd vertices.
Question 10 C
6 + 4 + 3 = 13, which is the shortest route, so the answer is A–B–D–F. | <urn:uuid:f7d7ebe1-2611-47d5-89dd-b15b313434e0> | CC-MAIN-2021-04 | https://neap.com.au/wp-content/uploads/2020/11/Errata-VCE-Further-Maths-Units-34-Exam-1.pdf | 2021-01-23T17:21:49+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00510.warc.gz | 474,573,430 | 531 | eng_Latn | eng_Latn | 0.968211 | eng_Latn | 0.984449 | [
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Designing effective posters
A good poster is…
Self-explanatory
* Tells a story
* Can be explained in 3 min
Concise
* Uses bullet points when possible
* Avoids long paragraphs of text
* Visually understandable (charts, graphs, images, etc)
Organized
* Logical flow of information
* Consistently formatted (font, color, etc)
* No distracting background images or colors – good use of 'white space'
* Labelled figures
Key components of a poster
Basics
* Project title; your name(s) & major(s); your mentor's name
Motivation / Research Questions
Research Methods
Findings and Conclusions
Clearly labelled figures
Optional topics:
* Obstacles/problems encountered
* Next steps
* References cited
* Acknowledgements
Drilling down - I
Motivation / Research Question(s)
* What problem are you trying to solve?
* What is the bigger picture behind this problem?
* Why should we care about this problem?
Research Methods
* How did you go about researching this problem?
* What important variables did you control, ignore or measure?
* How did you analyze the information you collected?
Drilling down - II
Findings and Conclusions
* How does this research contribute to the bigger picture you identified?
* What value does your research have for society?
* What should be explored next?
Creating your poster (using PowerPoint)
Adjust view (zoom in/out) to lay out your poster
Make sure you keep within margins
Use text boxes for titles and text
Use bullet points where possible
Keep text succinct
Justify text (left and/or right) for ease of reading
Insert figures and graphics (don't cut & paste them)
Or create your tables directly in PowerPoint
Formatting & layout tips
Font size 20+ for body text
Titles should be larger font size
Keep poster text under 800 words (ideally under 600 words)
Ideal character length for a line is 45-65 characters
Use a non-serif font (e.g. Helvetica) for title & headings and a serif font (e.g. Palatino) for body text
Use visuals and color to guide your reader's attention and for emphasizing key points
Clearly explain your figures (labels and figure legends)
Troubleshooting posters
SFIS Undergraduate Research Program
Ice Cream: Freezing the Brain, Providing Joy
Cortney Loui, Freezonics
Co-Mentors: Ben & Jerry , ice cream designers, Joe Schmoe , PhD mentor, Billy Bob Thorton, celebrity test subject Arizona Sweets University
What is the relationship between consumption of ice cream and brain freeze?
Background: According to college students worldwide, when a student is ingesting ice cream, there is a finite probability of feeling satisfied with life. A scoop of ice cream, sprinkles and a cone can result in increased feelings of happiness, peace, and possibly brain freeze. While the repercussions of the "brain freeze" sensations are perceived to be negative, the joyful experience of consuming ice cream far outweighs that blinding pain of temporary brain freeze.
Methods: The researcher examined the causes of ice cream brain freeze to determine if it was harmful to the brain. The researcher also surveyed college students on their ice cream eating habits and their perceptions of brain freeze and ice cream. Finally, the researcher invited college students to have their brains tested as they ingested ice cream.
Latest Results: Brain freeze is caused by consuming ice cream too quickly without providing oxygen to the brain and time for breath (approximately 3 second shovel). College students have stated that they consume ice cream roughly four times a week. Brain examining is still underway to see if there will be permanent damage. The outlook is cool.
Note to self: Something really good goes here…
References:
Ben & Jerry Inc. The Art of Eating Our Ice Cream Quickly. Neapolitan, New York. (2013).
The Dairy Queen. How to Eat Ice Cream Like a Queen. Rocky Road, Colorado. (2010).
Happiness Doctors. A Study Examining the Increase the Happiness Effects of Ice Cream. Main Street, Disney World(2000).
SFIS Undergraduate Research Program
Sample poster layout #1
Sample poster layout #2
Poster & presentation go hand-in-hand
Think about how you would explain your poster to a visitor
* What are the key points you want to emphasize?
* What results would you want to point to when explaining your poster?
Practice your 'poster pitch' ahead of time
* Aim to give an overview in 2-3 minutes
Tips for poster presentation day
* Dress professionally
* As people walk up, offer to take them through your poster
* Make note of any questions or feedback you receive – this can be very helpful in planning your next steps for research!
Helpful resources
Colin Purrington on desgining good and bad scientific posters:
http://colinpurrington.com/tips/poster-design
Northern Arizona University tips on making an academic poster presentation: https://nau.edu/undergraduate-research/posterpresentation-tips/ | <urn:uuid:638538bd-5209-4c8b-ba94-2ec5283fcd4c> | CC-MAIN-2021-04 | https://sfis.asu.edu/sites/default/files/designing_posters_tips_tricks_nov2017_website.pdf | 2021-01-23T17:35:55+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00511.warc.gz | 546,472,680 | 1,139 | eng_Latn | eng_Latn | 0.970121 | eng_Latn | 0.993361 | [
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Guatemala volcano eruption cools as Independence Day celebrations heat up
Thousands were evacuated in Guatemala yesterday when the Volcano of Fire had its strongest eruption in more than 30 years.
By Kara Andrade, Contributor / September 14, 2012
Volcan de Fuego or Volcano of Fire blows outs a thick cloud of ash as seen from Antigua Guatemala, Friday. The volcano spewed rivers of bright orange lava down its flanks on Thursday. Authorities ordered more than 33,000 people from nearby communities evacuated.
Moises Castillo/AP
Enlarge
LA ANTIGUA, GUATEMALA
Guatemalans received a scare on the eve of their Independence Day celebrations. The Volcano of Fire, Fuego, had its strongest eruption since 1974 on Thursday leading to the evacuation of around 6,500 people, according to CONRED, the Guatemalan disaster agency. Close to 900 people are in shelters after the eruption created massive plumes of smoke and ash that could be seen from Guatemala City and neighboring UNESCO heritage city La Antigua, both less than 46 miles away.
"On a scale of 1 to 5, with five being the worst, I would say this was a 3.5," says David De León Villeda, spokesperson for CONRED.
In Pictures: Guatemala sinkhole
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On the morning of the explosion motorcycle shop owner Ignacio Nuñez had a clear view of Fuego from his shop in downtown La Antigua. "It's been bad, but I've never seen it this bad. If it blows its cone, we're done," Mr. Nuñez said.
"But I don't think that will happen, the worse is that all access to the nearby villages will be sealed off, that's happened before and that's total chaos."
Since Tuesday Fuego was registering an increase in seismic activity with more lava flow,
Related stories
Guatemala volcano erupts, forcing 33,000 to evacuate homes
Video: Guatemala volcano forces 17 villages to be evacuated
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Click Here for your FREE 30 DAYS of The Christian Science Monitor Weekly Digital Edition ash, rumblings, and a quickly worsening situation, Mr. Villeda says. It was the strong explosion and the falling of ash in nearby communities that prompted the national call for evacuations in seven communities totaling 30,000 residents in the western part of the country.
The 12,345-foot tall volcano is one of three active volcanoes in the area – the other two are Pacaya and Volcán Santiaguito – and there is a total of 33 in the country. The last big eruption happened in 2010 with the eruption of Volcano Pacaya that is south of Guatemala City and led to the evacuation of half as many people. Some could not return to severely damaged homes for months and lived in temporary shelters erected by the government.
Many of the communities situated at the foot of the volcanoes are made up of people who were displaced during Guatemala's 36-year armed conflict. They live there despite the lack of road access and infrastructure.
Villeda says residents took the evacuation alerts seriously after several trainings and simulations were conducted in the communities this year.
"When you co-habitate with the volcano you know perfectly well that things could worsen quickly – early warning signals can save your life," Villeda says.
The volcano's activity has decreased dramatically. Today, marching bands pour through the streets of the capital and La Antigua against the back drop of a blue sky. The sounds of drumming and students marching in commemoration of the country's independence seems to distract residents and tourists alike from the ongoing, albeit smaller, explosions, lava flows, and visible columns of ash coming from the volcano. Fuego is returning to its previous state, Villeda says, at least for now.
Related stories
Think you know Latin America? Take our geography quiz. Guatemala volcano erupts, forcing 33,000 to evacuate homes Video: Guatemala volcano forces 17 villages to be evacuated
From The Web
by Taboola
Is This What's Putting Tanning Salons Out of Business? Tan Physics
Billionaire Tells Americans to Prepare For "Financial Ruin" Moneynews | <urn:uuid:9ae9f4c7-9b68-4e9b-b9e7-ab542bdf1f05> | CC-MAIN-2021-04 | https://www.karaandrade.com/wp-content/uploads/2013/08/Guatemala-volcano-eruption-cools-as-Independence-Day-celebrations-heat-up-CSMonitor.com_.pdf | 2021-01-23T16:23:24+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00509.warc.gz | 860,015,366 | 982 | eng_Latn | eng_Latn | 0.99869 | eng_Latn | 0.998748 | [
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Newsletter of the Long Grove Fire Protection District
Fall 2015/Winter 2016
Frequently Asked Questions
By: Chief Robert Turpel
What formal educational degrees do our chief officers hold?
gardless where the food comes from an attempt is
made to always eat together as a family/group. One caveat to this, the District may provide food to personnel during times of intensive/extensive calls and training.
Rescue 55 (mini-pumper)
The Fire Chief has a Master of Business Administration, a Bachelor of Arts, and a Certificate in Emergency and Disaster Management. The Deputy Chief of Operations has a Bachelor of Science in Management, an Associate of Arts in Business, and is currently enrolled and has completed approximately one-half of the work required towards a Master of Science in Public Education. The Deputy Chief of Administration has a Master of Science in Public Safety Administration and a Bachelor of Arts. The Battalion Chief has an Associate in Applied Science in Fire Science Technology.
What is the current health of the Firefighters Pension Fund?
Excellent, the end of 2014 showed the Pension funded according to the District's private actuary at 90.2% and at 97.0% by the State's actuary. The return on investment for 2014 was 5.53%. Current 2015 contribution rates are 9.455% for the employee and 18.05% for the District.
Does the District provide food for firefighters during their 24 hour shift?
No, the firefighters are responsible for their own food. Each shift (three of them due to the 24 hours on-duty and 48 hours off-duty) operates a little differently. Some of the personnel eat meals together that they have cooked at the firehouse, others bring their own individual food from home or order out from local establishments. One thing for sure in the fire service, meal time is important for shift bonding and quality communication. Re-
Does the District have special op-
erational guidelines/policies/procedures/ equipment in place in order to properly handle fire emergencies in difficult/limited access (narrow, long private driveways/roads) areas?
Yes, several guidelines have been developed, implemented, monitored, reviewed/updated. They include, but are not limited to, Standard Operating Guideline (SOG) #31, Initial Full Alarm Code 3 (Structure Fire) Assignment Capability; SOG #56, Initial Long Grove Duty Crew Assignment During In-District, Offensive Mode, Structure Fire Attack; SOG #58, Rural Water
Supply. The answer is also yes to possessing and utilizing specialized apparatus/ vehicles in order to effectively, efficiently and safely combat fires in difficult/ limited access areas. The District currently owns a mini-water tanker/tender (1250
Tanker 5 (mini-water tanker/tender)
Continued on page 5...
Interesting Calls
By: Deputy Chief Marc Small
On March 6, firefighters responded with a pumper squad, ambulance, on-duty battalion chief, fire chief, and deputy chief to a reported motor vehicle crash with entrapment involving a semi tractor trailer and a passenger vehicle. Assistance was received from Buffalo Grove FD, Lake Zurich FRD, and LincolnshireRiverwoods FPD. While en route, dispatch advised that the semi truck was on fire. Additional assistance was requested from Countryside and Prospect Heights FPDs with water tenders due to no fire hydrants in the area. Palatine FD responded to our station with an engine to cover our district. Once Long Grove units arrived they found a fully involved semi truck cab on fire. The driver and only occupant were out of the vehicle. The accident had occurred 4:58 am on Rt. 83 just north of Aptakisic Road. The truck was traveling north on Rt. 83, when it struck a passenger car that was stalled in the road. The car, at time of impact, was vacant, as the driver was off the side of the road waiting for help. The car sustained heavy damage as the truck rear ended at 45 mph, per the truck driver. After impact, the truck began to smoke and as the driver was calling for help it caught fire. The driver exited the truck cab with minor injuries, but refused transport by ambulance. The car and truck both sustained severe damage.
On March 18, at 2:40 pm we responded for a motor vehicle accident with a semi tractor trailer rolled over on Lake Cook Road just east of Rt. 53 expressway, with a fire chief, battalion chief, deputy chief, rescue pumper, and an ambulance. Arlington Heights FD, Buffalo Grove FD, Prospect Heights FPD and LincolnshireRiverwoods FPD also responded to the scene.
Buffalo Grove units arrived first on the scene at 2:43 pm and reported the crash to be located on the eastbound exit ramp to Lake Cook Road from northbound Rt. 53 and established command. They reported a semi tracker trailer rolled over on its roof just off the ramp in the grass, the truck was carrying two large rolls of steel. Heavy airbags were requested from Ernie's Wrecker Service in Lincolnshire and an aero medical helicopter was put on standby. The fire chief arrived at 2:45 pm and command was transferred to him. Crews found two trapped occupants in the cab and a dog running around outside the truck, police took custody of the apparently uninjured dog. The driver of the truck was able to speak and the passenger was unconscious but breathing. Crews, using multiple hydraulic rescue tools on both sides of the cab, were able to free the passenger at 2:59 pm and moved the patient into an Arlington Heights ambulance for transport to Lutheran General Hospital in Park Ridge with non-life threatening injuries. At 3:01 pm the driver of the truck was freed and moved into a Long Grove ambulance for transport to Northwest Community Hospital in Arlington Heights with non-life threatening injuries.
In March, Long Grove firefighters responded on several mutual aid calls to surrounding communities. On March 4 our pumper squad went to Rolling Meadow's fire station for coverage during a house fire; we responded to 5 calls while covering their station. On March 29, our pumper squad responded to Mundelein for a house fire. On March 30, our ambulance went to Mundelein for a house fire. On March 31, our pumper squad responded to Libertyville's fire station for coverage during a house fire.
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On April 17, at 4:00 pm we were dispatched for a brush fire in the rear of 4700 Royal Melbourne Drive. Due to multiple calls going on at the time, we responded with a pumper tanker with two personnel. While en route, a large column of smoke coming from the Royal Melbourne subdivision was seen. The response was immediately upgraded for a second pumper tanker and ambulance from our station. Mutual aid was requested for assistance from Buffalo Grove FD, Countryside FPD, and Lincolnshire-Riverwoods FPD. Upon arrival, the first in crew reported a large brush fire approximately 200' by 100' that was moving toward a growth of cattails. It took approximately an hour to extinguish the fire, no homes sustained any damage.
On May 4, we were dispatched to Nichols Road, in unincorporated Arlington Heights, for an oven fire in a multi-family dwelling. We responded with a pumper squad, pumper tanker, ambulance, fire chief, and deputy chief with assistance from Palatine and Buffalo Grove FDs. Palatine fire engine arrived first and went upstairs to the apartment, while the Fire Chief established command. Palatine reported the fire was out but there was severe damage to the kitchen. The apartment's occupants were moved to the ambulance and evaluated for smoke inhalation. The remaining apartments were initially evacuated by Cook County Sheriffs Police with confirmation of such by fire crews. The apartment was checked for hidden fire, none was found, and we removed the remaining smoke using fans. The occupants refused transport to the hospital. The American Red Cross was contacted to assist the residents of the affected apartment with temporary housing. The fire was determined to be accidental.
In May, firefighters responded to several mutual aid calls to surrounding communities. On May 1, to Libertyville with a brush truck and chief officer for a brush fire. On May 3, to Prospect Heights with our pumper tanker, ambulance, and chief officer for a garage fire. On May 18, to South Barrington with our pumper tanker, ambulance, and chief officer for a house fire. On May 28, to Lincolnshire with a Hazardous Materials Technician to assist with a chemical leak.
On June17, 2 the battalion chief, fire chief, deputy chief, rescue pumper, and ambulance were dispatched for a motor vehicle accident with entrapment on Old McHenry Road just north of Rt. 22. Automatic aid companies from Lake Zurich FRD, Buffalo Grove FD, and Lincolnshire-Riverwoods FPD also responded to the scene. Upon arrival, the Battalion Chief reported two vehicles involved. One of the vehicles was off the road upside down laying on its roof, the driver being entrapped in the vehicle. Crews removed the driver and passenger side doors, using multiple hydraulic tools to accomplish the task. The driver was removed from the vehicle and transported to Condell Medical Center in Libertyville, with non-life threatening injuries. The other vehicle had moderate front-end damage; the driver was medically evaluated but refused medical treatment and transport from the scene by ambulance. A fire engine from the Palatine FD covered our district from the fire station during the incident.
During the summer months, firefighters responded to several mutual aid calls to surrounding communities. On June 8, we responded to Libertyville with our pumper tanker and chief officer for a house fire. On June 20, we responded to Buffalo Grove with our pumper squad and chief officer for a fire in a health club. On July 18, we responded to Mundelein with our pumper squad for a house fire. On July 26, we responded to Nunda FPD with our pumper squad for a house fire. On August 2, we responded to Grayslake with our brush truck and fire chief for the tornado. On August 3, we responded to Grayslake with two of our Hazardous Materials technicians for a chemical leak.
Meet Our Fire Service Family...
By: Firefighter/Paramedic Kris Mullen
To do the best job possible you have to hire the best. We are proud of our top personnel, so in each newsletter we feature a few of our finest firefighters, who are part of our team and fire service family.
Firefighter/Paramedic Tyler Gates joined LGFPD during the summer in 2014. FF/PM Gates recently graduated from paramedic school, at Northwest Community Hospital, this summer. He completed the fire academy, at Northeastern Illinois Public Safety Training Academy (NIPSTA) in Glenview, in the fall of 2014.
Tyler graduated from Crystal Lake Central High School in 2010. He comes from a firefighting family and is looking forward to serving the residents of the district. When Tyler is not on duty his hobbies include fitness, bodybuilding, nutrition, and the outdoors.
Firefighter/Paramedic Matt Sadowski joined LGFPD this year. FF/PM Sadowski became a paramedic in 2010 and a firefighter in 2014. When he is not serving the residents of our district, he is serving the residents of Newport Fire Protection District, where is also works part-time.
Matt came to the United States from Poland when he was two years old, he has lived here for 26 years. During his free time, he enjoys spending time with his three year old son, snowboarding, and is an avid Chicago Bears and Blackhawks fan.
LGFPD Mission Statement
Calendar of Events
To provide residents, owners, businesses, and visitors within the Long Grove Fire Protection District, and any recognized emergency agency requesting automatic/mutual aid, with the safest, effective, efficient, comprehensive, and customer focused Fire, Rescue, and Emergency Medical Services possible. This high level of professional services will not be limited in scope to emergency situations only, but will encompass the broader spectrum of public safety, to include Public Education, Fire Inspections, and all other support services.
October 1
CPR/AED Class
October 3
Open House
November 5 CPR/AED Class
December 1 First Aid Class
December 3 CPR/AED Class
January 12 CPR/AED Class
February 2 CPR/AED Class
March 15
CPR/AED Class
March 18
First Aid Class
April 5
CPR/AED Class
Classes begin at 6 pm. Class fees are $15 for residents of LGFPD, $30 for non-residents. Call Jeff Baygood for additional information at 847-634-3143.
gallon per minute pump, 1,850 gallons of water, 50 gallons of foam), and a mini-pumper (500 gallon per minute pump, 300 gallons of water, 15 gallons of foam). These mini-apparatus are quite smaller than their full size counterparts but still pack a significant punch while being paramedic equipped and carrying all the needed equipment to fight fires. These apparatus and their personnel can gain access quickly and aggressively go to work on rescuing victims, access to these problem areas. Its primary function is to lay their large hose in order to supply the attack pumping apparatus with water from portable water tanks and water tankers/tenders located out on the main road.
How is the District prepared to answer an emergency event similar to the recent tornado that touched down in the Grayslake area?
There are five key components which allows the District to maintain a ready state for disaster response. First, extensive and realistic ongoing classroom, tabletop and practical training. Topics include National Incident Management System (NIMS) with heavy emphasis on unified command and coordination of multi-jurisdictional response; special technical rescue team training involving the four major disciplines including structural collapse, high angle, trench and confine space rescue; table top exercises simulating large local events; active shooter response exercises along with other mass casualty drills. Internally, two of the Districts personnel possess Certificates in extinguishing/controlling the fire and limiting property damage. This year, the District placed inservice a 4-wheel drive all terrain utility vehicle that can be transported to an emergency scene on a trailer. This vehicle has a small pump, water and foam tanks with a hose wheel. The vehicle's fire component is mainly for brush/grass fires but can be used on small fires related to the congested downtown Long Grove festivals. The all terrain utility vehicle has the capability of transporting an injured/sick patient on a collapsible stokes rescue basket. This is extremely important if a patient is located in a remote limited access area where the vehicle would be utilized to remove the patient to an awaiting ambulance for transport to the hospital. The same concept applies below as with a patient, the utility vehicle would be able to transport personnel/equipment/ supplies into any remote, limited access or rough terrain work location and bring them back out to a main rally/staging point after the assignment has been completed. Finally, the District is joint owners of a hose tender apparatus which carries 4,000 feet of flat loaded 5" large diameter supply hose. This rig also has a small overall foot print and can gain
Emergency and Disaster Management from the College of Lake County and two personnel completed the Professional Development Series for Disaster Management through the Federal Emergency Management Agency (FEMA) and the Illinois Emergency Management Agency (IEMA).
Second, the District is a member of the Illinois Mutual Aid Box Alarm System (MABAS). On the local level, the District is a member of Lake County MABAS Division IV. Through MABAS, a predesignated Disaster Response Card has been developed and implemented by local fire departments, such as Long Grove. These cards are set up using a Task Force deployment type concept. In other words, 1-7 levels of escalating response apparatus and personnel from multiple jurisdictions are noted on the cards. The MABAS Division dispatch center coordinates the response and all associated radio traffic. Each level of response on the card is a selfsustaining group made up of a certain number of Chief Officers, Pumpers, Rescue Squads, Ladder Trucks, Water Tankers/Tenders, Ambulances and
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other miscellaneous equipment. Let's say Long Grove was initially struck by a tornado and three different subdivisions were damaged. The on-duty chief officer could request the Disaster Box Card be activated to the third alarm level and he could then send each level of the alarm into different subdivisions to initiate emergency operations. These initial operations may need to be built up even more as the incident progresses. Also, other resources would be added to the fire service companies on the scene, as needed, including law enforcement, utility companies (electric, natural gas, phone, cable), public works or other contracted private heavy equipment companies, Community Emergency Response Teams, Red Cross, Local/County/State/Federal Emergency Management Personnel, the list is endless.
Third, the District is a member of the Lake County MABAS Division IV Special Rescue Teams. This organization consists of different teams, including Divers, Hazardous Materials technicians, Technical Rescue technicians, Side Scan Sonar technicians, a Mechanics team and Wildland Fire technicians. A response matrix similar to the Disaster situation is utilized. The District has personnel serving on all the previously mentioned teams with the exception of the sonar team.
Fourth, the District's partnership with South Lake County Regional Community Emergency Response Team (CERT). This team is used to supplement both fire and police personnel during significant emergency situations and for special events. Although they are not trained to the level of firefighters and police officers, they have received significant training and can perform such tasks as traffic/crowd/ perimeter control, movement of personnel and equipment via an ATV, outdoor search and rescue, interior search and rescue (structurally sound buildings only), property conservation assistance, debris removal, cutting up and removal of trees blocking a roadway, hazard stand-by, Emergency Operations Center assistance, emergency responder rehab assistance, first responder First Aid, shelter operation assistance, planned well-being checks, missing person search, damage assessment, warming shelter operation, cooling shelter operation, mass casualty assistance, and sand bagging.
Fifth, the District is a member of the Emergency Management Coordinating Council of Lake County. One of the District's personnel is serving as President-elect for the organization. Participation in this group is highly beneficial for the District due to the membership being multi-disciplined, the significant training opportunities, sharing of ideas and general networking.
Are You Weather Ready?
By: FF/PM Jeffrey Baygood
With all the severe weather we have been experiencing, especially the recent tornado in the Grayslake area, how can you and your family be alerted to the potential hazards. The answer is "there is an app for that." The Federal Emergency Management Agency (FEMA) has developed an app for smart phones and recently added a severe weather alert function. The alerts are issued by the National Weather Service and you can set up the app for up to five locations across the country.
In addition to this upgrade, the app also provides a customizable checklist of emergency supplies, maps of open shelters and Disaster Recovery Centers, and tips on how to survive natural and manmade disasters. The FEMA app also offers a "Disaster Reporter" feature, where users can upload and share photos of disaster damage.
Some other key features of the app include:
- Safety Tips: Tips on how to stay safe before, during, and after over 20 types of hazards, including floods, hurricanes, tornadoes and earthquakes
- Disaster Reporter: Users can upload and share photos of damage and recovery efforts
Heating Safety Tips
Heating equipment is a leading cause of home fire deaths. Half of home heating equipment fires are reported during the months of December, January, and February. Some simple steps can prevent most heating-related fires from happening.
outside each sleeping area and on every level of the home, and in other locations where required by applicable laws, codes or standards. For the best protection, interconnect all CO alarms throughout the home. When one sounds, they all sound.
- Keep anything that can burn at least three feet away from heating equipment, like the furnace, fireplace, wood stove, or portable space heater.
- Have a three-foot "kid-free zone" around open fires and space heaters.
- Never use your oven to heat your home.
- Have a qualified professional install stationary space heating equipment, water heaters or central heating equipment according to the local codes and manufacturer's instructions.
- Have heating equipment and chimneys cleaned and inspected every year by a qualified professional.
- Remember to turn portable heaters off when leaving the room or going to bed.
- Always use the right kind of fuel, specified by the manufacturer, for fuel burning space heaters.
- Make sure the fireplace has a sturdy screen to stop sparks from flying into the room. Ashes should be cool before putting them in a metal container. Keep the container a safe distance away from your home.
- Test smoke alarms monthly.
Carbon Monoxide Safety Tips
Often called the invisible killer, carbon monoxide is an odorless, colorless gas created when fuels (such as gasoline, wood, coal, natural gas, propane, oil, and methane) burn incompletely. In the home, heating and cooking equipment that burn fuel can be sources of carbon monoxide (CO).
- CO alarms should be installed in a central location
- Follow the manufacturer's instructions for placement and mounting height.
- Choose a CO alarm that has the label of a recognized testing laboratory.
- Call your local fire department's non-emergency number to find out what number to call if the CO alarm sounds.
- Test CO alarms at least once a month; replace them according to the manufacturer's instructions.
- If the audible trouble signal sounds, check for low batteries. If the battery is low, replace it. If it still sounds, call the fire department.
- If the CO alarm sounds, immediately move to a fresh air location outdoors or by an open window or door. Make sure everyone inside the home is accounted for. Call for help from a fresh air location and stay there until emergency personnel arrive.
- If you need to warm a vehicle, remove it from the garage immediately after starting it. Do not run a vehicle or other fueled engine or motor indoors, even if garage doors are open. Make sure the exhaust pipe of a running vehicle is not covered with snow.
- During and after a snowstorm, make sure vents for the dryer, furnace, stove, and fireplace are clear of snow build-up.
- A generator should be used in a well-ventilated location outdoors away from windows, doors and vent openings.
- Gas or charcoal grills can produce CO — only use outside.
...continued from page 6
- Maps of Disaster Resources: Users can locate and receive driving directions to open shelters and disaster recovery centers
- Apply for Assistance: The app provides easy access to apply for federal disaster assistance Please take the time to download the app and be more prepared.
For a brief video tutorial on the app visit:
https://www.youtube.com/watchv=BxBdhLtNuxM&feature=youtu.be
For additional information please visit www.READY.gov
Emergency always dial 9-1-1 Non-emergency 847-634-3143
Board of Trustees
David Klein, President John Didier, Treasurer Donald Biciste, Secretary
Board of Commissioners
Gary Morris, Chairperson Steve Wernikoff, Secretary Marsha Forsythe, Commissioner
Staff
Robert Turpel, Chief
Brian Beck, Deputy Chief
Marc Small, Deputy Chief
Karyn Rios, Administrative Assistant
Come One, Come All to our Open House!
Every year, LGFPD opens its doors to the community to showcase its equipment and facilities, and it offers more than the chance for children to climb on the fire trucks. The event takes place from 11:00 am to 3:00 pm on Saturday, October 3, and features a free hot dog lunch. Its real mission is to help educate the community on the importance of fire safety and fire prevention in residents' homes. This year's open house coincides with National Fire Prevention Week, which runs Oct. 4-10, and locally commemorates the Great Chicago Fire of 1871. The massive destruction that the Chicago Fire left changed the way firefighters and public officials thought about fire safety. Its anniversary ultimately
led the International Fire Marshals Association to design National Fire Prevention Week, timed around the anniversary of the Chicago Fire, as a way to promote fire safety and prevention. It has run consecutively every year since President Warren Harding issued the first National Fire Prevention Day in 1922.
Children and kids-at-heart will have fun climbing in the fire trucks, sliding down the fire pole and making fire safety buttons. There will also be demos throughout the event, including side-by-side home sprinkler demo, vehicle extrication demo, and the water rescue team will be on display with members diving in a tank. As always, firefighters will be on hand to answer any questions you may have. This is a great time to meet the firefighter and paramedics that serve your community.
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FIRST -HAND ACCOUNTS OF THE MOUNT VISION FIRE
BY
A RANCHER
A FIREFIGHTER
A PARK RANGER
A FIRE STRATEGIST
A FIRE WARDEN
A WATER DISTRICT MANAGER
INMATE FIREFIGHTERS
AN OBSERVER
HOME OWNERS BURNED OUT
A HOMEOWNER SPARED
A NATURALIST
Interviews by Leonard Tennyson, Inverness Transcriptions by Lynne D.Yonng, Marshall and by Connie Holton, Berkeley.
Copyright Leonard Tennyson Inverness, California 1996
Second Edition 1996
ABOUT THE INTERVIEWS:
These" oral history" interviews were made over a period of several months after the October '95 Mt. Vision fire. They were done at the suggestion of Louise Landreth, a member of the Committee of the Jack Mason Museum of Inverness, for the Museum's historical archives.
These unabridged interviews barely scratch the surface. They reflect only the personal views and experiences of two dozen or so people whose lives were touched by the fire.
Limits of time and resources eliminated scores of others -- people who played vital roles in fighting the fire and those whose lives were profoundly affected by it.
Of the former group, many are well known through official reports. They include Park Superintendent Don Neubacher, Stan Rowan, Chief of the Marin County Fire Department, and Tom Tarp, the State's Fire Chief. Together they formed the triumvirate of the Incident Command.
In the latter group must be included all of the people who lost their homes in the fire.
We can never measure in full the contributions of the "unknowns" -hand crew firefighters, engine crews, dozer operators, pilots and crews of helicopters and air tankers and providers of food and shelter.
The interviewer wishes to thank all the men and women who patiently answered his questions. Naturally he accepts responsibility for errors and omissions.
LB. Tennyson
THE RANCHER
Interview with Anne Murphy at the Home Ranch, Point Reyes Peninsula, 3/1/96.
Anne Murphy helps run the 3,000 acre ranch which is located between Drake's Estero and Limantour Estero with her two partners, Scott and Lee Murphy. She moved there in 1977 with her husband Scot. They have two children, son Barcley, 17, and daughter Jessica, 14. A horsewoman and nature-lover, she hails from Baltimore, Maryland.
LT: Tell us something about the ranch, its history, when you moved here, what you raise, and how you fared in the fire.
AM: This is a 3000 acre ranch. It lies between the Limantour Estero and Drake's Estero. It is essentially a peninsula. We have Drake's Bay in front and the two esteros on either side. The ranch buildings set back into the valley behind the marsh lands. It's that part of the Point Reyes National Seashore that begins the agricultural zone. Everything south of us is wilderness, all the way between here and Bolinas. The ranch was established during the twenties. It was part of the Shafter-Hamilton estate.
LT: There had been no ranch here before then?
AM: There was ranching here before Murphy's. There were families living here and they had dairy cows. Murphy expanded on the existing ranch. He came in and bought eleven thousand acres, it went from here all the way to Bear Valley. As a matter of fact, the fire which burned twelve thousand acres of the Seashore National Park was almost the entirety of the original Murphy ranch. The Laguna Ranch, Glenbrook, Muddy Hollow, and Nova Albion were all a part of the Murphy ranch originally.
LT: Did I hear correctly, that it extended all the way over to Bear Valley?
AM: Yes. Eleven thousand acres. Almost to the boundaries of the fire. Actually the fire went a little further south. That is the first thing Lee Murphy, my father-in-law, commented upon after the fire. He is still full involved in this ranch. He said: "I can't believe it, my father's land totally burned, every bit of it. "
LT: Was there ever much timber here, or was it mostly scrub?
AM: Brush, very little timber on this particular ranch that is. There never has been much timber here, this is pasture land.
LT: How many head of cattle did you say you had?
AM: There are t1ITee hundred plus mother cows and their calves. Then we have the younger stock that is out by the Estero Trail Head parking lot. And there are also replacement heifers.
LT: What do you mean, "replacement heifers?"
AM: You realize this is a cow-calf operation. It's all beef. There is no dairy herd here. What we do is to raise marketable beef animals. So we have a herd of cows and a herd of bulls and we breed them. We raise the babies. When the babies are old enough to be weaned - at about six hundred pounds - we market them. We sell them like a crop. Replacement heifers we save. They are culled as the best heifers of that year's calfing season.
LT: By the way, I'm sure not many people know that the U.S. Park Service takes care of some of your fencing. Did you expect that when you moved here?
AM: Yes, we did. Our agreement with the Park when the Park bought the ranch was that they would responsible for our boundary fences. They are our landlords, so to speak. If you were renting a house, then you would be responsible for the maintenance of the house, or whatever the agreement is. They are, as a matter of preference, responsible for the boundary fences, helping ensure that the cattle don't get out into the park.
LT: We're talking now about boundary fences that were burned in the fire and which the Park Service is replacing.
AM: Yes. Our cross-fencing we are responsible for ourselves. That is within our own ranch business. The boundary fence is extensive There is quite a lot of it. We lost six hundred acres to the burn. which isn't bad at all. It is going to come back, it is actually coming back beautifully. We are just looking at the work entailed to fix the fences and it is going to take quite a long time.
LT: Tuesday the third of October, you saw the smoke coming from the top of Mt. Vision.
AM: Yes. I saw it practically at the moment it started. I looked up and saw a gray smoke coming off the ridge. I knew immediately there was a blaze but didn't heed it as anything serious. I drove to school to pick up my kids and from Point Reyes you could get a good view of how fast the fire was growing. We stayed in town for a while to watch. It was accumulating volume fast. We didn't feel threatened yet. Nobody did. Everybody in the street was talking, pointing, and looking but nobody thought that it was going to go anywhere. There were fire engines running through town and we thought they had it under control. Since it had just started we thought everything was going to be fine. By that night, though, it appeared it was out of control.. We drove over to Martinelli's ranch on the other side of Tomales Bay and watched from there. You could see and hear the fire and the explosions of propane gas tanks at the burning homes. We watched plumes of smoke erupt as something would ignite. It was unbelievable to see.
LT: The pines especially provided pyrotechnics.
AM: They did indeed. It was a most extraordinary experience to witness. It was one thing to watch it remotely from across the Bay. It was quite another thing to realize that it was happening in your our own back yard.
LT: Will you talk about how the ranchers came here to the ranch from all over the area
including from ranches across the Bay to help save the ranch?
AM: Yes, They even came from Marshall. Merv McDonald used to have the Pierce Point Ranch that was his home ranch. Now his home ranch is on the Marshall-Petaluma Road. Pat Arnt lives in the Marshall area, he came with his wife and son, Rob. They brought equipment. All the ranchers brought equipment, whatever tractors they had, whatever animals. They brought their horses and their horse trailers. We thought we were going to have to evacuate the cattle. That would have been very difficult. Fortunately we didn't arrive at that point. We moved out the animals that were here in this valley. They included a herd of twenty bulls, all of our horses, and all the local animals that are around here in the compound area which consists of some twentyfive acres. But the animals that were out at the point, down by the esteros, we couldn't get to.
LT: How did you move the animals, by horseback?
AM: Yes. We pushed them on horseback, the bulls and the cows that we wanted to get out of that area.
LT: I suppose the children didn't go to school for a couple of days.
AM: They didn't go to school for a few days. The West Marin School had been transformed into the fire crisis center. The Red Cross was there and we set up a switchboard there for information and communications.
LT: So many places were brought into use specifically for this fire.
AM: Absolutely, all kinds of places. And so many homes too were opened up. Their doors opened up for the fire fighters, to everybody, and to anybody. Everybody wanted to help. I couldn't wait to help. The next day, Thursday, the day after we had our big day here when so many people came to help save the ranch, we got a phone ca1l at five in the morning. It was from a ranch family in the Olema Valley. They felt threatened, fearing that the fire was going to come down to their ranch. They asked us to come over and help evacuate their cattle out of the valley. We all were so delighted to do it. We drove right over there with our horse trailers.
All the ranchers who stayed over here on Wednesday were over there on Thursday moving cattle and helping out. It was a great bonding experience.
LT: I guess you're already bonded by virtue of what you do in common which is husbanding animals. You also must pay attention, in ranching, to the elements. That must bring people together like sailors in a gale at sea.
AM: It's a lot like being at sea. You have to read the weather all the time. That's why the ranchers were here so early Wednesday morning. They knew by the wind, during the first night, the Murphy Ranch was threatened by the fire. They knew before anybody ca1led in. They also knew that this ranch is on the border of the agricultural zone and that, as I said before, everything south of us is wilderness. Starting here at our boundary the Murphy Ranch
is the first in the agricultural zone, and if this ranch had burned, it would have meant that all of their ranches were threatened too. It was important to everybody to save this ranch.
LT: Late in the game a lot of fire equipment did get down here, did it not?
AM: Yes, but not right off, not at daybreak. We were very worried about whether anybody would come besides our local friends and ranchers. We knew we needed more help, that we couldn't do it all by ourselves. We were trying, we had the tractors going and our small caterpillars working. We couldn't make the big wide fire breaks that the C.D.F. cats can carve. They have the big equipment.
LT: I reckon the C.D.F. must have some of the best fire fighters as far as training is concerned.
AM: They are, they're professional. They were wonderful. When they did come in, in the late morning, everything started to come together as far as organization was concerned. I went over the maps with Carl and what I could do to help him was to show him where the best place was on the ridge was to come down, cutting a fire-break line. All I did was to show him where the threatened places were and then he did everything. He organized everybody and got it done. That's when he ordered us all to get out of the fire zone. That included the ranchers who had come to help along with their equipment, caterpillars, our tractors, and backhoes.
LT: Who is Carl?
AM: The C.D.F. man, I have forgotten his last name. He was in charge of the Wednesday operation when they were cutting the containment line for the fire. He was excellent.
LT: The trio who made up the command unit for the fire had to make tough decisions about priorities and make them fast. I guess the first priority was to try to save the forest homes on Drake's View and Paradise Estates. Still, I 'm surprised they didn't immediately send helicopters over at first light on Wednesday to dump water on your out buildings.
AM: No they didn't. We never had helicopters here until the afternoon. They actually helped move some of the cattle with the helicopters. By that time in the afternoon we weren't allowed to go out there anymore. Carl didn't want to have to worry about private citizens being out in the fire zone. He ordered everybody to stay down here. There were some cows in the danger area. He used his helicopter man to push them out. It worked.
LT: I've seen pictures of that being done on big ranches.
AM: It worked, they missed only one cow. It was due to a matter of nature. The cow ran back into the fire after her calf. They both perished. The only casualties.
LT: It was predicted that most of the wild animals, unless they were burrowing creatures, would be able to flee the fire.
AM: Yes, I think so.
LT: Ground crews reported that in the midst of the fire fight they frequently saw animals, particularly rabbits and deer, fleeing the flames.
AM: We were fearful of the fire. but it had yet to threaten us. On Tuesday, the third of October it was still on the other side of the Inverness Ridge and threating to engulf the town. Then at three o'clock, Wednesday morning, we realized the wind had shifted and the fire was going to come our way. We couldn't wait for daylight to get a good look. So we went up to the top of the hill to get a view. We saw it was already burning down to Limantour Beach. That put me into a panic because if it jumped over the marshland between what we call that Glenbrook Peninsula next to us and over the Limantour Estero onto our ranch, our cattle would be threatened. That whole area out there was vulnerable. At daybreak when the ranchers arrived we started building our own firebreaks as best we could. The places I was most worried about we couldn't reach with equipment. We needed professional fire equipment. Jim Love's fire unit, a County group, arrived first. I raised hell with the guys who were only here for structural reinforcement. It was true that our structures weren't threatened yet. I wasn't worried about the structures, I was worried about the ranch.
LT: Jim Love came from Point Reyes, didn't he?
AM: Yes, he works out of the substation in Point Reyes. He had been working in Inverness all night the night before. He arrived here without any sleep. He already had been without sleep for twenty four hours. The first thing he did was to go down to the dams down below, at Limantour Estero, and back-burn them. That way the fire couldn't lick across those two little bandaids. That was important. When he returned the C.D.F. units had arrived. It was about 10:30 by now. Then they started seriously making the big fire-breaks here, going up to Mt. Vision. As it turned out it was the northern containment line for the entire fire.
LT: That wind shift, which now threatened you, saved Inverness. I gathered that the wind was high and the fire virtually out of control then.
AM: It would have ripped right on down through Inverness. The shift really did save the town. Out here, it burned twelve thousand acres of Park, but that's not so bad. Actually the Park now is looking beautiful, it's gorgeous. It hasn't done any great harm. In the long run, it's beneficial. Yes, that shift of wind scared us for a day, but what could have happened is another story .
LT: Outside of burned fencing you had no damage done?
AM: No damage to the buildings at all.
LT: Lucky.
AM: We were very lucky. It was beyond luck.
LT: Any stories about the fire or the end to it that you recall?
AM: I talked to my daughter about it and how she felt. She'd felt a lot of panic. We were all panicstricken at the thought of losing our home. That happened on Wednesday afternoon when we though we might lose it. The flames were racing down from the Ridge so fast that I didn't think the fire fighters could finish the fire break in time. We had everything packed. We took everything out of the house, every picture, every pillow, everything we wanted to save. We packed all these horse trailers that the ranchers had brought with them and pointed them in the direction of the driveway so that we could get out at a moment's notice. We never had to.
# # #
THE FIREFIGHTER
Interview with Scot Patterson, Inverness, CA, 12/05/95
Scot Patterson lives in Inverness with his wife Georgina and their two young children, Andrew and Samantha.. He is a life-long member of the Community. He grew up in Inverness, learned to sail on Tomales Bay, came to know the hundreds of miles of trails in the Point Reyes National Seashore Park, and became a budding volunteer fireman for the Inverness fire station.
LT. Scot how did you become involved in fire fighting?
SP: By just being interested in the fire services and helping out. Specifically it happened because of my boyhood friend Rufus Blunk. He lived up on Mt. Vision. One day he said he had a lot of junk up there to bum. It was a damp, foggy morning. He decided to bum it before the fog lifted. Fog had been forecast for the next couple of days. He thought it was a safe bet. Right after the fire got going and a good pile of smoke was rising, the fog lifted. A sheriff across the bay spotted it. He alerted the fire department and pretty soon fire trucks, sirens sounding, started up the mountain. Rufus, hearing them, hurriedly put the fire out and tried to make it appear as though nothing had happened. Mike Meszaros, the Fire Chief, didn't buy that. He looked around, found the source of the smoke, and said: "Well Rufus, you'd better join the Fire Department." Mike knew I'd been working with Rufus for years. He turned and added: "since you and Scot Patterson have so much experience with chain saws, heavy lifting, rigging, and also boating activities, why don't you see if you can get him to join with you? We need some new young guys." Rufus cornered me. We decided to take the plunge and so we joined up. Rufus only lasted a year. I think it was mostly because he was living on top of Mt. Vision and not in town.
LT: What makes a good fireman? Any particular qualities?
SP: Well, you could be a good story-teller. But that doesn't always save your life when the shit hits the fan. You have to be strong, be able to assess a situation, and make decisions quickly. You can't take all day to decide whether or not it is too dangerous. Nor can you afford rash judgments. Still you've got to size things up things fast.
LT: Did you ever go to a fire fighting school?
SP: I didn't do a full course but did attend different programs. I went to an auto extrication course for twenty hours. These are the sort of training programs the fire department pays for. We did "fire command," a weekend course in Solano County where they throw everything at you to see how you respond. People who didn't respond well were washed out. They were told, "you can leave now. Thank you very much. We don't want you to endanger the lives of the rest of us." Our training included having to walk into a burning wall of propane gas.
LT: How's that?
SP: There's a burning "Christmas tree" structure of propane jets. Two teams go into the area. Their task is to get to the valve that turns off the propane flow. You have to push the fire back with fog spray to get to the valve. One wrong move and you lose.
LT: Were you married by this time?
SP: No, I was married two years ago, I joined as a volunteer in '86.
LT: Nine years.
SP: As members, every month we have two training meetings. We constantly go through the exercises in Mike's "Fire One" book. We even get to go to fight fires in burning buildings where the Marin County Fire Department has set up simulations.
LT: Let's get to October 3rd. When did you get the signal?
SP: I'd been doing some electrical work up on the Ridge for Jessie Young. He's a rock musician. My pager went off. They were reporting a brush fire on the Ridge.
LT: Where were you then?
SP: At the top of Paradise -- at the crest. I jumped back into my car. I said
I would call in. If it was a medical call, I was going to let other guys deal with it, they were closer. But when they said fire, or "wildland fire," I said "I'm leaving." I told them: "If you smell a lot of smoke, don't hang out here too long. I'd get my stuff and get out." They did. I made it down into town just in time to meet up with Tom Fox and engine 380.
LT: You had your gear?
SP: I went to the fire house and got it. We were late arrivals, he was working somewhere far away, and I was too.
LT: Did you go back up the mountain on one of the fire trucks?
SP: Yes, we went in 380, one of the newer engines. We use that as backup to wildland. Usually we use 381 because it has all the wildland hoses. First we thought maybe we should go up Highland Way to get to the Ridge. But nobody really had yet pinpointed the fire. So, we called in and asked Mike about Highland. "Why don't you go ahead and check it out," he said. We turned around. I went into the hotel and rang up Rufus Blunk. He was up there working on his new house. It was he who, after spotting the fire, made the first 911 call. He said there was no access to the fire from Highland. So we went to the top of Ottinger's Hill. Instead of going down to the Vision Overlook Road, we went up the Gunn's driveway at the top of
Ottinger's Grade to the Park access road. We just did a contour and zipped right up. We made up for lost time.
LT: Isn't that road a steep climb?
SP: No, it's a gradual slope, nothing like Paradise Ranch Drive. At the top we found the gate locked so we got out a hack saw and cut the chain. By the time we'd arrived there were other engines on the scene.
LT: Where, exactly, were you?
SP: We were right at the top of Pt. Reyes Hill where the FAA radio beacon tower is. The parking lot is right below that. At the end of the road where the gate is, we parked and headed out to the northeast and fought the fire. We'd pretty much knocked it out, it was not that big.
LT: Was it you, Tom, or some one else who discovered the origin of the fire?
SP: I think it may have been some of the earlier arrival guys. I'm not sure Tom discovered it.
LT: I thought it extraordinary that, almost immediately, they found out where it had originated. At least so it was reported.
SP: I'm not sure who it was. One of our guys found a milk carton, an apple core, a jar, and evidence of a fire pit. There was ample evidence that somebody had been there.
LT: You were relieved that it wasn't very bad?
SP: It didn't seem severe. But as soon as we got there and I was walking down the trail with all my gear and my hose pack, out of nowhere comes this C130, flying at tree top level. He flew over our heads dumping his red dye everywhere. It was a high response day, because it had been dry for five days. I thought, this is great we have air support so we surely can contain it.
LT: Are they federal or state planes?
SP: They're contracted out to the state. When it gets really bad the feds bring in other stuff. They bring them in from all over the country.
LT: I thought these planes were located somewhere in Southern California.
SP: The first ones came from up near Garberville, it's up north and east.
LT: I've been told that they saw small planes guiding the air tankers.
SP: They do that. They serve as spotters and guides for the tankers. They're more agile than the big planes. If they spot something dangerous ahead they can pull up, signaling to the bomber that it is necessary to make another run on the target. The tanker planes fly at between five hundred and a thousand feet. They have new safety rules to help cut down the high incidence of accidents. The guide planes contribute to safety. The bombers, or air tankers as they are called, are highly effective in containing fires with the chemical retardants they drop. Containment make it possible for firefighters on the ground to put fires out.
LT: Did they get the helicopters on it the first afternoon?
SP: They did, I didn't see any myself. They may have been over at Paradise. When things started to get out of hand, I kept calling Rufus up on the Ridge asking him where the f11"e was going.
LT: You had a cellular phone?
SP: I had a brand new little pocket flip phone. Since I knew Rufus had originally called in the fire's location, he had a bird's eye view from down below as to what was going on. I called him and asked "what's going on going on?" We could only see what was right in front of us. We couldn't look down the ridges. They were hidden by smoke. Rufus told me the f11"e had jumped a thousand feet. I told that to Booker, who was standing about ten feet away. He'd taken over from Meszaros.
LT: Booker: who's he?
SP: Battalion Chief Booker, a big, no-nonsense guy. He said, "nobody told me about that." The planes by then had left and there was nobody spotting. They'd left to refuel and reload, a forty five minute round trip to and from Santa Rosa. Without planes overhead, I realized there was nobody else communicating the movements of the fire other than Rufus down below. I told him to call the dispatch headquarters in Woodacre and give them a progress report every five minutes and tell them exactly what was going on. Then they could relay the information directly to Booker.
LT: I'd had the impression that communications were much better organized.
SP: They were, but in the initial response there was nobody else spotting and reporting the fire from other vantage points below us.
LT: When you were up there the wind was out of the northwest?
SP: Yes. It was blowing pretty hard. When we f1l"St got there the wind was blowing about fifteen miles an hour.
LT: That's quite a lot.
SP: Maybe it was twenty. Meszaros gave us a reading the minute we got on the scene. he estimated fifteen to twenty, gusting to twenty-five. Then it kicked up and got a little higher. By the time we left it was blowing about thirty-five. But in the "chute" -- the saddle area on the Ridge to the southeast -- the wind was just cooking through. Meanwhile, Rufus got on the phone to the dispatcher. He was instrumental in pinpointing exactly where the fire was headed and whether it jumped or not. He saw it jump once, twice, three times. It put him into something of a panic. At that point we knew the fire was out of hand. Fire fighters ran hoses through the woods to it. But they couldn't touch it at that point it was moving so fast and it was so far down slope.
LT: It was too steep?
SP: Impenetrable.
LT: Did you encounter a lot of explosions of dry brush?
SP: Not at that point. Later on when we got into the thick of it, it was very intense.
LT: You came back down to the firehouse again late that afternoon?
SP: Yes, up at the top, everyone arrived and we had a huddle. They started doing strategy, calling in units from all over. They were calling C.D.F. task forces. At that point they said they had about half of California's C.D.F. response units.
LT: C.D.F. - California Department of Forestry. Right?
SP: Yes. One of the Marin County engines arrived up there with only one man on board. He was the crew. His name was Tom Nunes.
LT: Where was the engine from?
SP: Point Reyes Station, engine 1584.
LT: You knew the guy?
SP: Yes, I'd had dinner with him at his station. I'd go over there for an abalone meal on occasion. Anyway, he was short on crew, so Bill Hart and I jumped on board after Meszaros asked if we wanted to commit to the engine. He said: "If you go on this engine, we don't have any control over you. You're on your own. You'll be with a Marin County engine so they'll call the shots." We said sure, let's go. We took off and went back down the mountain to the fire station, got reloaded, got more water, batteries, and radios. We then were instructed to go to a staging area at Inverness Park. We got there and sat around for a long time.
LT: At Perry's Deli?
SP: Yes. All these units there had been ordered by the Incident Command (I.C.). There were so many chiefs, none of them could decide what to do. They hesitated to go up the hill and commit because they were afraid they were going to put too many engines in jeopardy. They were running out of water, and faced other uncertainties. They were just kind of slow to jump. They didn't want to jump into the fire, but they didn't want to hang back either. Then a funny thing happened that may have galvanized the various chiefs into action. A guy by the name of Ethan Foote appeared on the scene His parents had a house on a road up in the fire zone. He was the C.D.F. man out of Santa Rosa. He drove up with three fire trucks and walked right up to the Incident Commander. "Hi I'm Ethen Foote, " he said. "I've got three engines with me. Do you want to give me two more? I'm going up to save my parents' house". He didn't ask. In effect, he just told them "this is what I'm doing, I'm not taking orders from you." The guy stared at him. The IC was one of these Marin County guys who wears aviator glasses, has dark, really short hair, and mustache. He sort of reminded me of an Arkansas state trooper who won't take any sass. He looked at another chief next to him and said "Hey, who is this jerk?" Before they could do anything, Ethan was back on his rig and departed with two more engines - five in all. They took off -- to do a little freelancing.
LT: This was up at Paradise Estates?
SP: Yes. We were there a good half hour and feeling frustrated because we were doing nothing. I finally yelled at Eddie Mestre, a Point Reyes Station fire captain: "let's do something." He said, "Okay if you guys want to do something, take these guys up to the top of Drake's Summit and do structure protection." There were five other engines from San Rafael. We went up towards the summit of Drake's View and protected houses that were still quite a distance from the flames. It didn't seem to be of paramount importance.
LT: When you say you protected them a reasonable distance away from the flames what does that mean? What did you do?
SP: We went on to the property to assess whether or not we could save the structure if the ground were to catch on fire -- to make sure there was enough clearance around it. If the trees were virtually over the top of it, there would be no way to clear it. So we would just drive to the next house. Salvageable houses were the only things we were concerned with. If it was a house in the dense forest, with trees ten feet away, we would not even consider it. We were up there until about 10 p.m. Then they moved us to the top of the Ridge to carry out backburning operations. These were pretty hazardous. Along the Limantour Road were Bishop Pines and Douglas Firs on both sides. Our job was to start a back burn before the fire came down that far in order to protect the top of Drake's Summit and keep it from burning down. We started our back burn. Then the other half of our job was to try to keep burning embers from the back burn from falling into the canyon, igniting brush below and then flaring back up. We started the backfires and then got our hoses and ran off the cliff down three or four hundred feet into the canyon. We were putting out the hot spots and thought we were doing a great job of it. One particular ember fell pretty far down, maybe a couple of hundred feet below us. It spread flames quickly up the hill. We couldn't get to it and didn't dare commit to going down
the cliff. It would have been suicide. Then we had a communications failure: our radio went out. We couldn't communicate with the guy at the pump panel on the engine.
LT: This was the south side of Limantour?
SP: Yes. the south side at the top of Limantour. We were at the top of Drake's Summit looking out towards Arch Rock. We were near the Goldfield's B&B. We were at a good four hundred feet below. It was almost straight up to the engine. We started to coil our hose on our shoulders and tried to walk out with them. By that time the fire below was gaining on us. It was no use. We threw our hose on the ground and started up. It was nerve-wracking. At that moment it was a good three hundred feet almost straight up to the engine. The guy ahead of me was pulling himself up out of the canyon using the hose. He was doing what he'd been told to do in such a situation -that is, to uncouple the hose lengths as he went up. Ordinarily this is standard procedure. But he'd forgotten about me being behind him. I heard the captain above screaming to get the hell out of there. Actually, he was more explicit than that. I'm trying to pull myself up with this hose, and the hose keeps corning down on me. So I started crawling and running up the hill looking over my shoulder. By that time the fire had gotten up into the tree canopy.
LT: You had a wall on both sides?
SP: Yes. At that time there was a fire above on the other side of the road and the fire was corning up the draw towards us.
LT: That's what I was asking. You had two fires coming together.
SP: The fire at the top was creating a lot of up draft. I ran like hell, as fast as I could. Then I realized I couldn't outrun this thing, it was coming up the hill too quickly. I remembered there was a trail that cut across the slope. I found it. I knew the fire wasn't spreading outward as fast as it was going upward -- up the canyon wall. So, I ran diagonally across it.
LT: Do you remember the name of the trail?
SP: I thought it was the Bay View trail but I'm not sure. I ran quite a ways on that. Meanwhile, I could hear them screaming. They didn't know if! was out or not because all they could see was flames. It was coming over the treetops and they couldn't see the ground down below. I knew Captain George Thornton who was on one of the rigs was very worried about us. I found my light and shined it up the hill to let them know I was still around. Finally I found my way back up. I was only about a hundred yards from the engines. I ran down the road just in time to see my buddy come up the hose line. The guys were yelling at him, asking where I was. I came up behind him, and tapped him on the shoulder. He was very relieved. We were both on the edge of exhaustion. I was wiped out,
LT: It's incredible: no injuries or deaths.
SP: No injuries but a lot of very tired guys like us. We snatched a two hour nap at the Sky Camp trailhead and then went back through the same area where we had been. There were still flames on both sides of the road and trees were still burning a little further west from that area. On the upslope side of the road, there were, probably, two hundred foot high walls of flame. On the down slope side, flames were probably sixty feet above the road. We were driving through a corridor of fire.
LT: How did you know you could get through that tunnel of fire? Was that the only way?
SP: It was the only way to the Youth Center. We'd been ordered to go to the Center to do structure protection down there. A battalion chief who'd driven through before us said it was drivable, no problem. Bill Hart and I were the only ones on the engine who had been on that road before. I grew up driving that road as a teenager so I knew it like the back of my hand. The engine driver, Tom Nunes, had never been on it. He had no idea whether to turn left, or right, go up or down. He was relying on us to tell him which way to go. When we got to a point further along the road where there is a lot of Coyote Bush, conditions were super-volatile. We had flames on both sides of the road, with high winds down in the lower sections. It was blowing about forty knots.
LT: I should think you would have been terrified had you suddenly come upon a huge burning tree that had fallen across the road.
SP: Down there, there were no trees, just burning Coyote brush and a lot of flames.
LT: When you were in the coyote brush, you were traveling west?
S.P. Yes, toward Limantour Spit. So as it turned out, we came to a point where there was a high bank on one side flames were blowing clear across the road. We drove through that. We didn't go too slowly. We didn't want to run the risk of burning anything. At one point we would see rabbits running down the middle of the road. It was the only part of the area that wasn't fully engulfed. Occasionally they would see us and they would run right into the lights and right under the engines. . We didn't dare get out of the engine at that point because of flames blowing across the road and over the engine. I was in the back, in the truck's canopy, a contained area. Flames were licking over the side of the fire engine. We could scarcely see the road. When we arrived down at the Youth Center, we checked our hoses. The tops of our large hoses had melted. You could barely see the road, it was all ashes.
LT: Going back after the fire, did you see how the soil in some hot spots had been baked solid?
SP: There was nothing left of some of the trees that I'd seen burning up on the ridge. Nothing left, not even the roots. It looked like somebody had drilled with a post hole digger or as though a laser beam had cut a hole six feet deep.
THE PARK RANGER
Interview with Dorcy Brownback Curth, Inverness, CA 11/20/95
Dorcy Brownback Gurth is a member of the staff of the Point Reyes National Seashore. She played various roles in helping fight the fire of October 1995 that swept the Point Reyes National Seashore Park. She and her husband, George Gurth, live in the village of Marshall on the eastern shore of Tomales Bay. A naturalist and aquaculturist, he farms oysters in the Bay, a 12-mile long estuary bordering the Point Reyes Peninsula. Their 15-month-old son Sandy is equally at home in the woods and on the water.
LT: Can you begin by telling how you became a ranger for the National Park Service?
DC: In 1977, after a summer in work programs run by the American Farm School in Greece, a Peace Corps-type program, I decided I wanted an out-of-doors job. I was torn between working on the water or working in the woods. So I gave myself ten years to decide between water and woods. First, I joined a tug boat union and went to sea. I had a wonderful time.
LT: Where did you go to sea?
DC: I was in the Inland Boatman's Union in the San Francisco Bay. We hauled barges up and down the coast from Seattle to San Diego.
LT: That sounds great.
DC: I loved it but discovered I became very seasick and couldn't get over it. Finally I decided I would go to work in the woods and go to sea for fun.
LT: In the Navy that was described as "swallowing the anchor."
DC: Well that was it. It was very hard to go ashore because I'd loved being out on the open ocean. When I went back to land my first job was in the woods with the California Conservation Corps. -- the C.C.C. as it was called. I was the rust woman they ever hired.
LT: Where were you?
DC: I started out at San Louis Obispo. I remember my grandfather telling me that I couldn't possibly have joined the Civilian Conservation Corps of the '30's because it was for men only.
LT: He was right. The C.C.C. then was a depression era works program for young unemployed men.
DC: Anyway, I decided I had to try to get into the California C.C.C. I did. I was their first woman, too.
LT: The very first woman in the California CCC?
DC: Yes. They hired twenty-five girls and seventy-five boys. We were all between eighteen and twenty-six.
LT: You were sent all over California?
DC: Allover California to do a wide variety of forestry jobs. We did fires, floods, earthquakes, and all kinds of erosion control.
LT: Where did you get your training: on the job?
DC: It was very much "on the job" in the California Conservation Corps. I learned a lot of different skills when I was with them. I even picked up heavy equipment operation.
LT: What sort of equipment?
DC: Bulldozers, graders, rubber tire tractors, and tracked loaders. We did a lot of erosion control work. What I found was that if you started out with a crew, you did a lot of hand work. And if you showed some initiative you could move up to be crew leader pretty quickly. Within a year I moved up four ranks. Each rank is designated by the color of your hard hat.
LT: Did you, therefore, rise up into the world of mechanized equipment?
DC: Definitely. I was able to move readily from hand work to machinery. By the way, they were very strict in the Conservation Corps. You were only allowed to speak to other people who had the same color hard hat that you wore.
LT: You're kidding me.
DC: No I'm not. It's true. I had a rough time at first. In the first six months I wore a "blue hat" like everybody else. Then I moved up a couple of ranks and became a "green hat." I was a green hat in San Louis Obispo. There was only one other green hat. But he was up in Humboldt County. We would have long telephone conversations with each other about how rough it was to be the only green hats
around.
LT: What color was above you?
DC: Yellow. We both were finally promoted to yellow and things became a lot smoother. All of the crew supervisors wore yellow hats. We got to trade places with each other.
LT: What were you doing with all this heavy equipment in San Louis Obispo?
DC: As heavy equipment operators, we rarely got to stay in our home towns. We were sent up to Sacramento during the heavy floods and we moved a lot of sand bags around. I ended up driving a tracked loader.
LT: What is a tracked loader?
D.C. It's a piece of equipment that can go over land without getting stuck. You take the rubber tires off and put the tracks on, it is a serious four wheel drive piece of equipment that can go anywhere. In a really mucky place, like the Delta where you have flooding, it is what you needed to keep from getting stuck. We would go from hand crew to hand crew and carry loaded sand bags to reinforce the dikes.
LT: How long did this stint of yours with the California Environmental group last?
DC; I worked for them for two and a half years. I fma11y left because I was promoted to a position that involved a desk in Sacramento. They wanted me to recruit women for the program. I did that for about three months and realized that I would much rather be out in the field or "out on the grade" as they called it. I thought: "I'll go back to the office in my seventies. Now I want to be out in the woods. "
LT: And so, you quit?
DC: I switched agencies. The other problem I was having was that the C.C.C. had taken in many Spanish-speaking people and though I had a lot of school Spanish it wasn't adequate enough to communicate with the Southern California crews in the C.C.C. I found myself in charge of crews that I couldn't instruct. That was frustrating. When I learned that another yellow hat friend of mine in the Corps was being offered a job with the Youth Conservation Corp in Idaho I joined forces with him and left for Idaho.
LT: Tell me about the California Conservation Corp. It reminds me of the national C.C.C. founded in the pre-war depression years.
DC: They were similar except that in California they let women in. Two out of the twenty-five made it the first year. Now one third of the Corps is made up of women.
LT: Great.
DC: The program has become big. I loved it. You really had a chance for a wide variety of experience. When I first applied for a job there, it was because we had spent all of our summers here in West Marin.
LT: Is this how you came to join the Point Reyes National Seashore Park?
DC: Yes. I was in West Marin as a teenager. I then had a job teaching sailing at Sea Drift.
LT: Where is that?
DC: It's next to Stinson beach, down the coast a little way. I decided I wanted to balance it out with a job in the woods. So, I went to the Park and asked them how one got on with the Park Service. They said if you were game to volunteer for about nine years you might get a seasonal position. It was very difficult - a real waiting game -- like getting on with the cable cars.
LT: You mean you also considered becoming a driver of San Francisco cable cars?
DC: Yes. I had friends who tried to do that. They were told if you could wait around for nine years, they might get to your name. Meantime, I thought I'd get some experience with other agencies. I put my application in at the Park. They said it would probably be about nine years until they got back to me. I told them I'd do some other things in the meantime. I went and finished college. I have degrees in forestry, fire science, and English literature.
LT: Weren't you a bit over-educated?
DC: Well, I was over-educated for the maintenance division of the Park Service, where I now work. I've found in the National Park Service that white collar staff the scientists and management personnel - are badly underpaid. If you are willing to work in the maintenance division, as I do, you can earn union scale wages and afford
to live in West Marin. Law enforcement rangers, scientists, and the administrators make a lot less money and can't afford to live here unless provided with free Park housing.
LT: Now, tell me more about getting your foot in the Park Service door.
DC: After the C.C.C., I went to Idaho. I worked for the Youth Conservation Corps. That was just a summer job. I came back and went to the College of the Redwoods, graduated with a vocational degree, and decided to get a job in forestry. My choices were logging or firefighting. I thought well, I'm going to try some of the local lumber mills for a summer job. I went down to Scotia, which is just below Humboldt. I met the head of one company who said: "The only problem you have is that you are a woman. When my grandfather, my father, and I die, then we might be ready to hire women. Right now the only girls we have are in the office. "
"I don't want to be in an office," I said. And that was that.
LT: Where did you go from there?
DC: From there I went to the California Department of Forestry in Ukiah. It is the agency that had a big part in the Mt. Vision fire. The initials for the California Department of Forestry are CDF. It's the major firefighting agency in the state of California.
LT: Why did you go there?
DC: Because I heard they were hiring women. "You need to apply to every single fire station in the state," they advised me. "Then you will probably get two offers from places where you don't want to go at all."
LT: Did you get discouraged at this point and say to yourself: " Never mind the whole thing. I'll just go off somewhere and live in the woods, or get married" -- or both?
DC: No. I'd decided to work ten years pursuing this career before getting into marriage. My mom got married at 28. That seemed soon enough to me. At that point I was about twenty-three. I have always been a real tom boy and wanted men's jobs. I had had a couple of "women's jobs." I couldn't stand them. I couldn't wait to get into a "man's job".
LT: How did you get the Point Reyes job?
DC: It was through CDF, the forestry division. I'd spent three summers with them and was promoted up through the ranks to being crew member aboard a helicopter in the Santa Cruz mountains.
LT: Spotting fifes?
DC: We shared our helicopter with the sheriff and the highway patrol. The duty was very varied. We had to go on pot raids with the sheriff and with the highway patrol to places like Lawrence Livermore Lab where we dropped smoke bombs.
L.T. Why?
DC: Because, there were people protesting outside the nuclear plant.
LT: Dh? Didn't know there was a nuclear facility at Livermore.
DC: A problem I had was that on both the pot busts and the Lawrence Livermore Lab demonstrations, I knew people on the other side. I imagined them saying: "Dorcy, what are you doing in a law enforcement helicopter? Aren't you one of us?" I thought, this isn't really me either. Most of all, I enjoyed fighting fires from a helicopter. The way it works in a helicopter, is that they carry a crew of six. When there's a fire call, you are the first ones to go. You get to see it from the air, so you see exactly what you're getting into.
LT: What kind of choppers were they?
DC: We were in Bell Jet Rangers.
Some other helicopters carried more than six. The helicopter would drop us off in the fire zone. We'd be the first ones there. We would radio to the dispatcher describing the nature of the problem and what was needed. Then the helicopter would fly off, find a lake, scoop up water and dump it on the fire. It was a great luxury because you didn't have to hike to the fire, you were just dropped off there. Out of a total of 93 fifes I'd fought, seventeen were by way of a helicopter. I had a great time fighting fifes from a chopper.
LT: Will you tell about your first jump?
DC: You don't jump from a helicopter.
LT: But sometimes you can't put down a helicopter, you have to parachute in to
fight the fire? Not so?
DC: I had one job that was jumping from the airplane as a smoke jumper. I didn't care for that at all, it wasn't worth the pay. Fighting fires from a helicopter seemed much safer. Sometimes they had to lower a rope and have you rappel down to the ground, rarely more than ten feet. But you never jumped out because of the danger of going into the rotors.
LT: How long did your fire fighting career last?
DC: I fought fires for the state of California Department of Forestry for eight years. The last two were on helicopters. I fought about eighty-five fires before I went to helicopters. It was much more fun than being on the ground. One day, on our way back from fighting a fire in the Santa Cruz Mountains, we flew too low and the tail rotor hit a tree. The craft started spinning. The pilot said: "We're going down. Put your heads between your legs and sit on your hands." We didn't have time to do anything except just that. We crashed through the trees, landed on the ground. We were shaken up, that's all. But the pilot had broken his back. He hadn't been able to put his hands under his seat, he had to steer and run the controls. The whole helicopter shut down, we no longer had radio communication. We carried the pilot out for about three hours to medical aid. We got him squared away and were back to our station about six hours later, still shaken by the experience. We'd put out the fire and I'd been back at the station about two hours when the phone rang for me. It was the trail foreman from the Point Reyes National Seashore Park. He told me: "We've been through the whole list of women candidates who were Vietnam veterans and you were the first non-veteran to come up on the list. Are you still interested in coming to work at Point Reyes?" I didn't want to make any rash decisions. I'd just been in a helicopter wreck and it did make me think about changing my line of work.
LT: You already knew the whole Point Reyes area. You must have hiked and camped all over that region.
DC: Oh yes, I had.
LT: You were secretly excited?
DC: Yes, I was excited but I thought I couldn't, because of the crash, run away from helicopters. That didn't seem fair. On the other hand, I had been waiting eight or nine years for a Point Reyes job. Now here was the head of trails calling in to ask if I wanted a job. I went to my fire captain at the helicopter base and I said I'd been
offered another job and asked: "What do I have to do?" He said: "You can't leave here until you find yourself a replacement. This is the fire season and you are a member of an emergency crew." 1bat put me in a real bind. I'd been warned that I had to be at Point Reyes within three days or the next person on the list would get the job.. It seemed totally unfair to me. Every other job offer I've ever had came with at least a two-week grace period.
LT: But it was the fire season.
DC: 1bat's right. There was one faint possibililty. I knew a girl, a childhood friend I had known since third grade, who might be interested. She was another tom boy. Right then, she was on a survey crew with the forest service in Utah. She'd told me it was the most conservative place she had ever been in. She was based in a Mormon town where she'd grown tired of turning out the lights at nine o'clock and never being able to find a beer on Friday nights. You weren't even allowed to go out without an escort, she told me. It was, she said, Dullsville. I called her up. "You're the only person I can think of who has at least five years experience fighting fires," I said. "You have to be the right size and weight for a helicopter. You can't be too big or too small. Would you like to replace me at the helicopter base?" I asked her. She said: "1bat sounds fantastic, I'll be on the next plane. "
LT: No red tape delayed her?
DC: No. She hopped on the plane and came from Utah to San Jose. I drove picked her up, brought her to the station, and put her in my bunk. The next morning she had to deal with the fire captain who was looking for me and found Kim instead.
LT: So you rushed down to Point Reyes?
DC: I arrived a day ahead of schednle, and thought it was fantastic that I was finally coming back home. I had spent summers here since 1963 but had never lived here full time.
LT: What year was this?
DC: It was 1979. I have now been here about fourteen years.
LT: So you crawled up the ladder, rung by rung, fighting fires and anti-feminist efforts to dislodge you?
DC: I have. I started out with the National Park here in a program called the Young Adults Conservation Corps. I was back in another C.C.C. type of program. The job paid the minimum wage. I had been making $6.95 an hour on the helicopter. Now I was to earn $2.50 an hour. But I had free housing thanks to my folks who let me build a little cabin on their property. I figured I could afford the big cut in pay. So I took the minimum wage job and had it for a year. The advantage of being in the Conservation Corps with the Park Service is that you get to work in all the different divisions. I got to work at the Morgan Horse Farm as a horse handling assistant. I was out at the Lighthouse doing interpretation. I worked in administration as a clerk. In short I got to work all over the park.
LT: What do you mean, you were doing "interpretation" at the Lighthouse?
DC: "Interpretive rangers" are the people you see behind the desk when you come into the visitors' center. They generally wear a Smokey-the-Bear hat and the Park Service uniform. They are meant to interpret the natural environment.
LT: Explain things to the tourists?
DC: Right. They are the explainers. I initially ended up being an interpreter at Bear Valley because I got a bad case of poison oak and I didn't want to be in the woods for a week. So they put me in as an interpreter. I didn't like it. All we did was answer the telephone. I felt like I was back in a secretarial job.
LT: When did you family persuade the powers above to let you outside to be an out-of-doors ranger?
DC: It was about a year and a half. One day one of the crew bosses who drove a big bulldozer took sick. The Park officials needed a great mountain of dirt moved in a hurry. Without asking, I jumped on the dozer and moved the pile of dirt. The foreman came out and hollered: "Hey, what do you think you are doing?" "This needs to be done doesn't it?" I shouted back, "and Richard isn't here." He said: "Well that's true it needs to be done, go ahead. " So I got to move the pile of dirt. The next week, the trail foreman came up to me. "How would you like to try out in the trail crew?" he asked. At that time the trail crew consisted of law enforcement rangers who rotated through the program. We were now into 1982 and a big winter flood had just hit West Marin. We didn't have enough people to repair damage to the Park after the flood.
LT: What were law enforcement people doing on the trail crew?
DC: They had nobody else. So the trail foreman was pulling people in from all the different divisions and he started with the law enforcement rangers, because that's what he used to be. He also discovered that as a law enforcement ranger you couldn't make more than $8.00 an hour and if you were in the maintenance division, you started at twelve. So he switched over from law enforcement to trails and asked me if I wanted to switch from the conservation corps to trails. I joined his crew. It consisted of six men who were all law enforcement rangers.
LT: And you became a well-to-do woman?
DC: The paychecks were great. The main thing I noticed though, was that these law enforcement rangers were very much into long coffee breaks and telling lots of jokes. Not very much work was getting done. Harry Carpenter, the first trail foreman, was happy to have me because I was gung ho and ready to do the job. I was tired of sitting around answering questions. I started on the trail crew in 1982 and have been with it ever since. We have one hundred and fifty miles of trails and there is one person above me -- the trail foreman who is now Bill Michaels. The previous foreman went on to work as chief in another Park.
LT: How many people do you have overall in the trail crew?
DC: In the summer time we get up to twenty-five people. In the winter we cut back to just the trail foreman. I work nine months of the year, and I am generally off for three months in winter.
LT: There are only two of you doing trail maintenance in winter?
DC: There's not many. There is the trail foreman and myself. My job title is "tractor operator leader." Under me there are a couple of maintenance workers, a few laborers, and a lot of college and high school students.
LT: Given all your experience in the Point Reyes Park you certainly must have been a key figure when the forest fire broke out on the 3rd of October, 1995. Among other things, you knew about the geography of the Park. What did you do initially? How did you get involved?
DC: It was about 1:00 on Tuesday afternoon, October 3rd. I was leading a crew on the D Ranch Trail at the foot of Mt. Wittenberg. It has about the same elevation as Mt. Vision.
LT: About 1300 feet?
D.C. Mt. Vision is, I believe, 1302. I turned to the two fellows working with me (I had a small crew that day) and said: "Why are you guys smoking, it's not lunch time." They both said "We're not smoking." We started to climb a tree when half way up the tree we heard on our two-way radio a ranger on Mt. Vision calling the dispatcher reporting that smoke had been spotted on top of the mountain. So we continued to climb and looked over.
LT: You carried two-way radios?
DC: Yes. We'd heard the ranger who lived on Mt. Vision call in the smoke. Then at the same time, one of the fellows at the Tomales Bay Oyster Company on the east shore of Tomales Bay called it in. The Mt. Barnabe lookout, the official area fire lookout, spotted the smoke and called it in.
LT: What time was this?
DC: It was at 1:30 p.m.
LT: But the fire had actually started earlier had it not?
DC: As I understand it, there had been a campfire there three days earlier. Four young men had come up to camp. They built a fire, stayed overnight and put out their fire the next morning. They did everything properly. They stirred the dirt, they put their hands on the ashes to make sure there were no embers, and they doused water on the fire. They believed they were leaving a campfire safely extinguished.
LT: They went away contented that they'd been good boy scouts?
DC: Yes, they thought they had done a perfect job of putting out their fire. A ring of rocks around the fire kept it contained. But the fire penetrated down through the bottom into dry tree roots. These root tendril fires smoldered underground and carried the fire like burning fuses outside of the ring. Four days later the fire surfaced and spread.
LT: Underground roots of what kind of plants or trees. Do you know?
DC: I'm not sure. The vegetation in that area is Coyote Brush, Bishop Pine, and Douglas Fir.
LT: The boys came forward to acknowledge they'd built the fire. That was a brave thing to do.
DC: 1 think they knew, since they lived in a small town, that everybody was going to know in a matter of days. They knew it was better for them to come forward before someone else said: "1 know who did it. "
LT: The smoke was spotted by four different observers in various places in the area. Then, what happened? What actions were triggered that set into motion the planning and logistics of fighting the fire?
DC: The first thing that was in our favor, was that there were no other wild fires burning at the time.
LT: In the county?
DC: No. In the entire state of California. What this meant was that we had all the firefighters in California at our disposal. When the fire was spotted, a call was placed to Woodacre, headquarters of the Marin County fire dispatcher. Immediately their regular "Wildland Crew" was dispatched..
LT: "Wild" what?
DC: "Wildland Crew."
LT: What does wildland mean?
DC: In fire fighting there are two types of apparatus. There are four-wheel drive trucks which respond to wildland fifes. These fifes involve trees as opposed to fifes which involve structures. For a structure fire you would call in a city fire truck and for a woodland fire you would call in a forestry four wheel drive "wildland" truck. So when they heard the fire was on Mt. Vision, they dispatched two wildland trucks and an ambulance.
LT: They came from where?
DC: Initially from the Point Reyes firehouse. Simultaneously, when the alarm signal sounded at Woodacre, it rang at firehouses in the villages of Inverness and Point Reyes Station. They were nearest to Mt. Vision. The alarm in turn automatically triggered pagers carried by local fire fighters. They immediately responded to their
firehouses.
LT: The signal went originally to Woodacre, not to Point Reyes, but to Woodacre?
DC: Consider the State: its capitol is Sacramento. You call Sacramento if you want anything in the state. If you want anything in Marin County in the way of fire equipment, you call Woodacre. That is the headquarters for Marin County fire. As soon as you call the dispatcher through the 911 emergency number, it goes to Woodacre They hear the call and decide what needs to be sent and where from the fire station closest to the fire . There are nine stations in Marin County; Point Reyes was the closest. So, all the equipment out of the Point Reyes station was sent to Mt. Vision. Then the next closest station would be over by the Cheese Factory in Hicks Valley. Fire trucks from there came to "cover" the Point Reyes Station, in case a second fire or second alarm occurred. As it turned out, trucks from every Marin station responded to the fire, from all over Marin.
LT: There were trucks only from Marin County?
DC: Yes, but only for the first half hour.
LT: About how many trucks were there?
DC: Eventually there were three hundred and sixty four wildland fire trucks and eighty four structural fire trucks.
LT: That number included trucks from outside the county?
DC: Right. That was the total for the entire fire. I believe there are only about eighteen wildland fire trucks in all of Marin County:
LT: How do you describe a wildland fire truck?
D.C. It has a four wheel drive and carries a lot of small diameter hoses. They are small diameter because you need to be able to run through the woods with them. Whereas a structure truck would have two wheel drive, a lot of ladders and much larger hoses that you just lay down in the street. You wouldn't carry it.
LT: Do these trucks carry water or other anti-combustion material?
DC: Standard fire trucks usually carries five hundred gallons of water -- about what
you have in a standard hot tub. When a wildland fire truck is called to go to a fire, they are either going to hook up to a fire hydrant or bring a water truck -- called a water tender - with them. The task of the tender driver is to keep going back and forth to the hydrant bringing water to the fire truck.
LT: When the equipment and fire fighters arrived in the region of the fire how were they dispatched to fight it? How did the command procedure work? To an outsider, it seemed that the command -- logistics and direction of the operation - was superb. Yet it is something of a mystery. Tell us something about this, insofar as you know about it.
DC: It was not a fluke at all. It was well-organized as the result of experiences with the Oakland fire four or five years ago and with other forest fires.
LT: What lessons were learned?
DC: The main lesson was that if you have more than one agency responding to a fire they all have to be able to communicate with each other. The main problem they had with the Oakland fire was they were operating on different radio frequencies.
Consequently, for example, when structure trucks performed an operation they sometimes counteracted what wildland trucks had just done. Frequently they worked against each other. Back fifes were lit without knowledge of what other units were doing. They had people being evacuated down the same roads they were using to bring in emergency equipment and firemen. The logistics didn't work well at all. After the Oakland fire they set up something called the Incident Command System. We now call it the LC. System.
LT: This applies only to Marin County?
DC: No, the system is now nationwide like " 911."
LT: The LC.S. was set up as the result of the Oakland experience?
DC: As far as I know. Within t1Iree months after the Oakland fire, those of us at the Point Reyes National Seashore were all sent to the Incident Command System training center for a week.
LT: Where did you go for it?
DC: To Fort Mason in the Golden Gate National Recreation area. Many rangers were assembled there where fire officials said they would introduce us to the I.C. system. The idea would be similar to 911. If you call 911 and report that someone is choking, they always give you the same information. With the I.C. system you call up, say what your problem is such as "we have a quarter acre fire," and they do the same thing every time. They don't worry about which agencies they are calling, they call for the specific equipment that's needed. So what happened with our fire was that we called Woodacre and Woodacre responded with everything they had. When the head of Marin County Fire Department at Woodacre, Stan Rowan, arrived at the scene, he took over the Incident Command job from our local park ranger, who had been in charge for the first hour. The highest ranking officer always takes the Incident Command position so that you have the most qualified person in charge. Stan Rowan assessed the situation and said we would need some more help. So, he called back to Woodacre and told them to call in C.D.F. -- the California Department of Forestry. When you call in C.D.F., it rings bells in about twelve stations and they immediately send what's called a "strike team."
L. T. Where are the twelve stations?
DC: Those in the state closest to Marin County. They immediately send in teams. A strike team is made up of five fire engines and all the people that go along with them. So, when you call the state and ask for five strike teams, you are going to get twenty-five engines, all wildland vehicles with four-wheel drives. Within the first hour it was also decided that because it was getting into the afternoon, we needed air support.
LT: In the first hour after what?
DC: The first hour after the fire was spotted.
It was a wooded area and all we could see was smoke. We couldn't see in which direction the fire was traveling. We needed more information about it.
LT: How did you call in air support?
DC: We called back to the Woodacre station. The Incident Commander, Stan Rowan, was head of Marin County fire operations and stationed at Woodacre. He told the Woodacre dispatcher to call for air support.
LT: What does "air support' consist of?
DC: With air support you get a spotter plane called Airco, for Air Command. It fires high and radios information about the fire to the I.C. At a lower level fly big twin-engined and four-engined "bombers." They are air tankers carrying fire retardant to drop on the fire. The spotter also helps direct tankers to fire targets. These larger aircraft also use other small aircraft to lead them. Lastly and lower down fly the helicopters. They "bomb" smaller, fire targets with water scooped up from nearby lakes or estuaries. They take their orders from the spotter plane and sometimes from ground crews. After every drop they call in to the Incident Commander reporting on the status of the fire they are fighting, where it is headed, and whether ground crews should be moved.
LT: What kind of chemical is the retardant?
DC: It's called "phoscheck," a thick goo they drop to smother oxygen. It works a lot more efficiently than water.
LT: I understand helicopters arrived from various parts of the State, all called in by Woodacre. Who's in charge of that operation?
DC: With the helicopters comes a helibase commander. The helibase commander was stationed, in this case, right across from Park headquarters in a big field. He was in charge of the air traffic. Everybody who was flying and landing went through him.
LT: He had nothing to do with the tanker planes?
D.C. The air command would call in and say when they needed more tankers or needed more helicopters. The helibase command was in charge only of flights and landings of helicopters. The air command (spotter plane) and tankers were flying out of Santa Rosa. They came and went through there and got their orders through Woodacre.
LT: The spotter plane was Woodacre's eyes and ears?
DC: Right, they would always go through Woodacre. They would call and say this is what we see -- so many acres of woodland in flames, the wind is blowing in such a direction at such a speed, and so many structures endangered, etcetera.
LT: How did the heliport commanding officer know how to direct the helicopters which were going over the ridge, down to the bay to get more water, and up again
to keep them from running into each other?
DC: The helicopters all fly at the same elevation. There has to be a ten-minute interval between bucket loads and drops. They fly a circular pattern, maintaining the same distance from each other.
LT: Can they do this at night?
DC: No. That was why we called for them within the first hour of the fire. We knew we could only use them until dusk.
LT: How many hours were they used before it was necessary to shut down operations because of darkness?
DC: About three. We were moving into fall and it was dark by six o'clock.
LT: How many helicopters were eventually involved?
DC: I believe there were seven helicopters. The helicopter operation was fascinating to watch. They were scooping water out of the Bay just off from the deck of my mother's house. It was fascinating for me, having left my last job being on one of those helicopters. I got to see the pilot I worked for, the same helicopter, the whole crew was there.
LT: Night had come, the helicopter operation shut down. Fire engines and crews kept coming into the area. How did this call go out to rally fire fighters from throughout the state?
DC: Once it becomes too dark for the air attack to continue, you have to call for ground support to continue efforts.
LT: Hadn't ground support already been called?
DC: Ground support was called in the way of fire trucks, but we didn't have that much manpower. What we called next were inmate crews.
LT: Inmate crews? Who were they and where had they come from?
DC: They are state convicts who are serving time. As I understand it, those that come to fight fifes have less than six months to serve. They receive a five-year
sentence if they try to run from a fire assignment. It is not to their advantage to leave. They make five dollars a day when they fight a fire. The crews that we called came from Fort Bragg and from a "prison without bars" in the Sacramento Delta region. We ended up with sixteen inmate crews, seventeen people on each crew. That's several hundred inmates. I believe the first night we had between three and four hundred convicts fighting the fire on the ground. That figure rose to over 800.
Their job is to hold the line until daylight when the air attack can be resumed.
LT: Were they trucked in by their own institutions?
DC: They came in regular fire trucks that belong to the California Department of Corrections Each truck carries a crew of 17 or 18 people and all their fire-fighting tools and gear. The inmates spend their time doing forestry projects throughout the year and fighting fires in the summer and fall. They are dispatched throughout the State from headquarters in Sacramento.
LT: Who's in charge of them when they reach the scene of the fire?
DC: Everything is coordinated through the Incident Command system. The inmates work for the California Department of Forestry. The CDF oversees paid fire fighting crews and inmate crews.
LT: Where do the paid fire fighters come from?
DC: They come from throughout the State. There is one fire station every forty-five minutes as you drive up and down the state.
LT: They're volunteers?
DC: No, they are paid.
LT: Are they paid on a standby basis or how?
DC: They are paid full time. When you go by a firehouse, there is someone always there. There is always at least a captain and a lieutenant in the winter months. In the summer and fall there is a captain, lieutenant, an engineer, and up to five fire fighters.
LT: There were over two thousand firefighters at the Mount Vision fire. Were they all either fully paid or inmates? 1'd thought there were some free lancers who would
turn up and offer their services.
DC: That's not allowed. Firefighting is no longer means going to the local bar and rousting out able-bodied men to fight the fire. The liability is too great. Now, if you want to fight a fire you have to be physically fit. You must pass a physical test each spring to make sure you're able. On this fire we had about six volunteer companies. We had volunteers from nearby Pt. Reyes Station, Nicasio, Inverness, Stinson Beach, and Bolinas. Others came from more distant places. State crews from throughout California are paid year round. The inmate crews came accompanied by paid C.D.F. staff members. The Marin County firefighters were full-timers. The closest thing to casual volunteers you asked about are the O.C. crews. These are organized crews, generally made up of college students who had been seasonal firefighters for the California Department of Forestry or the Forest Service. When there is a fire, their crew boss calls them up and asks if they want to go. If they can get twenty people together, their tools, and a vehicle, then they respond to the dispatcher and say they are an organized crew.
LT: They are paid?
DC: Yes.
LT: How much?
DC: They're just paid the minimum wage. I think it's $3.25 to $3.50 an hour now. For college students it is a way to make a little extra money. We had a D.C. Davis crew, a Humboldt State crew, a Cal. Poly crew. They all came as organized crews. Often they stay on. We still had one of the organized crews working for us here in the Point Reyes Park a month later.
LT: It is a wonderment that various forces were able to come together under a unified command with such speed and organization to fight the fire. Planning, operations, and logistics worked so well that it resembled a whirlwind military campaign. How was it mounted and why did it work so well?
DC: Well, it was interesting in that for the first time fighting a fire I was on the home turf. In past fires, I've been on the C.D.F. crews that traveled to the fire. Because I live and work here, in the first twenty-four hours I was part of the fire suppression crew. Then, I became part of the fire support crew.
LT: What is the difference between suppression and support?
DC: Fire suppression means you're out there putting out the rue. When the State's crews showed up, they took over fire suppression. We, in the Federal Park Service, became fire support crew because we knew the local area.
LT: Why?
DC: The State is the primary firefighting agency, they run the show. Once they show up, they ask the local people to provide support. That includes figuring out how and where the visiting crews are going to sleep, how to get food to them and other logistical problems of how they will be supported. One of my rust jobs, after suppression, was to figure out how to get all these people dinner the rust night. The reason they pick local people, is because they know where to go. I did. I ran right down to Perry's Deli in Inverness Park and ordered 150 sandwiches.
LT: Describe Perry's Deli.
DC: Perry's Deli turned out to be in the middle of the fire command. When I got down there it was about 8 p.m. on the rust night of the rue. We had been fighting the fire until about six, then they pulled us off saying the State has arrived. You are now on support. Come up with headlamps for the night shift and then bring us dinner. So, I went down to Perry's, a tiny store. It's country-type seven-eleven store between Point Reyes and Inverness. The "Knave of Hearts" bakery next door had opened up and all the fire chiefs were having a big pow-wow in there discussing the logistics of the fire. I went into Perry's. They are familiar with us because
Park Service people are in there frequently for coffee and sandwiches. If there is any kind of emergency we go there to have our meals prepared. Still they were stunned to learn that we needed 150 dinners an hour before they were going to close.
The owner wasn't there, just three high school kids behind the counter. Two of them had been on the youth conservation corps crew the previous summer. That was great, because they were dying to help. They went outside the store and recruited about seven high school kids who'd been hanging out. They were hustled inside washed up and became sandwich makers. So, we had about eleven people making sandwiches behind the counter. We had one person who was politely telling the public that they would have to come back another day, that we were feeding the firefighters. There was a very pregnant woman who came in from across the street with her husband and her two year old. They opened bags and gave every body a candy bars and soft drinks. We just put all these dinners together, because these crews had been out on the line since 2 o'clock. So we got all the food together and brought it up to the crews at about 9 p.m. It was a kick to be on the other end serving the meals to the firefighters rather than being one of them. They decided that I had done such a
good job of delivering dinner that they asked me to bring breakfast at 6 a.m. So we ran into this again. But between midnight and six a.m. the fire personnel reached a specific number, I believe it was three hundred. When they reach three hundred, they call the Salvation Army, the Red Cross, and the convict kitchen. So, sometime in the middle of the night, these organizations were all called and dispatched. I went back down to headquarters at 3 a.m., after having dealt with the dinner, and found the convicts setting up their kitchen. So, I went up to them.
LT: These were the lady convicts?
DC: No, these were not the lady convicts. I've been on fires with lady convicts. They're really a rough bunch. I would much prefer to work with male inmates. The women are brutal. They spend all their time beating each other up and swearing, and causing a ruckus, and not being very interested in working on the fire. The men are just there happy to be out of prison, and to have a real job to do. The male inmates came in and set up the kitchen. I went up and said, "We are now up to four hundred people. Can you provide breakfast at 6 a.m.?" It was very smooth, I went in with a pickup truck. They gave me a big vat. It contained scrambled eggs, potatoes, sausage and bacon for four hundred people. I wakened two of my other trail crew buddies. Together we went drove out to serve breakfast to the fire crews on the line. They'd been up all night and had had no sleep.
LT: Where did you go?
DC: We went back up on Mt. Vision. Since the fire had begun, a bulldozer had cleared a line from the top of Vision (where we used to go hear the piper play at sunrise) down to the Perth road and into Inverness. When we got up there they asked me if we'd deliver breakfast directly to the men on the line? With a four-wheel drive truck we were able to reach the exhausted inmate crews. The two people with me were college students who'd never been around inmates before. They were nervous. I said, look, we're serving breakfast, that's it. And we're doing it off the tailgate. As far as we could see were guys in orange jumpsuits, the inmates. We served them all breakfast, it took about half an hour. Then we were on our way. It was well organized. In the middle of the night Don Neubacher made the decision to allow bulldozers on the fire line. it was too dark for air attack so they carried on where the air attack had left off.
LT: Where did the bulldozers come from?
DC: From far and wide. A lot from individual contractors.
L T. The Park Service knows about these people -- how to reach them?
D.C. The state of California Department of Forestry is the overall agency. They have twenty bulldozers ready to go all the time.
LT. These are super large, are they not?
D.C. They are not large. When you see Caltrans equipment on the freeway, you'll see that their dozers are much bigger. Usually on the fire they have D9's. That is a medium-sized bulldozer. It has about a twelve-foot blade.
LT: That is a pretty big blade. When they cut the fire breaks, do they put three or four dozers abreast to cut a fire break?
DC: It depends on the location. In the National Park bulldozers are generally not allowed at all. The superintendent decided that the homes needed to be saved if possible. So he had a dozer line go in that was three dozers wide.
LT: Now we're into the second day.
DC: Just after midnight, the morning of the fourth. The dozers were called in. While they started cutting their line, Don was looking at the map trying to figure out where we could stop the fire.
LT. Neubacher wasn't getting any shut-eye.
DC: Not then. He was working with Stan Rowan, the Marin County fire chief, and with the State fire boss Tom Tarp who'd come down from Sacramento. They decided there was a possibility they could stop the fire on the Laguna trail. This is in the middle of the park, below all the homes, just cuts right through the middle of the park. He thought if the fire could be stopped there, there was a chance it wouldn't go all the way to headquarters. So at three in the morning, he called me on the radio, I was running around getting breakfast organized. He said I was the only person he knew of who knew where the Laguna trail was. Can you go in and flag it for me and in an hour we will send the bulldozers in there? So I woke up two of my trail crew workers and we went out there together. The fire was very close. It seemed a dangerous situation. We were on the Limantour Road and there was a trail that paralleled Limantour Road and we had to put a flag line in with plastic tape, as to show where the trail could be hooked back up to Limantour Road from Laguna trail, which went all the way down to the ocean. So, we were running through the
brush hanging the flagging tape with the aid of coal miners lamps on our hard hats. The whole time it sounded like a freight train was charging down on us. The fire was getting very close. We could see sparks in the air and we knew we had better get out of there fast. We just got that done, got back into our truck, and saw people running down the road. We got them in another vehicle and we all drove out.
LT: Who were the people who were running down the road?
DC: They were people who lived in the homes across the street. They'd been told to evacuate but refused to leave their homes. When the fire closed in they knew they should have fled.
LT: What road were they on?
DC: Limantour.
Scarcely ten minutes later we got the call that breakfast was ready to be delivered. We then switched again from fire suppression to fire support, got into our vehicles and took breakfast out to the Mount Vision fire line.
LT: You, the all-purpose ranger.
DC: Because we knew the area and we knew all the local contacts, it was much easier for us to do this stuff.
LT: Lucky they were to have somebody like you around.
DC: It was the one time I felt I knew all the trails, knew exactly where to go, and what needed to be done. There wasn't anybody else to send at that hour to do the job.
LT: Dawn broke, it was the morning of the fourth and the fire was not yet under control?
DC: Far from it. Forty-five homes had been burned in the middle of the night.
LT: Most of those were at the top of Drakes View Drive and the Paradise Estates?
DC: All of them were on the top of Drakes View Drive. We had one fire on top of Mt. Vision and about dusk the wind changed, and a spot fire developed on another ridge just towards the ocean. The wind shifted and started taking that spot fire down
towards the homes. The hill was so steep that we couldn't get the bulldozers in there. We had tried to drop water and fire retardant in the area, but there was such a heavy forest canopy that it wouldn't penetrate through the trees. We hadn't been able to do much to protect those homes. It was clear they were threatened. A call went to Woodacre asking for a structural strike team. That means they call in city fire trucks. Since no other fires were burning, they were able to dispatch one fire truck for every single house threatened.
LT: No other fires burning anywhere in the County?
DC: None in the State, as far as we knew. They sent forty five structural fire trucks, one for each threatened home. That was about an hour before some of those homes burned. They got there in time to water the houses down. Fire trucks can stay until their gas tanks are in danger of exploding.
LT: They succeeded in saving some of the houses?
DC: Some.
LT: It was because of their efforts?
DC: It was because they were right there. None of the other firefighting crews had been right there on the ground at those homes. It was crucial that those trucks were there.
LT: There it was: dawn coming up on October 4th. When did you feel that we were going to have the fire under control?
DC: Not that day. It was completely out of control. They were still calling in extra troops. Everywhere you looked a plane was overhead and a red truck whizzing by. It was out of control for the next three or four days.
LT: It wasn't really until the fifth of October that you felt you had the fire under tamed?
DC: It was about four days after the fire started that the weather changed and we got some fog. That started to slow down the spread of the fire so we at last had a chance to try to put it out.
LT: Four days later, that was the sixth then.
DC: Yes, on the sixth we had a lot of fog come in and we were able to get eighty percent containment. In fire fighting there are a couple of terms that are used. Containment means that you put some sort of a line around the perimeter of the fire. That could be a hand line with the inmate crew, or a bulldozer line. There must be some kind of trail or road around the whole thing. Once you've got that, you can say that you have a hundred percent containment. The fourth day we had eighty percent containment. The next goal is to reach something we call having the fire controlled. This means that for one hundred and fifty feet inside the containment line, all the way around, there is no fire. It was another week before that happened. Containment came later.
LT: You have been in the middle of the whole thing. You have a cornucopia of fire lessons and stories. Given your experience, are there any lessons to be learned from this fire besides the obvious ones such as: " For goodness sake, be more careful about having brush around your property, or, people shouldn't build houses in places like Inverness where there is inflammable stuff all around?" What do you say?
DC: Most of the lessons were learned in Oakland. A lot of people who had homes in the woods did clear around them. In this case the homes were built in the forest. If they had cleared down all their trees, it would have really devalued their property. So most people kept their trees and they did the minimum amount of clearing. They were at risk because they lived in the forest. I don't think we could have done a better job. The fire crews came in right away, they saved as many houses as was possible.
LT: I wasn't suggesting a better job could have been done. I was suggesting that something can still be learned about fire containment particularly insofar as forestdwelling people are concerned.
DC: You shouldn't build your house in the woods unless you're willing to lose it. As I understand, there was only one family uninsured who lost their home up there. Most of them will have a chance to rebuild. The fire was nearly unavoidable because we hadn't had a fire in a long time. It was thirty years since the last one. A lot of underbrush should have been burned. The fire itself was healthy for the Park lands.
LT: Do you feel confident that when you go out on Mt. Vision and down to Limantour next spring you will be delighted by all the greenery you will see sprouting everywhere?
DC: The botanists say it will be the best year ever for wildflowers. It should be
fantastic. The old Bishop Pines will be regenerated. The Bishops' cones burst open by the heat of the fire sowed seeds throughout the forest. Lots of little Bishop pines will be sprouting in the Spring.
LT: I'm glad to hear that. It has been a good talk. We could go on. Would you like to end with a final thought about the fire?
DC: The main thing that was so exciting was to see how everyone came together. All groups pulled together and worked as one team. At the Oakland fire a lot of agencies fought between themselves. Here we had some forty seven different agencies working together. There was no bickering. We had meetings every morning at six a.m. to discuss the day's plans. Then from eight to ten each evening we talked about how things had worked. Everybody contributed their expertise, not their egos. Nobody worried about who was in charge. Everybody moved forward the entire time. It was a relief for me to see, having worked for nine different agencies, how it all come together this time, as if it was a family with a single purpose: to save lives, homes and, put out the fire.
LT: So it was a happy object lesson on how forest fires should be fought?
DC: It was the most organized firefighting campaign I've ever been on.
# # #
THE FIRE STRATEGIST
Interview with James Selfridge, Deputy Fire Chief, Marin County Fire Department, Woodacre, CA, 4/29/96
James Selfridge played a key role as a strategist in the Mount Vision fire fight last year. This year he was named Deputy Chief of the Marin County Fire Department after serving as a Battalion Chief in the MCDF since 1979. He has been a professional firefighter since 1970.
LT: What sort of guys get into firefighting?
IS: People attracted to the business like it because it combines an intellectual as well as a physical challenge. It takes a lot of thinking -- it is really an intellectual challenge. You have to think. You have to out-think a fire. You can't just do physical work. There's a lot of quick thinking. You have to make split-second decisions and just run with them.
LT: I suppose you've been to a lot of fifes and every time a fire's over you try to figure out what you've learned from it.
IS: Exactly. It is that communications and management structures are paramount.
LT. As a result is there a better command structure?
IS: The rest of the world with the exception of a few departments has adopted a system called the "Incident Command System." We adopted it in the early eighties and have been using it ever since.
LT: What are its primary characteristics?
IS: You have a command structure that starts basically with the first person on the scene usually being in charge. With escalation, more people come in the command structure and it grows. It's based on a span of control, the rule of 5 to 7, so no one individual has to deal with more than 5 entities at a time. Even when you're up to 2,000 people as we were up on Vision, every management level was dealing with 5, 6 or 7 people, no more. All the way down to the bottom. Actually, the incident command system is far more complex than that, but in a nutshell it breaks into work units, basic command functions.
LT: Why was Woodacre the center of command for the Mt. Vision fire?
IS: Woodacre was called the resource origin point. All the resources - fire trucks, personnel, helicopters, etc. -- were all ordered through Woodacre.
LT: How does Sacramento fit in?
IS: Marin is a contract county. There are six contract counties in the State. In the early 40's, because of a new state law, the Division of Forestry was formed - now called the Department of Forestry and Fire Protection. They were given responsibility for primary protection of all private watershed lands in the State and, at that time, they gave every county in the State the option either to go with the Department of Forestry or to form their own department. In Marin, there are about 195,000 acres of state land that the CDF is responsible for. We protect it under contract to them and they pay us annually to protect these lands.
LT: Sounds reasonable.
IS: Contract counties are Marin, Orange, Los Angeles, Kern, Ventura, and Santa Barbara.
These counties have elected to have their own county fire departments. The rest of the State that has watershed land is protected by the Department of Forestry. The CDF is ultimately responsible
for the almost 200,000 acres in Marin and they pay us to provide the initial attack, that is short term fire protection. Our contract only covers initial attack. When fifes get big they
are the responsibility of the state.
LT: And the Mount Vision fire got that big?
IS: Right. Any time you go beyond initial attack, even though the Department of Forestry may not actually be present, it starts paying the bills.
LT: Say again?
IS: Once a fire goes beyond the initial attack stage we must substantially augment the forces, even our own in-house forces. The state has to pick up the tab for that. In the case of the Vision fire the state has twelve what they call major incident management teams, six in the northern part of the state and six in the southern part of the State. They are established teams of people that will come in and manage any kind of incident for you.
I
LT: How are they selected and how is the team set up?
IS: They are selected from among people with a certain degree of talent from all around the state.
A team usually stays intact from three to five years. It has an incident commander, it has an operations section chief, its got a logistics section chief, a finance section chief, a planning section
chief, an air operations section chief, a liaison officer, an information officer and a safety officer.
LT: Does any other state have anything comparable?
IS: The U.S. Forest Service does. It's nationwide.
LT: You were on one of the incident management teams, were you not?
IS: Yes. It was the team that happened to get the Mt. Vision fire. They're on call one week out of every six and my team happened to be on call that particular week. The fire was spotted
simultaneously by a citizen at the lookout on Mt. Barnabe and one on Mt. Tamalpais.
LT: What did that trigger?
IS: We responded with a normal initial attack which is five engines, a water tender, a bulldozer, a battalion chief, one air tanker, and one air attack helicopter. In addition we were augmented by the
Inverness Fire Department. I think they send two engines on the initial attack.
LT: How was the helicopter operation mounted?
IS: The helicopter comes with a seven-person crew.
LT: Aboard each 'copter?
IS: Yes. The CDF initial attack helicopter happened to be the one from the Santa Cruz mountains.
LT: Did you have any Chinooks?
44
IS: We hired two Chinooks for this fire. But the initial attack helicopter was a heli-attack crew from Alma -- seven people in a helicopter with a bucket. They all worked together plus the pilot and a fire captain riding on the other seat. It's a UHI-F model.
LT: That's a lot of heavy lifting.
IS: I think it's probably got about a 6000 lb. lift capacity. It carries a three-hundred gallon bucket. I think before it was finished, at the height of the fire which would have been on Wednesday or Thursday, we had nine helicopters assigned to the fire.
LT: That's a new figure. I had heard six.
IS: We had nine, counting my helicopter and a small helicopter for observation.
LT: The air tankers were also part of a contract?
IS: Yes. We had two kind of tankers out there, the S2's, ex-Navy twin-engine tankers owned by the Department of Forestry that they contract out for pilots.
The other tankers we had -- some DC 6's and some C130's -- are pure contract ships. We also had two National Guard MAFFS aircraft, which are C130's owned by the National Guard specially
equipped for dropping aerial retardant.
LT: You had many more aircraft than I thought you had.
IS: Yes, I think we had ten tankers, nine or ten at the height.
LT: I understand that you had observation plane...
IS: It's called the air tactical.
LT: What is it?
IS: It's an OVID, twin-engine push-pull, very fast, two-seat airplane. There's a pilot and the air tactical supervisor who rides as a passenger.
LT: And it that just stays out there and carries a lot of gear?
IS: It has a lot of radio gear in it. The air tactics' job is to communicate with the tankers and with the ground controllers to coordinate all the tankers.
LT: You don't have any special small planes leading the tankers in?
IS: If we have a federal air tanker assigned to the fire, it has a lead plane with it. Actually we had a couple of lead planes assigned to this fire because we had a number of federal tankers. The fed tankers have to drop with a lead plane, but the CDF tankers do not. State regulations are different from federal regulations. Actually we had two lead planes because we had a number of federal tankers.
LT: You decided very early on in the fire to have aircraft in the operation, didn't you?
IS: Well, we had aircraft on the initial fire. We're really talking about almost two fires -the original fire that came in at one-thirty in the afternoon was contained at one point. Then about a quarter to three we were just reaching final containment when a northeast wind that was blowing high overhead surfaced and brought the fire back to life within the perimeter.
LT: Northeast or northwest?
IS: Northeast. We had a northwest wind during the course of the fire at about twelve miles an hour, then an overhead wind that was northeasterly at much higher velocity surfaced, brought the fire back to life and spotted about a quarter or half a mile further south. That spot fire was really what became the Vision fire.
LT: When you say that the wind was coming out of the northeast and that the fire "spotted", what does that mean?
IS: Spotted means that embers from the fire were carried up into the convection and dropped ahead of the fire, causing more ignitions which had been intensified tremendously by the drier air and accelerated wind. They went into the canopies of the Bishop and then were carried downwind, starting additional fires on the ground on the opposite side of the canyon. That was
how a spot fire became the Vision fire.
LT: The spot fire was how far from the origin?
IS: A quarter of a mile. I think it was about a quarter to three.
LT: Something else that is striking is how much like a military operation it was.
IS: Very much so. It's combat pure and simple, yes, that's about what it amounts to. There's one big enemy...very dynamic.
LT: On the next day, the fourth, was there a point when you said we probably won't be able to save it, we're going to have to...
IS: I said that on the third at about ten minutes to four in the afternoon. I went up in the helicopter. Things weren't looking really good. The wind was blowing so hard that the smoke was laying down and we couldn't tell how big the fire was...the spot fire. I went up in the helicopter at the request of the chief to determine what we had, what the potential was, and once I got over the top of this fire knowing we only had two air tankers, one was back at the base filling, there's a saddle in between Vision and Paradise and it became very apparent that if the fire crossed that saddle we were in deep trouble up to our noses. So I got back on the ground and told the chief, we're in trouble. We're not going to catch this fire. It was only about fifteen or twenty acres, but it was obvious we were not going to catch it and we were probably going to lose some buildings in the process.
LT: Was it racing at that time?
IS: Yes. It had just started to race and we could not get access to it. The vegetation was too heavy. It was on a side slope down a canyon and we couldn't get access to where they were trying to cut in with a bulldozer. The winds were so strong that the aircraft were minimally effective. It was apparent that we were not going to stop this fire. At that time it was going to make a run into the Paradise Ranch subdivision and probably further and we needed to do something quickly. So we discussed it briefly and we decided to up the air tanker count to four. We ordered twenty-five additional firetrucks immediately. We ordered an evacuation of
Paradise Ranch subdivision. About five minutes later I doubled that engine request asking for fifty additional firetrucks. The aircraft count went up to six and we went to work.
LT: Where was the fire heading at that time?
JS: It was headed south, directly toward the top end of the Paradise Ranch subdivision. At about four o'clock I told the chief, "I think it's going to hit Paradise Ranch in forty minutes. You've got to get those people out." It took me about twenty-five minutes to drive around to the top of Drake's View Drive. The fire was already there. There were two houses burning.
LT: The B.A.E.R. report had plenty of statistics in it. I imagine you have a lot of statistics about the fire...the rate of combustion, how that can be put in terms of acres?
JS: Sure. What was interesting was that the fire really started its southward run and became the Vision fire, I'm going to say about three-thirty in the afternoon. The other fire's history now. By midnight it had consumed forty homes...
LT: Are we talking about the night of the third and morning of the fourth?
JS: At midnight of the third it had destroyed probably forty homes, the fire was between 800 and a thousand acres in size, it jumped the Limantour Road, there was about thirty acres burning on the south side of Limantour Road and the fire remained pretty static for a little while.
LT: Did the wind die?
JS: It didn't die. It was in the process of shifting. What happened was at two o'clock in the morning the wind shifted to more out of the east or the northeast which saved a lot of homes. It saved Inverness. It saved houses up on Balboa, Drake's Summit and additional houses in the Paradise Ranch subdivision. But as it made an almost a ninety degree shift in direction the velocity doubled. So we had winds that were steady at forty miles an hour, gusting to sixty, pushing the fire. Now you've got a fire that's as big as this red blob on the map here (pointing to wall map). All of a sudden it takes a right hand turn and it burned all of this brown area in an hour and forty minutes. At three-forty in the morning the fire was at the beach. Now that's 5,000 acres that were consumed in an hour and forty minutes.
LT: How many?
IS: 5,000 acres in an hour between two and three-forty in the morning. It's amazing. If the ocean hadn't been here, if the fire had been in Fairfax or someplace, it could have been an 80,000 acre fire. We would have lost thousands of homes. But it wasn't. That was the maximum spread rate, between four and five thousand acres an hour. That happened between two and three-thirty in the morning on Wednesday. It was incredible. We had to drive through it to get down to the beach because we had two more strike teams down at the Visitors Center, the park residences near the Visitors Center, the Youth Hostel and a ranger's residence on the beach. We didn't lose any of them. That fire came in there with a vengeance.
LT: It was nothing short of a miracle that you didn't lose any large pieces of equipment, more important, that no one was killed.
IS: Exactly. It was good management but there was some luck involved. Had we placed our engines into the Paradise Ranch subdivision twenty minutes before we did we probably would have put the engines and crews in a situation that was non-survivable. So I'm so grateful we were a little late getting in with the fire trucks because we probably could have killed some firefighters.
LT: I gather talking to people such as Onslow Ford and I.B. Blunk and others who live up there that when the wind had gathered velocity, the Bishop pines were exploding upwards of what seemed to be hundreds of feet in the air.
IS: I would say that the wall of fire that came into Paradise Ranch subdivision was easily three hundred feet high. The pine trees were literally exploding. The sap would heat up so fast that the trees couldn't contain it so they were exploded. It was like they had been dynamited.
LT: I suppose every fire you've ever fought has had a distinctive trademark of its own. and that you could look back and say what was unique about this one or that one.
IS: The way I describe this fire is to say this one was vicious. A very vicious fire.
LT: The unpredictability of it because of the wind must have struck you.
JS: I've never been in a fire with a sheer wall of flames, with houses going up in the middle of it and with spot fifes allover. It was all the bad things that can happen in a fire. They all happened at one time and in one place in the Vision fire. The fuel was tremendous. The trees were all decadent, mostly Bishop pines, they had a very high turpentine content, and they were overaged and overgrown. There was a density of burn material four to six feet deep on the ground. And to top it off, everyone had wood piles on their outdoor decks.
LT: Could you single out any particular individuals or small groups who did a particularly commendable job?
JS: I think everybody who participated in that fire went way beyond the call of duty. I saw some individually heroic things happen, but as far as agencies...no everybody just pulled together as a two thousand-person team. I was fortunate to have been the guy who was selected to lead twothousand incredibly talented men and women who put that fire out.
THE FIRE WARDEN
Interview with Frank Seidner. Inverness 12/16/95
Frank Seidner was one of the people living up on Drake's View Drive, which was hit hard by the Mt. Vision fire. He is now head of the Inverness Ridge Association. At the time of the fire, he was the Association's Emergency Preparedness Chairman. His wife, Lee, runs the Bellwether Shop.
LT: You were the Paul Revere of the Inverness Ridge at the time, were you not?
FS: The Inverness Ridge Association has been in existence for 25 years at least. There has always been in it someone whose role was to coordinate preparation for emergencies. Up until this time they had never had a serious one. I happened to preside over the one that was a true disaster. We've had a couple of f11'es previously, including a serious one in June of '94. That alerted everyone to the threat. It was contained before any homes burned though it had burned several acres before being brought under control.
LT: Let's go back to that day of October 3rd. What happened, when were you first aware of this?
FS: The times that I'll be giving may not be precise but they are to the best of my recollection. At about 2:15 that afternoon, I was talking on the telephone with an uphill neighbor, Lu Phelps. She suddenly said her husband, Paul, had just come to say there was a fire up on the hill above us. I chatted with him. He said it seemed to be a serious f11'e. I signed off and went up the hill. I went to upper Robert Drive, into the driveway of neighbors, Frank and Virginia Norris, who lived nearby. From there one could see Mt. Vision. There was considerable smoke up there but it seemed to be contained. At that point it didn't appear to be a threat to us below. After that I hopped into my car and drove up to the top of Drake's View Drive.
LT: Did you call anybody on the telephone?
FS: I made one call that didn't go through. I called Jack Roseaver, the Fire Marshall to alert him. It turned out he already knew about it. At the top of the ridge, I got out my little C.B. radio and turned it on. There was voice traffic on it alerting me that there were other people up there. I started walking in a northerly direction on the ridge trail, down to the saddle under Reyes Hill where the nature conservancy is. There were a couple of other people there, George Jenkins and Bill Beck, both of whom live in our area. We watched the fire. By this time it was about a quarter to three.
LT: How far were you from it?
FS: We were at the bottom of that hill, but the fire was clearly moving at the top. I would say we were no more than a half a mile away.
LT: At the top of Mt. Vision?
FS: At that point it had already moved to Reyes Mountain, which is where the F.A.A. installation is. There was a lot of smoke but the fire was also clearly visible and it was quite big. The good news at that time, as it appeared to us, was that it was heading in a southerly, almost southwest direction, towards the ocean and away from our homes.
LT: As of then, nobody had done anything about it, the fire was just there?
FS: No, there were already some spotter planes circling around. I didn't know it at the time, but fire fighters and fire engines were already up there. We stood there for perhaps ten or fifteen minutes watching. We didn't feel in any particular danger, because as I said, it seemed to be moving away from us. The three of us started walking back, chatting as we went. We were not as concerned as we should have been. when I got back up to my car, I found other people up there wanting to know what was going on. We told them what we had seen. Then I went back to my house and made a few phone calls to alert a few other people.
LT: People on the ridge?
FS: Yes. Then I went back up to have another look from the Norris house.
LT: Was it empty?
FS: No, the Norrises were both there. They were looking out as well. Then I went back to our house to make additional phone calls. By that time it was getting towards four o'clock. I suddenly heard outside loudspeakers from sheriff's cars urging people to evacuate. As a matter of fact, I believe they said it was a mandatory evacuation. Soon afterwards, the emergency alarm we had installed sounded.
LT: When had it been installed?
FS: Early in '94.
LT: That was by the Inverness Ridge Association?
FS: Yes, in cooperation with the fire department. We'd put a thousand dollars into rehabilitating an old siren and installing it up there. I later heard from Fire Marshall Roseaver that he'd turned it on. I was a little puzzled, I realized that the fire was serious, but I felt that maybe the alarm was premature. What I hadn't realized, and what nobody else had known from our vantage point was how quickly the fire had swept around. It had changed direction from an east wind to one out of the northwest. It hooked around up onto our hill very quickly. There was a considerable wind, and once it had hooked around it came up that hill of ours, with all of its dead brush and Bishop Pines, very, very quickly.
Jack Roseaver later told me that one of the first things he wanted to do was to make sure there was an exit off Drake's View available. There is only one exit on the top -- at Sunnyside Drive which cuts off from Drake's View and goes in a southerly direction up to the gate of the Park. He wanted to make sure the gate was open so people could get out. He found that the fire had already reached the far side of Sunnyside, it had come around the whole back of the hill and
was working its way up. He realized then how serious the situation was. He had also been in radio contact with people elsewhere. That was when the alarm was sounded.
At that point, people started clearing out fast. I didn't witness much of that because I stayed in my own house. The sheriffs had closed the road down at the bottom. They weren't permitting any vehicles to come up except fire engines. I didn't actually witness the evacuation except for a few cars that went by. Apparently it went off in an orderly way.
LT: Is it true that there were people who were renting property of some owners up there who simply ignored the alarm and stayed up there?
FS: There were a number of people who didn't evacuate for one reason or another. I don't think they were necessarily renters or owners. They were a few people who did the dumb thing and stayed. I was one of them. I stayed up there till half past eight that night, partly because I did not quite fully understand how serious the fire really was. I was not alone, I know there were quite a number of other people who did so too.
LT: Did your wife stay with you?
FS: My wife was working down in Inverness where she has the Bellwether store. I was on the telephone with her, but she couldn't get back up. She also didn't realize quite how serious the situation was. I don't think anybody quite realized how fast the fire was moving.
LT: When did you decide to come down off the mountain, and why?
FS: What I was doing during most of that time between about four and four-thirty, when the evacuation occurred and four hours later, was packing things in my car I thought were valuable: art works, some records, files, a little bit of clothing and so on. I was also on the telephone with a lot of people, including my wife. I was trying to figure out what was going on and where to go. After dark, I decided I had to get out. I didn't want to spend the night there. One thing I forgot to mention was that the power went off, I don't remember what time that was, I think it was about four thirty. After it started getting dark I had to light candles to see what I was doing. I drove down at half past eight and it was clear by then that the fire was serious.
LT: Did you pass any vehicles coming up, fire vehicles and others?
FS: I don't recall any specifically. But there were a lot of vehicles already up there. I went down Robert Drive so I would have bypassed some of them. I stopped on the way to chat with some people who were, like I was, still up there. There were two or three I talked to. Some of them may have stayed all night. That night my wife and I spent with some neighbors down the road on Kyles Wood Place, Mark and Claudia Roper. Even though we were having dinner down there we still didn't quite realize the seriousness of the fire. Some reported hearing the sound of exploding propane tanks above us. I didn't. The next morning we were up early. We had a difficult night. The road was closed off down below, there was a sheriffs car blocking the road at Drake's View Drive at the bottom of the hill. I ignored that and drove my car past it. The sheriff was busy talking to someone and I don't think he noticed us going by. We drove back up and parked in our driveway. Then we went up on Upper Robert Drive. It was clear the
fire was not out by any means. We heard some houses had been destroyed. The fire was still coming gradually down the ravine.
LT: At this time were there helicopters and the tankers overhead?
FS: Yes, definitely.
LT: When did they appear on the scene?
FS: I think some of them had started the day before but, I think with limited success, because the fire moved so rapidly. Now, we saw them being very active. We walked up to the upper portion of Upper Robert Drive perhaps a quarter of a mile away from our house. The fire was coming right up to the road, and there were firefighters up there. They were having difficulty getting the pressure in the water system. Helicopters flew by. They would dip devices that looked like great bubbles into the Bay, filling them with water, and then they would fly up and spray water right up where we were to try to protect the houses.
LT: Did they spray or dump it?
FS: I guess dump it is probably a more accurate wording. In a way it is a combination of both because when they dump it from a high level it sprays down. We were quite tense and nervous at that time. It was clear that the fire was not yet under control and that even though the wind still seemed to be in the other direction, the fire was gradually making its way down that ravine.
LT: This in the morning of the fourth?
FS: Yes, perhaps mid or late morning. Down at our house there was no electricity, but the phones were working. People kept calling us to find out how we were and what was going on. So we spent quite a bit of time fielding phone calls, including from some people quite far away who had houses there. We had one call from friends in Vermont, for example.
LT: Were you in touch with any of your neighbors on the hill, finding out what they were doing?
FS: Yes, but not in a methodical way. There were some people who were up there, like us and others who had walked back up. We kept putting additional things in the car that we wanted to evacuate. We were getting more and more concerned as the fire still kept coming down gradually in our direction. There were lots and lots of fire fighters up there with heavy vehicles.
There were also teams of prisoners, young inmates, who were there. They were digging trenches around the houses. They all seemed extremely aggessive and energetic. We were all impressed by the efforts they were making.
Sometime in the early afternoon, perhaps three 0' clock or three thirty, a huge water truck started backing down our road at the top of Lower Robert. It had apparently lost power and they were trying to start it again. Somehow the driver missed the road and got caught in a ditch on the side of the road, off the pavement. He lost control of the vehicle and it came crashing down into our driveway spilling all of its water and a lot of diesel fuel. That was a scary event,
which shook us up even further.
LT: That didn't block your exit?
FS: It blocked the one driveway, but fortunately we have two driveways to the house. It blocked the one where our vehicle was, luckily, not parked. Soon afterwards we decided to drive out.
LT: What time was that?
FS: It was three-thirty or four o'clock by the time we arrived at the bottom of the hill.
LT: Wednesday, the afternoon of the fourth?
FS: Right, Wednesday the fourth of October at about four in the afternoon. There were a lot of people gathered down at the bottom. It was a scene much different than the previous day. Now there were newsmen and people of all sorts. Various agencies and trucks were also there. And there were some people down there who'd just found out their houses were no longer there. There were many people looking terribly distraught being assailed by some newsmen who were poking microphones and cameras into their faces. I found that in poor taste.
LT: Well, that is what they are paid for.
FS: At that point, we were unsure as to whether our own house would survive that afternoon or evening. We went over to watch the fire for a while from the other side of Tomales Bay, on the mesa in Point Reyes. We watched the "bombing." Not only were the helicopters dropping water, but the big two and four-engined planes were dropping their red liquid fire retardant.
LT: Liquid? I thought it was dry.
FS: You may be right. We watched for a while and eventually went back to where we'd spent the previous night. We weren't really sure we would have a house the next morning. The first thing I did when I got up on the morning of the fifth was call our telephone number. I thought that might be a way to learn if the house was still there. The phone rang and I was relieved. I told my wife that our phone was still ringing, it seemed we are all right. Just to be sure, I had my phone book with me and I called some neighbors whom I knew had lost their houses. Their phones were ringing too. The telephone setup was such that even houses that no longer existed still had phone numbers that rang. It wasn't until later, in mid day, when we were shuttled up by the sheriff to our house that we were relieved to see it was still there.
LT: Of the houses destroyed, did they bum on the night of the fourth or on the morning of the fifth?
FS: I believe that all the houses burned that first late afternoon and evening. After that first night, I think all the houses were saved by the efforts of the fire people who were terrific. They were also saved by the lucky fact that the wind had died down and that there was relatively
little, if any, wind that second day.
LT: I gather you join with everyone else who was there to witness the event in testifying that the fire strategy and logistics were superbly planned.
FS: I was impressed by how well these people worked together and how dedicated they seemed to be. These fire fighters came from all over the state. I think there were even some from out of state. The organizational structure, which was run out of the Bear Valley Park Headquarters, was superb. It was amazing how rapidly they were able to get all the people around. Even though there were some minor foul-ups. All together it was a truly remarkable effort. If it hadn't been, more houses might well have gone up in flames on that second day. We were worried about our house. But between all those people, including the prisoners, they were able to hold the line and stop it from taking any more houses.
LT: I suppose you thought it would been great to be able to send personal letters of thanks to the people who were involved.
FS: There were people who did try to thank them all. There were a lot of home-rnade signs put up which they saw. Some were very touching. One other thing that should be mentioned is that foresighted measures we'd taken, including putting the alarm up, helped. Sally Behr, whose husband Peter was ailing, was not aware of the fire threat until the alarm went off. Their car was in the garage. They weren't strong enough to open manually the electrically-operated garage door. Happily, they got out just before the electricity failed. I think there were other cases of that kind where people were alerted by the alarm system and by the use of CB radios we had learned to use and with which we were able to talk to each other.
LT: Thank you. It's helpful to get a resident's-eye view of what happened up there.
FS: It was an extraordinary event. Though a tragedy for many people - with forty-five houses burned -- the good thing was that everybody got out alive and nobody was hurt.
# # #
THE WATER DISTRICT MANAGER
Interview with Wade Holland, Inverness, CA 12/05/95
Wade Holland is the General Manager of the Inverness Public Utility District (IPUD.). His is a key role in the town for water and fire.
LT: Wade, can you begin by giving us a description of your job? I'm sure there are quite a few people in this town who, though they know it is important, don't know exactly what it is that you do.
WH: IPOO is the administrative overhead for both the fire department and the water system. Back in the days when we didn't have the water system we had only the fire department. The fire chief was operationally and administratively in charge of the fire department. When we bought and established the water system in 1980, there was a person operationally and administratively in charge of the water system. The District board itself did overall district management. I was a board member from '80 to '85. By '85 we began to realize the system wasn't working very well. Essentially, it was run by the directors themselves, assisted by a secretary bookkeeper, those first five years. In '85 the board decided to replace the secretary with a general manager, complying with the law which says that a public utility must have a general manager. I applied for and got the position. It started out as a half time job.
Unfortunately, because of the bureaucratic fol-de-rol in California and the fall-out from
"Proposition 13" which centered all property tax revenue in Sacramento, a tremendous amount of paperwork was generated.
LT: So you rehired the secretary?
WH:. No. I do everything from the janitorial work to the payroll, and preparing for the board meetings. I'm the bookkeeper, and interface with state and county agencies.
LT: Have you taken on all the administrative responsibilities for the fire department as well?
WH: Yes, for both departments.
LT: I would like to hear from you about how communications worked during the fire -- as seen from your perspective. Most onlookers were impressed by the organization. Had it particularly affected the operations here?
WH: There are two aspects to that: one is communications within our fire department, and incident command communications out of Bear Valley. In terms of our communications, we have an unusual situation in that our water system has it's own radio frequency. So the water people can talk to each other. All of our fire department radios also have that frequency which nobody else has. That means we can do chitty chat amongst ourselves without any interfering with county and state fire radios. That is a tremendous advantage because we don't have to worry about tying up frequencies somebody else may need.
LT:. How did you tie into Bear Valley?
WH: We discovered a problem at a debriefing session at Sky Walker Ranch last week. Four of us went over for that. At the outset, all the command decisions and the command communications being done for the fire were being done by cellular phone. At the very beginning of the fire the cellular system became totally overloaded. Not only were the fire people trying to use it, but private citizens with cellular phones as well. A special repeater was quickly installed in Point Reyes Station which greatly expanded the number of calls that could be handled. But the problem one has when command people do all their communicating by cellular phone is that firefighters listening in on their radios don't hear it. Thus fire-fighting efforts were hampered because the people in the field weren't able to get the overall picture.
Here it was a big mystery to us because we just didn't know what was going on, unaware of the cellular communications traffic. As the evening of the third wore on, we sat listening to the radios. But there wasn't much traffic. Then at about two o'clock in the morning suddenly we heard radio traffic about the Home Ranch, the Estero, Johnson's Oysters, and Sir Francis Drake Blvd. At first we decided someone didn't know place names out here. We knew the fire was out at Balboa Summit. What were they talking about? Then it became apparent to us that the fire must have changed course, but we didn't know that. This remains a problem. It's vital that fire fighters in the field have an overall picture of what is happening.
LT: There was, nonetheless, a network set up which included most of the principal actors in fighting the fire. Yet you were not in it.
WH: As far as the fire fighting effort, that's true. We weren't in it moment-to-moment. County fire, each morning, did come out and visit us. They brought us the daily status report.
After about three days this report became from one half to an inch thick each day. It had a page for each branch and each fire fighting unit, what their assignment was, being updated on everything. So, we had communications that way. It enabled us to condense that information onto a single page which we quickly ran through the computer, made copies, and posted them about. So the people here had an overview. For a great deal of the first three days, the main thing we were doing down here was communicating with the public. People were coming through and people were phoning. Our communications were primarily through the county fire department.
LT: The phone was going constantly here?
WH: Yes. We let people know that we couldn't chat a lot but we were happy to answer questions. It is interesting to note that around midnight on Tuesday, our Inverness and Point Reyes Station local firefighters were relieved. They'd been on the fire since 1:30 that afternoon. They were tired and rested up that night. By the next day, we weren't actually doing firefighting any longer because there were two thousand professionals on the job. We were more valuable as guides and spotters. That meant that a substantial number of our firefighters were just sitting around here waiting for an assignment. Their adrenalin was flowing. They wanted something to do -- anything. So I let them answer the phones.
LT: I gathered from your report they were Scot Patterson and Bill Hart.
WH: There is an interesting story about that, too. We didn't know where Scot and Bill were, all we knew was they had gone off on a county engine Tuesday afternoon.
LT: As guides?
WH: No, as part of a firefighting unit. It was an engine that ended up at the F.A.A. parking lot the Point Reyes Hill parking lot, where the fire started, with just a driver. The county engine had just a driver and no crew, so they took two of our people to be the crew. We didn't know where they were, all we knew was they had gone off to fight the main fire. It turned out Scot Patterson had a cellular phone with him. He phoned in to tell us what was going on. He phoned his wife, Georgina, to let her know where he was, so through the marvel of communications we were able to track where he was and that they were okay. That was a worry for us -- having two of our people out in the midst of the fire storm.
LT: I suppose even from down here you could see the sudden bursts of flame in the night sky.
WH: No, not then. Inverness was also spared the smoke from the fire as was the Pt. Reyes Peninsula. Places such as Mill Valley had much more smoke than we ever had. Here it was bright and clear, you could see the smoke corning up from the southwest, but going away from us. It wasn't until Thursday, when Mt. Vision burned, that you could begin to see flames from most of Inverness.
LT: When that providential wind shift occured, it went around from the northwest to the northeast?
WH: Well, it had been blowing out of the northwest initially, then at 2:00 in the morning, it reversed itself and started blowing towards the northwest. Suddenly it just took off towards the Estero and burned seventy five hundred acres in an hour and forty five minutes. Four thousand acres an hour. You go up there to look and there are no trees up there. That is all low scrub, it just raked through there in the middle of the night. The danger was that before it burned itself out when reaching the ocean, the wind would change again, sending the fire back towards us. If it turned and come back this way it could have been a bad scene. In retrospect, there was this issue with the Stinson Beach fire department. Stinson Beach got overlooked in being dispatched to the fire. Bolinas was dispatched early and they were asked to come in and do a cover-in at Point Reyes Station. All of the Point Reyes Station engines had been sent to the fire, so they had to have somebody else come in and cover their fire station In case there was another local fire. I'm not sure they actually even got to Point Reyes Station when they got diverted to the fire itself. Bolinas was one of the fire departments right in the thick of things at the top of Paradise Estates. The way the fire burned, it burned over the top of Paradise estates, curved around, and came back up from the south. They were on Sunnyside, which is on the south side of Paradise Estates waiting for the fire to come at them from the northwest. Suddenly it came up from behind them and they were trapped in there for a while. They had fire burning on both
sides. They did heroic things. Stinson, somehow in the confusion was overlooked. Its firefighters all rushed to the station, suited up, waited to be dispatched but were never called. Suddenly the dispatcher was dealing, not with one little fire department, but with strike teams which came from fire departments as far as one hundred to two hundred miles away. Stinson just got overlooked. One of the county fire fighters stated at a briefing that he had been a fire fighter for seventeen or eighteen years and "all that time I thought how will I perform when the big one strikes." In all that time, they'd had never had a big one. Now this was
the big one. There had been no experience locally in fighting a fire like that or of being in charge of a fire like that. Given the facts of no injuries and no deaths, it was miraculous.
LT: An event like this must certainly send the adrenalin roaring, particularly among the young people, thinking "I've got to get out there and do something".
WH: We have four or five fire station house kids in their early twenties, and boy, they are just raring to go every minute. You can't get them to go home and get some rest.
LT: You didn't get a chance to talk with any of the convicts, did you?
WH: Very briefly. Not during the fire, later on during rehabilitation work. That is, towards the end of the week and early the next week. Jack Matthews would be much better to talk to about that. He did a lot of transport of food up to the fire lines, especially to convicts, who tended to get overlooked on food deliveries. Sometimes they would go a long day and meals would not arrive. He was one of the people who was running food to them, and cigarettes which is what they really wanted.
LT. How do I get hold of Matthews?
WH: He lives on Kehoe. His son Bret is one of our firefighters. The Matthews are an old family in Inverness. Jack Matthews has lived here all his life, he went to Tomales High and the works.
LT: What does R.A.C.E.S. mean?
WH: Radio amateur communications emergency service. I mentioned in the newsletter, the RACES base station was set up here the Friday before the fire. We had always assumed before, that when disaster struck, the R.A.C.E.S. people would bring their own equipment in, then we realized maybe it would be better if we already had the equipment here and hooked in. Then they didn't have to worry about getting set up and getting the antennae set up. That was installed by Dick and Richard Flint on the Thursday before the fire. Then Dick went off on vacation so he wasn't here during the fire. So, the load fell to Richard. He was here during the fire.
LT: You seem to have had the entire Fox family involved in the fire.
WH: Yes. Jim is our chief water operator and Ken is a water operator for the system. They are both volunteer firefighters and their brother Tom, also.
LT: I thought Ken was your deputy.
WH: No. Jim Fox is the chief water operator.
LT: How are the costs for fighting a fire such as this one paid and by whom?
WH: That is an interesting point. Until quite recently a fire like this that is going to be paid for by both the state and the feds, the division would be based on acreage burned. In which case the feds would pick up almost all of it, because there were three to five hundred acres outside the park that burned, and twelve thousand acres inside the park. The down side of that is, that during fire fighting effort, each person is looking to minimize their burn acreage. That is no longer the system in effect. Now the system is that it is based on where the effort was expended, which means in this case it would be 70% state and 30% federal. I think the implications are significant. The bulk of the effort was on private land and state park land. A huge amount of resources were deployed to fight the fire and protect Paradise Estates, Inverness Park and Inverness.
LT: Saving personal property.
WH: I think it is so important to recognize that Don Neubacher, the superintendant of the National Park, said very clearly, we saved private property and we will deal with the park later. Somebody with a more bureaucratic bent may have said: "My acreage comes first or it's f1ft:y fifty." The consequences could have been disastrous.
LT: He made the right decision.
WH: I think everybody _ agrees. There has been no second guessing higher up. the federal bureaucracy of his decision. Everybody supports what he did including allowing bulldozers into wilderness area
LT: The dress rehearsal for this was the Oakland fire?
W.H. The Oakland fire was very different but we benefited a lot from it. The way the structure came together here with the incident command at Bear Valley in place and functioning was due in large part to lessons learned from Oakland where there had been lack of coordination. One of the improvements made here was that there were virtually no fire fighters brought into the area who were not committed onto the fire. In Oakland there were hundreds of firefighters sent in who never left staging areas. Here they had much better handling. There is a new state wide system that came about as a result of the Oakland fire.
LT: According to Neubacher, he represented the federal government. And then there was
somebody representing county, and somebody representing the state. Just those three?
WH: Yes, they were the Incident Commanders. Tom Tarp from the state CDF. Stan Rowan, the county fire chief, and Don Neubacher We were lucky we had Don in charge. He was the one who made the decision very early on to bring in the B.A.E.R. people, the Burn Area Rehabilitation teams.
LT: It defies imagination that they could have put that report together by the sixteenth of October.
W.H. Yes, it took two weeks. They had been there since the third day of the fire.
LT: This was born out of the Department of the Interior? Here was a great place to try out the B.A.E.R. concept.
WH: I think they have been used elsewhere, but it would be interesting to know if a B.A.E.R. team had ever had ever gotten into a fire as early as they did here.
LT: The report was remarkable, thorough and
clear.
WH: Tom Tarp said at the debriefing at Skywalker Ranch, "I can take you to San Diego County and show you a four hundred yard wide fire break that I put in twenty years ago. You can see it today." In those days fire people came in, fought the fire, put it out and left. Rehabilitation was somebody else's problem. Nowadays by the time we leave, to the greatest extent possible, everything looking like it did before.
LT: It's a big job to repair those bulldozer gashes.
WH: Now you can't tell where a lot of them were -- such as the ones at our watershed. There was a gash they started at the top, on the southern end of our watershed, came right straight down. A big wide bulldozer trail. You cannot tell where it is, it was rehabilitated within about three to four days.
LT: What sort of impact did you fear the fire might have on the Inverness watershed - that is in terms of water supply?
WH: Our biggest fear was that we were going to lose houses. As far as the watershed is concerned we worry about the long-term effects of erosion and of the capability of the watershed to store water. The positive aspect of our watershed is that we don't depend upon a deep aquifier that can run dry but upon a deep layer of duff on the ground, a giant sponge that collects and stores water. All year round, it seeps, keeping our streams full and providing us with our drinking water. If that ground cover, which is many feet thick should disappear, then the watershed isn't going to store water the way it does today. It is all going to run off and we're going to have water problems in the summer.
We're not getting water from any deep source. It just seeps into this protected, fem-covered, canopied watershed.
LT: What puzzles me is why salt is not in the watershed water?
WH: I don't know, I've never heard that question asked.
LT: It would seem that since fog drifts over the ocean before hitting the Inverness Ridge and condensing on the trees, that some salt must be picked up. Another question I have has to do with the origin of the fire: some of your fire department colleagues asserted that the original fire (the boys' campfire) had "jumped" about two hundred yards to the new spot where it surfaced. Had it really traveled underground by way of root systems?
W.H. Possible, no one knows.
LT: Was that pure happenstance that they saw the spot where the fire had started?
W.H. You have the little ringed campfire, and the burn area was then just an arc, like a pie slice, leading from that point. It was so obvious, in a lot of fires it might not be, but in this fire it was. Actually, what happened, you had the fire ring and then the fire going away from it. On the other side of the fire ring was a tree, one side of which, towards the fire, had burned. Probably what happened, was the root that burned was to that tree. So it burned upwind, underground, to this tree, ignited the tree. Then that is what sent it down away from the fire ring in the other direction. I suspect that the big jumps, the several hundred yard jumps, were fire brands, embers, rather than anything burning on the ground.
LT: There is quite a bit of detective work, mainly theoretically, that goes into it.
WH: We are sponsoring, on the twentieth at the yacht club, a county slide show on the fire.
LT: Wednesday?
W.H. Yes. We will have word out to the community. They are going to show the slide show that they showed to the fire fighters at the fire debriefing. There are some dramatic slides taken in Paradise Estates and of the cinder showers. You see this wall of flame, and how in advance, this rain of glowing, burning cinders coming. That is what most of the houses were ignited by, there were houses still quite a ways away from the fire that were already burning in fifteen or twenty places.
LT: The embers were actually caused by the explosiveness of the materials.
WH: Right, they said there were cinders an inch and a half in diameter falling. Any wood deck, window sill, or rain gutter was susceptible. There were houses with fire proof shingles yet embers fell into rain gutters and ignited wood underneath the shingles.
LT: Do you have any prize fire anecdotes to relate that you haven't yet made public?
WH: I don't think so. I was impressed by the eagerness of our volunteer firefighters. Word had come down from above to block the bottom of Highland Way to keep out traffic. It's the worst job in the world -- to man a roadblock. Yet three local firefighters immediately volunteered.
LT: I bet you didn't get much sleep those three or four days.
WH: I was up all night on Tuesday night, and I think I got about three hours on Wednesday night, and about six hours on Thursday night. I would like to mention the exemplary performance of young Joey Avery. He's about 15 and lives up on Inverness Way, He was totally reliable. You could give Joey any job and you knew that he would do it and stick to it. We had him for two days doing road guard duty up at Perth Way and Douglas. Not a pleasant job. And he was up there by himself. Never was there a word of complaint out of Joey, he was just marvelous. We are waiting for him to turn eighteen so he can be a member of the fire department.
LT: Do you ever find any common personality characteristics among people who become volunteers in the fire department?
WH: I think its interest in performing a public service. They tend to be safety-conscious and responsible people. In our case, we have never had a problem with any of our volunteers.
LT: I think that fills it out unless you have anything to add. I know that there were over eight hundred convicts here fighting the fire.
WH: I don't know what the number was. We also had those hotshots from Texas. They are professional firefighters the feds contract with. They have a very good reputation, except among the convicts. The convicts say they do a much better job than the hotshots do: "look at how we clear, right down to minimum soil, all those guys do is push the brush aside." The inmates really take pride in what they do. Certainly, they don't get very significant sentence reductions for what they volunteer to do. I think they find a purpose in doing this.
INMATE FIREFIGHTERS
Interviews with Conservation Camp Inmates at the Delta Conservation Camp CC#8 of the California Correctional Center (CCC) 01/02/96
Some 850 inmates from the Conservation Camps of the California Department of Corrections fought the Mt. Vision fire. They were the largest contingent in a total of 2,164 firefighters. Several of the inmate crews were from Delta Conservation Camp CC#8 in Solano County. Following are interviews with 14 inmates from those crews who were at the Mt. Vision fire, October 3-8, 1996. Other participants in the interview included: California Department of Forestry (CDF) officers Captain Carla Olsen and Captain David Koscis and National Park Service Ranger Kim Cooper of the Pt Reyes National Seashore. Captain Koscis was in charge of an inmate fire crew from the Delta Camp that fought the Mt. Vision fire and Captain Olsen who has also been a captain of inmate fire fighting crews from Delta. Ms. Cooper has supervised inmate crews from Delta on trail maintenance projects at the National Seashore.
LT: We are with D.M. "Mack" Reynolds, spokesman for the California Department of Corrections and a representative of this conservation camp. He has offered to provide some background information about the correctional program run by California's Department of Corrections (CDC) and the Department of Forestry (CDF).
Mack, we're interested in your program and with the people at this camp who fought the Mt. Vision fire in Inverness last October.
DMR: You are dealing with the California Department of Corrections. It currently is responsible for more than one hundred and thirty thousand inmates statewide. One of the programs we have is the conservation camp program. We work with the California Department of Forestry, which has thirty-three conservation camps statewide. We also work with the Los Angeles Fire Department, where we have five conservation camps. Three of the statewide camps are for women. Convicted felons from the women's facilities are selected and sent to these conservation camps.
Our selection process takes into account various factors that determine whether the inmate will fit into the program. First they must have the physical capability to handle the rigors they will be subject to by the Department of Forestry. Then we look at the types of offenses the inmates have committed. It is easier to speak about the kinds of crime that preclude an inmate from being a part of the program. Obviously we do not authorize convicted arsonists. Sex offenders, including child molesters and rapists, are not eligible. Nor are inmates with a potential for violence. We have no murderers, or inmates with a high escape risk potential.
On the average an inmate coming to the camp system would have a sentence for two years, but the average time for an inmate on a statewide basis is about eight months. Basically we seek inmates incarcerated for alcohol, drug-related, and property crimes. There are some who don't fit into these categories but who are minimum custody inmates with low security risk.
The selection process is carried out by a committee of counselor-supervisors and program administrators. They look for candidates with discipline and the ability to live in open dormitories with other inmates. Once selections are made, inmates go through rigorous fitness training. If they complete that program they are checked again for eligibility. Once that is done they are sent out for forestry training. It is a two-week program. The first week is a program
whereby they learn fire behavior, fire signs, types of tools they are going to work with, and they start jelling as a team in a classroom setting. Once they complete the first week and they pass written examinations, they go out and actually learn to work as a crew.
LT: Where do they get this training?
DMR: In one of three places. Men, for the most part, go into the northern part of the State. Nearly all the inmates in this camp went through the California Correctional Center in Susanville. Those from central and southern male camps go through the Sierra Conservation Center near Jamestown. Women, go to the California Institution for Women at Montera, near Chino. Ideally the Department of Forestry would like to have these camps strategically located for fire response, that is in areas prone to fire, flood and other natural disasters. And, of course, there are always plenty of projects to carry out in the state parks.
LT: How many camps are there directed specifically at forest projects?
DMR: All of them are aimed at conservation. The Department of Forestry is more concerned with specific forestry projects than, for instance, Los Angeles County. The latter may do more of their project work along the beaches and highways.
As early as 1915, the Department of Corrections started putting minimum risk trustee inmates out from San Quentin and Fulton for forestry work. The formal relationship between the Department of Forestry and Department of Corrections started 1946. After World War II, the Department of Forestry had a need for able-bodied persons to assist in conservation work and become on-line firefighters. It started in Southern California.
LT: Was this a pioneer effort, the first of its kind in the country?
DMR: Yes. Two gentleman most influential in getting it underway were Whit Nelson, the head of the Department of Forestry in the ' 40s, and Richard McGee, the first Director of Corrections. Of the two earliest camps, one is still active. It is the Rainbow Conservation Camp in San Diego County. The other one has since been closed. I can't recall its name. The program, by the way, is written about in Irving Stone's book: Men to Match My Mountains.
It makes for fascinating reading, especially from the standpoint of the Department of Corrections.
The reason we want to see the program continue is because it gives meaningful work to inmates. It puts them in the best arena for rehabilitation. We don't rehabilitate anyone. They rehabilitate themselves. But certainly the work ethic is an essential requirement for inmates at a conservation camp.
LT: In Inverness and in the West Marin area people knew little about the program until more than 800 inmates arrived on the front line to fight the forest fire. Some of us thought it should be widely reported upon because it seems such a fine idea.
DMR: I was on the campaign of the Vision fire as the information officer. It's1hefirsttime we've ever done that. There's no controversy about our Conservation Camps program. You are right; not enough people know about it yet.
LT: With a record as a felon, can an inmate get a job with the state or federal government?
DMR: Actually the Department of Corrections has ex-felons working in prisons in various capacities. The only thing that keeps them from going all the way up the ladder in the agency is the legal block against becoming classified as a peace officer. That's the top category. Yes a lot of these guys become fire fighters when they get out. They work in various capacities for Forestry and for the Department of Corrections. Quite often they get jobs with the U.S. Forest Service as members of " hot shot fire crews." We don't have any real numbers for the camps themselves, but the recidivism rate on a statewide basis for all inmates is about 53 per cent. We do not yet have comparative figures on the rate among ex-inmates of conservation camps.
LT: What will be the format for interviewing these people today?
DMR: Of the seventeen who were on the Mt. Vision fire fight from this camp, fourteen are still here. They've signed releases agreeing to talk with you. Their participation is purely voluntary.
LT: As with any group, there are those who like to talk about their experiences and those who don't.
DMR: We are not trying to single out anyone or anything except the program. Let me clarify some things for you. Forestry captains here are the crew foremen. They go with the inmates to the fire line and other projects and work with them. Our role in corrections is to provide for the security and the care of the inmates. We see that they're fed, showered, bathed, clothed, and that medical needs are cared for.. We also deal with any disciplinary problems we may have. Our job is supportive of what Forestry does with these folks.
LT: Do the inmates here have access to educational training programs?
DMR: They can, if they choose, be involved in an education program, but it is a correspondence course. At one time we had classes available at the respective camps. There are some camps that have instructors for vocational programs. In Northern California, at Canacta, there is a vocational program for auto bodywork, and at Inner Mountain they have an extensive metal fabrication and welding program. Upon completion of this program they receive certification. But this particular camp does not have vocational training. One of the things I think is important, and maybe Dave can talk about, is the make-up of the crew and how they're structured.
Kim: One thing you should know is that we had four crews from this Delta camp at the Mt. Vision incident. You are only going to be interviewing people from two of those four crews. That is because of the coincidence of my working with them in the Park after the fire on trail maintenance projects.
Dave: There were eight hundred-odd inmates working the fire, but only four crews from Delta.
LT: We can break them up and do a half an hour with each group. Four or five persons per
group.
(Group comes in. Introductions.)
Kim: (To Carla Olsen) What do you do here?
Carla: I'm a crew captain, just like Dave. He has his own crew assigned to him that he supervises through the week. My title is administrative captain, my primary duties are here at the facility in finance, assigning projects, organizing projects -- basically the day-to-day operations - and helping my boss.
LT: You don't go out in the field then?
Carla: Oh yes I do. In fact Dave and I have been here since the Camp opened in 1988. There are only three of us still here since then. Others have gone on to other jobs.
LT: We're in luck, having you both here today.
Carla: Dave and I have the exact same position in the camp. We just have a different direct responsibility. He has done my job, as a matter of fact, he was the administrative captain here before I took over. Job responsibilities are rotated among people periodically.
DMR: (to inmates) They (referring to the interviewers) have a beautiful Park out there, you know that, you have been there. There is an information center for the public where they hold talks about their facility. They think it is pretty neat that inmates took part in saving their homes and their beautiful Park.
LT: We do indeed. The Jack Mason Museum in Inverness serves as an archival center for things that have happened in West Marin. After the fire, it was decided to do an oral history about it. We realized that if we were going to do a story about the fire for
the archives it had to be done from many different viewpoints so we would not end up with a lopsided view of what went on. We've come here to talk with you -- as a lot of people have suggested -- including Don Neubacher the head of the Pt. Reyes National Seashore. He described you as among the most important people in the fight to save lives and property. We want to learn about your personal experiences and observations -- what happened to you, how you got there, what you did, and any particular events you recall that will help f111 out the picture we are trying to put together. Perhaps one of you could start out by recounting what happened first?
Inmate: We got there about six thirty in the evening (Tuesday, October 3, 1996). The fire was on Vision Mountain. At that time it was just starting to come over the ridge towards the Bay. Then I didn't know where we were. As we found out, we were on Vision road up at the top of the Inverness Ridge. There were a few engines set up there.
LT: Did you get there by fire truck?
Inmate: Yes, we drove the C.C.V. up. We parked. You could see the fire coming over the
ridge. It was glowing red, the wind was feeding it. They already had a bulldozer up cutting a firebreak.
LT: Were you all suited up and ready?
Inmate: Yes. By the time we'd parked the fire truck we were ready to go.
Second Inmate: Isn't that where we heard that famous remark: "Don't you see the fire coming?
Inmate: I don't remember, but it was really coming. The wind was blowing it over pretty quick. After we were there for probably forty-five minutes or an hour we had to move, because it was running over the line.
LT: The evening of the 3rd of October?
Inmate: It was the first day of the Incident. We had ended up being right at the original spot where the kids made the campfire.
LT: Who was giving the directions about where you were to go?
Inmate: At the time the fire was under the command of the Marin County Fire Department. They were directing all activity.
LT: I heard that some of you didn't get any sleep for nearly two days.
3rd Inmate: We were thirty-six hours on the line.
2nd Inmate: We worked all that day. That was a regular work day, we got there a six o'clock at night. Then we were up all night, then we worked twenty-four hours after that.
Kim: So you ended up staying up there. They had started moving people out of Inverness. Did they move you guys out in the middle of the night?
Inmate: No we just bunked down on the road.
LT: The Mount Vision Road never closed?
Inmate: No, I don't believe so.
LT: At any time did anyone of you start worrying, saying" how am I going to get out of this?"
4th Inmate: Yes, there was a situation like that but we had Captain Dave with us. We have to credit him for his fire fighting abilities, he does a good job.
Dave: We were on the east side of the mountain. We had to run up that one side.
Kim: Did you guys get moved over to the Sky Trail?
Inmate: The next day they finally decided where they wanted to put the control lines. Our assignment, at six o'clock in the morning, was to clear the fire road where they wanted to hold the fire. Our assignment was to cut all the hazardous stuff.
2nd Inmate: We cut down to tie that fire road in with the cut-back. We cut down there and started a back fire.
LT: How did you handle things with all the other hand crews? There must have been a lot of them from all over. Were you loosely knit, or were you assigned?
Inmate: The fire fighting was divided up into sections. At the briefing time, each section supervisor knew what was assigned to his area.
LT: The briefing area was down at the Bear Valley?
Inmate: I don't know. I just know what my assignment was. We have a strike team leader who goes out with the crews. Normally the strike team leaders will go to two briefings a day, one in the morning and one in the evening. They work two twelve-hour shifts. You know what your assignment is, what area you are in. You have a map and the weather forecast.
LT: Did you have any local guides to help tell you where you were?
Inmate: The supervisor for each area should have a map and be familiar with it. You should never leave without having an idea where you are going.
LT: I heard that was one of the problems on the first night of the fire. People were not sure where they were.
Kim: It was moving pretty fast, I was trying to figure out those Inverness Park roads.
Carla: That is not unusual especially when you get forces that aren't familiar with the area. That is true for every fire you go to. You need to get everybody on the same track, with maps, directions, road signs -- to get people in to the right place,. At the fire information center, once that is established, there is usually a big map of the area with where the fire is, main roads and where people are assigned.
LT: A handful of Inverness citizens who knew the area well were out there guiding fire teams. What about your particular experiences? Any stories to tell?
Inmate: Probably the only one we all know about is when the fire almost ran over ns coming up the mountain. I guess it was the east side of Vision Mountain. The wind was blowing thirty or forty miles an hour.
Kim: I had it in my mind that it was at Sky Trail.
2nd Inmate: It was right down the road from that historical monument, an old miners cabin.
LT: Was that a wind shift that did that or was the fire coming down that direction anyway.
Inmate: It was blowing towards the coast if I remember correctly. Once it got started it ran right over the tops of those trees. It got so smoky you couldn't see very well. You could hardly breathe. What was good about it was that we all pulled together and stayed pretty calm. Dave and I tried to walk through the first time but didn't make it. We tried again and got through the second time. Then we went back and got everybody organized, because it was getting so thick up there you couldn't breathe. We had to break away from the smoke and heat.
LT: How many were you up there?
Inmate: I'm not sure, sixteen or seventeen. There were two other crews there, crew five and one other.
Kim: You were cutting lines at this point?
Inmate: We were brushing back the dozer line. We cut a line on the switchback, we were going to burn that out. We just got that cut and it started to burn and started running up the hill. By the time we got organized and got the other crew up there it started to run across the trail.
LT: Did you get up to a place where they decided to make the stand? You looked over the ridge, the fire was burning madly there, Bishops were exploding, there were a lot of crews up there. They said they were going to hold it if they could. Onslow Ford said he refused to leave. He didn't and by a great miracle his house is still standing today.
Inmate: All of our time was spent at the north end. One of the other crews, Coolidge's, worked on the south end. After that first night and a day we took a shift off and then went back to help with the mopping up. We worked around the residences in Inverness.
LT: Did you have any trouble getting the residents to leave?
Inmate: No trouble at all. They figured out that the best thing to do was evacuate.
Kim: I am a little confused. there. You were on the north end at Vision.
Inmate: Yes, we never did get to the south end.
Kim: So you weren't at Sky Camp?
Inmate: A couple of crews, Martinez and Coolidge, went up there and did some work. They were trying to make a stand. It kept burning and kept going south.
LT: Dave, with all of your experience in fighting fires, were you impressed at all by the
logistics, the organization of the effort at Mt. Vision?
Dave: It was, as far as I was concerned, no worse and no better from all the other fires I've been on. The only problem was, in that area, there were all those one lane roads. Access and parking were big problems. Logistically, as far as the fire was concerned, it was not a problem.
LT: Reading and hearing about it, one got the notion that logistics and command had worked better than at other fires -- such as the Oakland fire, to name one.
Dave: From our perspective, we didn't have the luxury or time to be analytical about it.
LT: Your lives were on the line.
Dave: I know that, but we didn't do anything that was basically unsafe. Everything was within reason.
Carla: In Oakland they had all the wildfire people on structure (protection of dwellings), and structure people on wildfire (forest fire). It was a particularly bad situation.
Kim: We had so many more agencies involved in Oakland than at Inverness that you really can't even compare the two fires.
LT: That's the point. People said the organization here was superior than anything they had seen because everything came together and worked much better than it had at Oakland.
Inmate: Well, they're not going to say it, but I'll say it. Forestry came in and worked under the Incident Command System. They have done this time after time so that now it's a well-oiled machine. When they go in, they bring in a team of experts who have gone through this before. Logistics is a very important part of it, as well as operations, media centers, and food operations. These guys have done it often and they are continually learning about fighting fires from the Department of Forestry.
LT: Is that true that all you men had been in a lot of other fires before this one?
Inmate: I've been in Camp for a few years. I've probably been to forty, forty-five, maybe fifty fires.
Inmate 2: I've been to a half a dozen.
Inmate 4: This is the first big fire that I have ever been on.
LT: Are you also a veteran?
Inmate 3: No I've just been on this fire.
LT: So some but not all of you knew your way around in this business of how to fight forest
fires.
Dave: This was at the end of fire season. If this had happened the first of June, the older fellows would have been around for a while.
Kim: I'm still struggling with trying to figure out where they were and when at the fire.
Inmate: It was a big deal that we get a line around that old cabin so it didn't burn down.
LT: It must have been a cabin that belonged to the Park Service.
Inmate: I think it was supposed to be some sort of historical monument.
Kim: Were there any roads around it I might know?
Inmate: (looking at map) It was right on this fire line.
Kim: Beyond the F.A.A. site? So it would be right along here. You guys were staying at Stewart's horse ranch? Then you went back out Drake's View, or whatever.
Carla: You were asking why this fire seemed to be logistically handled better than at Oakland. Oakland learned the big lesson too late which is ask for help right now, don't be too proud. In Marin, we have a very close relationship with the County Fire Department. They have no problem in immediately accessing our resources for assistance. They know what we have available. We go in immediately on any type of incident they have, even their small fires. We go in with a hand crew and help out. With some agencies, city departments for example that are mot well-versed in fighting wildland fires, tend to wait a little too long before calling for outside support.
LT: You don't have a lot of red tape to go through here?
Carla: None. It's an automatic procedure.
Inmate: Fighting a fire is like is being in a battle.
Dave: It's exactly like that. There is a command structure and each person knows what to do and they go out and do it. It is really amazing. Each inmate in the crew has a specific function in the crew.
LT: Like what, for example?
Inmate: Everybody has a job, a specific responsibility.
Other inmate: We have our swamper here, our co-pilot.
Another inmate: First saw, second saw, they have their jobs. First saw punches the initial hole
into the line you're constructing. Second saw comes by cleans that and widens it. Then come polaskies and mcclouds. Then it goes right on back to the drag spoon and he makes sure it's clean.
LT: Polaskies, mcclouds: these are the names of some of the hand tools used for fighting fires?
Inmate: Right.
LT. Can you describe what they are?
Inmate: A polaski has a long axe handle with an axe head on one side and a broad hoe on the other. The mccloud has a rake on one side and a straight edge on the other side used -- used for chopping grass and raking.
LT: You mentioned a third one.
Inmate: The third one would be the drag spoon. It's a shovel. the man using it makes sure the cut is clean, he is the last man through.
LT: How many chain saws per crew?
Inmate: Four to a crew plus two fire saws, and two saws.
LT: About the size and makeup of the crew and the tools that they carry: has this all come out of the experience of fighting fires over many years.
Inmate: All the procedures, all the mistakes people have made, have been written down and most of the things we do are done for a reason. This works well, but that doesn't.
Other inmate: It's like an army rifle squad. These guys are the grunts of a fire. They're the ones right out there on the front line, taking the heat of it.
LT: It's been said that the fire fighting showed up some fantastic chain saw artists as compared to some people who didn't know which way was up in handling a saw. Does anyone have a particular story to tell?
Inmate: I can't remember one.
LT: Did you have problems in getting fed?
Inmate: There were a couple of days there when we weren't fed properly. We were out there doing our best to do our job. When we come back to eat it was not what we'd expected. You have high hopes of a steak dinner when you're on a beer budget. You have to take one with the other. You're incarcerated, they are feeding you, but you're doing a job for them, you volunteer to do this job.
Other inmate: I think they did a nice job. Remember the next morning they brought a hot breakfast to us?
Third inmate: When we were out on the line they took care of us pretty good. When we were back in the camp area it was kind of rough. You have to take the good with the bad.
Dave: You have to understand, the first day is always confusing. You have to get all the logistics, think about assembling an army in twelve hours. It is basically what they were doing. Things are happening, people have assignments, it gradually comes together. Everybody knows you're not going to have the comforts of home until things get organized. You might not have a hot meal. We have rations on the C.C.V., so we have food for a couple of days.
Inmate: We didn't go hungry, but there were a couple of times there when we could have been hungry .
LT: Have you guys had enough of fire fighting or are you going to do more of it if you have to?
Inmate: I'm going to see if I can get with the seasonal fire fighters when I get out.
LT: (to another inmate) You don't want to become a firefighter, do you?
Inmate: No.
LT: No other takers?
3rd inmate: I wouldn't mind having my hands in forestry, probably, but that's pretty hard.
Inmate: It's an honest day's work.
Other inmate: That is the good thing about it. When you finish doing what you're doing, you feel good.
Inmate: I get a lot of pleasure saving the woods. I enjoy the mountains, so for me I like seeing it be saved. Man, it's hard work.
LT: People in Inverness and Inverness Park thank you very much. I thank you for coming. If you can think of any other stories call or write to me.
Inmate: I take that back about being a fire fighter. I wouldn't mind doing it, being paid regular. I don't think I'd want to do it for a living.
LT: These guys do it for a whopping $1.00 an hour.
Inmate: Something else kind of nice, all the people there, when we were coming back and forth from the base camp to the fire, all the people there were waving, and holding signs thanking
us. It was really nice. It made you feel pretty good.
LT: A great place with nice people.
Inmate: A lot of people when they see the Department of Corrections on the side of the C.C.V. immediately stereotype inmates as bad guys. We're all human beings and we all have a job to do. That's what we go to do. We are not there to loot people's property. When you leave and they show their appreciation it feels good. They probably have a different outlook like thinking "he may still be a criminal still he must have some kind of heart to care enough to get out there and try to save somebody's home." We don't have to do it.
Other inmate: When I was there, I heard one citizen say, "You know I got picked up for drunk driving" and he added, pointing to the C.C,.V. "There but for the grace of God go I. People make mistakes. "
Other inmate: The mistakes are getting smaller and smaller. It doesn't take much of a mistake these days to land you in jail.
(Next group of inmates arrive.)
LT: We are doing this for the Inverness Museum. We are trying to see the fire from various points of view. You are important. We came here to find out if you had any particular experiences or observations you would like to tell, any stories, or things that personally happened to you, the dangers you faced and that sort of thing. I gather you all stayed together. There is always a Delta company under your command.
Dave: However many guys I have on the crew, they always stay with me. I personally take custody of them and supervise all of their activities.
LT: Did you have any direct communications with helicopters or tanker planes?
Dave: Crew leaders have handy talkies, and we can have radios. Normally the only time we would have contact would be during the initial stage. We do monitor the radio traffic. Of course, you can always see or hear helicopters. If we need support because of conditions, I call in myself.
Kim: Did you guys get dumped on at all?
Dave: Nearly. We didn't get dumped on but it was close one day.
LT: That must be quite an experience to get that red stuff dumped on you from out of the sky.
Dave: That stuff comes out of the airplanes. The helicopters just dump water.
LT: (To an inmate.) What is your position on the crew?
Inmate: First mccloud.
LT; (to second inmate) What about you?
2nd Inmate): I'm the swamper. But I was in drag spoon at the time of the fire.
LT: Will you please explain what a drag spoon does.
2nd Inmate: Basically I just look out for the crew. When they are cutting the line (the fire break line), I make sure there are no spot fires jumping over the line. Make sure there is no danger by making sure the line is clean so nothing will bum after they cut it. That would make us look kind of bad if they jump our line.
LT: Were you behind the dozers as they cleared these great swathes?
2nd Inmate: Yes, they were in front of us, in a different section of the fire.
Dave: We didn't do that much cutting that day. They knew that they wanted to hold that flank of the fire at this road. In preparation for their burnout the next day, we dropped all the trees, took out all the dead wood, anything that was a hazard or that might contribute to the fire jumping.
3rd Inmate: It was uneventful. We could only watch the fire bum. I did follow Hugh who was scouting some of the area. We slept that night. The following morning we went in down the road where we cut. We chopped down the trees.
Dave: The fire was below us. There was a stretch of fire road between the Inverness residences and where the road ended. Dozers were operating there. They were trying to tie this in.
LT: Do you know which road he refers to?
Kim: I think it's where the Inverness Ridge trail comes in.
Dave: We didn't come down the whole thing. In each incident, you have to go from point A to point B. You have to make a fire line, or a natural barrier, or whatever you are going to use. It all has to be tied in. There must be no open spaces where the fire can leave. The plan was to bum out along the road and along the dozer trail. The next day we went to work -- on the bottom side of the fire -- that's where we tied it in, where the dozers were.
LT: (to a third inmate) What was your job?
Inmate: I was first polaski. That is, I was tracing the trail where they would follow behind they would wipe with polaskies and mcclouds.
LT. (to a 4th inmate): What about you?
Inmate: Sixth mccloud.
Kim: So, when you guys are working you have the first saw and the second saw. And is there also a swamper with the saws?
Inmate: One for each saw.
Kim Then mcclouds and polaskies are behind?
Inmate: Polaskies, mcclouds, followed by shovels.
Kim: Then you're cleaning up what the sawyers have cut. You're scraping out. Right?
Inmate: Right. The saws direct the rest of the crew.
Dave: Removing the fuel that feeds the fire is a basic concept in fire fighting. You can either cool it down or remove it.
LT: About the outgrowth of the hand crew: How did it evolve? Or is it something somebody invented and said this it is the best way to do it?
Dave: I think it just evolved. I'm sure that in the old days they were using burlap bags to put out fires, and they just found a better way to do it. I'm sure that before they had chain saws they were using raw hand tools. Within the last twenty years, the chain saw which had been so heavy and clumsy has become much lighter. It too has evolved.
LT: Would any of you men want to become firefighters after this experience? (A lot of laughter). I'm serious. I know young volunteer firemen in Inverness who are very dedicated. They were up there fighting the fire before you and the rest of the professionals came on the scene.
Inmate: I've thought about it but when I come in contact with the firefighters, they tell me they have been temporary for years. The job takes them away from their family. I think I would want something more stable than being on temporary for so many years.
LT: Originally, I thought that there were a lot of free lance firefighters around. 1 have since heard there are hardly any left.
Dave: In the old days, during the 30's, when they had the old C.C.C.s, when a forest fire started they would just grab people on the street, in little towns all over. That didn't work out. It didn't take long for a guy who was out of work to figure out that one way to get work and earn some money was to start a fire. That is how professional firefighting came in.
Kim: People still joke about it.
Dave: They catch professionals as well as volunteers. In L.A. there were arson investigators who were starting fires.
Kim : It can be intoxicating.
LT: It has a certain fascination for people on both sides.
Kim: How about the rest of you, would you be fI1'efighters?
Inmate: No, not me.
Kim: Even if you weren't cutting line but you were making decisions and moving up?
Inmate: I would rather go on some thing rather similar, like fish and game, but not firefighting.
Kim: You don't like the smoke?
Inmate: No, it's not that. It gets hectic at times and I don't need that.
Kim: A little calmer situation?
Inmate: Yes.
LT: Dave, are there any points that you think we missed that we ought to talk about here?
Dave: Not really, I think part of the deal is that most of the guys have been around for a while and once you have been on two or three fires you know it's going to be hard. Basically it's going to be dirty, you're going to get hot and hungry. You are going to be working long hours. That is pretty much what is expected and what they are going to get.
Inmate: It was cold out there.
LT: You had no blankets?
Inmate: Not all the time. Sometimes it was pretty comfortable with the sleeping bag, but sometimes it was cold.
LT: You only had sleeping bags when you were down in Bear Valley, right?
Inmate: Yes.
Another inmate: It felt good to be a hero for a week or so.
LT: All of you are still heros as far we were concerned. There were "thank you firefighters" signs still up long after you had left.
Inmate: We saw that too. Kids stuck "thank you" signs at the gas station and at homes.
LT: What do you think of Kim Cooper? Do you think she does a good job?
79
Inmate: Kim is great.
Kim: I thought you looked familiar. You were there when I was running around looking for a radio on the first night up on Mt. Vision. I was freaking out, I thought I was going to have to payout one thousand dollars to replace it. I remember standing on the embankment and I thought I had dropped it. I found it.
Inmate: What were the total acres on that fire?
LT: Over twelve thousand.
Inmate: I'm going to bring my son and show him the
Park. LT: It is closed now not because of the fire damage but because of the budget foul-up in Washington. That's why Kim was able to come and lend a hand. She came along because she wanted to see you all again.
Kim: Call the resource office when you guys get out. I know you're on pretty short time, I'll tell you the best trails.
Inmate: Did we save a lot of houses?
Kim: Yes you did. They only lost 45 houses.
LT: For some, their loss was inevitable. Two years earlier, the Inverness fire chief came up and told them they would loose their houses the first time a real fire hit up there. He was right. They allowed the forest to grow right up to their homes, leaving no area around their houses that could be defended.
Kim: To make things worse, they put cedar shakes on the outside of their houses. It's like nailing kindling wood to your house to make sure it catches fire. .
LT: Some friends who lived up on the top lost everything. He and his wife, both in the their seventies, thought they were going to be all right. Somebody came along and told them they had ten minutes to get out, and it was just ten minutes. They escaped without a thing. People that age who lose a house lose nearly everything including big pieces of the memory of their past.
Inmate: We all noticed how quickly the fire moved.
LT: The Marin County fire chief said that the fire was moving so rapidly at one time it was eating up nearly five thousand acres an hour.
Inmate: The second night we were there and we were camped out on the road trail we were on. You looked down the mountain you could see the whole expanse. It was just fire moving and moving.
Kim: I was jealous of you guys because I didn't get to see that. They stuck me in the back on Vision and all I could see from there was smoke.
LT: At some point you must have been in the middle of exploding Bishop Pines. I've seen photographs of them exploding, sending showers of burning embers hundreds of feet into the air.
Inmate: I didn't see that.
Other Inmate: We saw that up on top.
Dave: Whole trees were engulfed in flames.
LT: That must have been a hell of an experience for every one of you. You'll remember it for the rest of your lives and tell your kids about it.
Kim: Was there anything about this fire you remember since you have been on different fires all season? Did it have the biggest flames or the largest amount of firefighters?
Inmate: Everything about it was big.
LT: They had over two thousand fire fighters.
L. T. (To new group of inmates.) We are trying to put together a story about the Mt. Vision fire as seen from a lot of different points of view. Your views are important. You were up there fighting the fire for a couple of days. From Dave we've had a lot of basic information about your being there. I think what interests people most are personal experiences and reactions. Do you have any experiences you want to recount, bad or good. What you did, how you felt about it, and so on.
Kim: One question: have you been doing fifes all season? Is there anything about this fire in particular that stood out?
Inmate: On this fire, we were right there from the start. On the other fires we went in a little after, on this one we were right on.
2nd Inmate: This was my first fire and it was the scariest thing I've ever gone through. It was pretty exciting because the flames were so close.
LT: Were you worried about your safety?
Same Inmate: At first, yes. But then I saw how Captain Dave was working. He is a very good captain. When I saw him not sweating, it made me feel at ease and under control.
Kim: Did he teach you anything?
Inmate: Yes: stay close to the captain because he has the radio. You pay attention to the captain and see no fear coming from him, you will be alright. You don't want your crew members to panic.
Kim: In that particular situation, when we were facing a lot of heat, Phil and Dave went ahead to try and find a way through. What were you guys doing at that time?
Inmate: Trying to stay out of the smoke and waiting for the captain and the swampers to come through.
Other inmate: We were waiting for the okay to follow them, it took awhile. It was really hot. After that, seeing him not panic in that event, when it was my first fire that was important. The flames were right in front, we were smoked out. It was scary at first but all right, a good experience.
Kim: Would you do it again?
Same Inmate: Yes, if it was with Dave.
Kim: You're bonded with him now.
Same Inmate: To tell you the truth, yes. With any other captain I would be mighty scared.
Other Inmate: We worked with Captain Dave and built up a trust with him, a group thing there with the whole group. He trusts us, he has a shovel in his hand and a shovel alone won't cut a line. I believe Captain Dave trusts us too.
LT: Did you all have to come back and catch up on sleep when the whole thing was over?
Inmate: We had a couple of days to recuperate. We left right after that for another fire. We were there about a week.
LT: Dave, when does the fire season start in California?
Dave: Approximately the 15th of May. It lasts until November 1st.
Kim: (to an inmate) What's your position on the crew?
Inmate: At that time I was second saw. I'm first saw now.
Carla: The last first saw left. Who is the swamper?
LT: What does swamper mean?
Inmate: Second in command.
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Dave: He takes care of all vehicles. He takes care of all the tools, all the inventory, minor maintenance.
Kim: You're going to lose him too.
Dave: The guy who was sitting in the last group, Herb, is the new swamper.
LT: (to another inmate) What is your position on the crew?
Inmate: Second puller now. Back then I was mccloud.
LT: For folks who don't understand what this entails, how are you equipped? What exactly do you do?
Inmate: The chain saw cuts and the puller pulls. He carries gas, oil, chains, rags, and whatnot. When the chain cuts I just move the brush and help him clear the path. The next people can come through and cut a wider path and so on and so on.
2nd inmate: If the saw man gets tired it is also the puller's job to take over the saw. The 2nd saw takes his spot.
3rd inmate: They're there to back each other up.
2nd inmate: The saw man has to have a good puller, they have to work together. It is up to the saw team to cut a path so the rest of the crew can come through.
3rd inmate: That is the thing that matters the most, that everybody has to work together.
LT: Obviously with Captain Dave here, that is what happens. As it turned out, the fire fighting at Mt. Vision was a good team effort all around. Without that it could have been so much worse than it was.
Kim: I was at helibase the second day looking across the Bay at the fire. It looked like it was going to take Inverness at any moment.
LT: We heard this from everybody. Miraculously the wind shifted and it blew the fire down to the sea. You go there now, and there is a vast area of burnt grass and scrub.
Kim: It's starting to get pretty green there already.
LT: A lot of greenery is going to come back. The soil enriched by the fire will make for a green carpet in the forest this coming Spring.
Inmate: There is the good and bad of it. It burnt but it is coming back.
Kim: It was pretty spooky on Halloween. I was working up on the ridge on Halloween and I felt I was in a graveyard. We were just asking all the guys if, when you get out, you would be interested in firefighting?
Inmate: I've been thinking about going into parks and recreation, or something along that line. It is different than what I'm accustomed to, I like it, you can see the results.
2nd Inmate: When we come up out of the fire and you go down into the Bear Valley area and you see the people standing out there, you know their homes are saved and you see them smile and wave. It does something for me, right on. I did something.
3rd Inmate: One thing I'll never forget was when we went to our first dinner down in the valley. All the school kids had thank you notes and pictures allover where we ate. That gave me a very good feeling to be appreciated by someone you don't even know. Thank you fire-fighters -- they knew who we were.
Kim: I should let the kids know that. All the groups said that.
Dave: People who see us don't see us as a crew. All the guys are in nomex (fire protective suits). They don't know that they're from an inmate camp somewhere.
Kim: You're putting your lives on the line in the same fire.
Dave: They just know you're a bunch of firefighters out there doing a job. They don't know that you're locked up.
LT: There was an outpouring of gratitude for the inmate crews from the people. They knew there were some 850 inmates fighting the fire and getting paid $1.00 an hour. They knew you didn't have to do this thing, but you did it.
Inmate: It was exciting. I've never been in a situation like that before. Thanks to the captain we made it.
Another inmate: It is a big reality check. At first I thought being a fire fighter here was just doing some work and getting it over with. But when I see the results of the fire and the thank you notes we got, we were appreciated. Now I think about this job not as a pay back to society but as helping society. You take it like a job, if you appreciate it and you get appreciation back for helping the community, it gives you a really good feeling and you think about it twice.
LT: Maybe Kim and I will see some of you on firefighting forces somewhere around. Again thanks and regards to you from everybody in Inverness. When you get out come visit us and see the Park again -- this time not burning.
Inmate: I think we owe a lot of thanks for the training that they gave us. When you go take the training program and see the films, you know what you're going to be up against.
Dave: I think it's important to know that there are one hundred and thirty thousand inmates state wide. In these camps you have less than four thousand. The Marine Corps says they need a few good men, CDF needs a few good men too. You are the guys who do the job.
Kim: I hope we won't have more fires out there for now.
LT: Dave, are you about ready to retire?
Dave: A couple of more years.
Kim: You have to stick around for a while. These guys won't go out with any other captain.
Dave: I'm not leaving yet. (Last group of Inmates enter)
LT: We've been talking about the Point Reyes fire. You were there under another crew leader. Some Inverness people believe the Delta crews made the big difference in saving the town. Do you have any particular feelings about it? What was your particular job up there?
Inmate: We were the second crew to respond there. When we first got there we knew the fire was pretty bad. We went in on the initial attack. Then they pulled us out of where we were because the fire started to overtake that area. We were up there for thirty-six hours straight working to put it out. It was a real experience for me that I could be in the community to help. I'm doing a ten month term, and this is my first time in. That fire right there made me feel like I was putting something back into the community. Something that I had taken out at one time. So being there was a privilege to me. At one point we had a structure, an abandoned structure, a historical building, our Captain Coolidge decided he wanted to save. We went in on a direct attack with a back bum and that was amazing. It may have been an abandoned structure, but it was a good experience to us that we were able to save that building. We got to see wildlife taking off and coming into safety zones that we were actually constructing. That made us feel really good and important, that we were able to save as much wildlife as possible.
LT: What was some of the wildlife you saw fleeing?
Inmate: We saw deer, raccoons, squirrels, all kinds of wildlife. It made us feel bad that we knew that some had been trapped in there and there was nothing we could do. We owe a lot to the dozers. They did a lot to control that fire too. While we were there we were able to set back burns off those dozer lines that were able to aid us a lot in what we'd done. There were a lot of air attacks and things like that, that were contributed to controlling the fire. I feel like all crews deserve recognition for this, they all participated in heroic fashion.
LT: Inverness residents were most impressed by the ground crews. They felt that you were the most important part of the operation.
Inmate: You can only cut so much dozer line and then you want to stop the fire as quickly as possible. You have to use hand crews where dozers can't go. I would say eighty percent of the
time that we were there, the fires were right on top of us. I mean, we were right there with a direct attack almost the whole time.
LT: Did you ever fear that you might become encircled by fire?
Inmate: We had to trust the captain's instincts. These men have been doing this for years. We have to rely on them. If they say we are safe we have to have trust that. If we panic it is not going to do anybody any good, including the rest of the crew.
Kim: Were you working alongside Dave's crew, in a similar area?
Inmate: I believe we were on one side and they were on the other. We worked with crew three and crew five at one point. In fact it was the very next morning when we went in with crews three and five.
Kim: So they pulled you off of the rear flank of the fire. Then did you go down to Stewart camp at some point? There was the base camp down at the Stewart horse ranch.
Inmate: We worked for thirty-six hours then they pulled us off and replaced
us.
LT: You stayed up on the mountain for thirty-six
hours?
Inmate: We were there for thirty-six hours fighting the fire.
LT: Who brought your food?
Inmate: They brought us food. We ate right next to the fire, then we just went back to work.
Kim: Shovel it in and go.
Inmate: That's basically it. We didn't have time to really think about anything other than the fire. There were a couple of times when I was just praying we'd got out of there. Some people who have been in fires before, and have been in direct attacks, knew what to expect. When it is your first time and you're doing ten months, it's something else. We were sometimes five feet away from the flames. When we back burned we were on the flames. A lot of us were thinking of where were the other crews were at the time. We depended on the radio to tell them to get out of the way.
LT: In war it's the same. While you are fighting you never know what's happening elsewhere, whether the war's being lost or won. Firefighting must be pretty much the same way particularly when you're off in the forest in a hand crew.
Inmate: We get assigned to a part of the fire and in this fire everything was happening really quick. With me, I didn't think about what the other crews are doing because I had to focus on what I was doing and to make sure we beat the fire. As far as what everybody else was doing, I didn't think about that.
LT: (to another inmate) How about you, do you have any stories?
Inmate: I'm a veteran of firefighting since '85. To me it is the procedures that get us there. The way the captain wants us to do this and do that. After a while you can see how it fits and what they're doing. That is what I like. The captain has a lot of experience and you just have to trust him. You don't have time to worry about what other crews are doing. We have avenues of escape and that's all run down to us and when the adrenal in gets going, you are out there doing it. There were some big flames. One time we walked right by the heart of it.
Kim How big were the flames?
Inmate: They were tall, as tall as the trees. The wind was blowing and the flames were climbing high.
Another inmate: At one point, at the place that he's talking about, the flames were coming at us so fast that we had to back bum it. First we had to run up the mountain, cutting the line.
There must have been three crews getting in each other's way. We got to the dozer line we had to run back down. As soon as we got down the back bum saved us, otherwise there would have been two or three crews toasted. The flames were sixty or seventy feet high up in the tree tops. That was scary.
Kim: It sounds really scary. I'm trying to figure out where this was. Is this the "historical cabin" some of the other crew members talked about?
Inmate: Yes. It was a shack. We tried to save it.
Kim: Well, Dewey Livingston the Park historian may be grateful to you for risking your lives for that shack.
Inmate "It looked like an old cowboy shack.
Kim: Maybe from an old ranch.
Inmate: The flames were so close and I was cutting at that time, I started just going to the top to the dozer line. I had to keep cutting though, it was close. Then they started backburning down there as we were cutting up.
LT. You were all wearing nomex suits. I suppose this gives you a certain degree of feeling of security and imperviousness to the fire. Kim says it could have gone up to twelve hundred degrees, the temperature at which aluminum melts. A lot of the heat generated was probably whipped up by the wind. You fellows had one hell of an experience.
Inmate: We had a lot of motivation. It gave me my greatest respect in my heart when, coming down for food at the camp, the school children had drawn the pictures telling us thanks. The signs that people were holding up and waving to us made a good feeling inside that we had accomplished something. It made us feel really good.
Kim: Does that happen on other fires?
Carla: That's what kind of makes it worth while. You are out there doing your little part and you don't really know how it has an effect on the entire fire. Sometimes when you leave an area you don't know if it's going to hold or not. You've worked thirty six hours, you're dead beat and you don't even know if anyone knows you are there. Then you get down in the fire camp and you start seeing these signs. I always get tears in my eyes. That happened the first one I was ever on, in 1985 the Las Galitas Fire. It burned seventy thousand acres, almost down into San Louis Obispo. We had a similar situation like this. We were out there for two days. You come down bleary-eyed, tired, and beat. All you can think of is sleeping. Then you see all these signs and it warms your heart, makes you realize why you're there. It was worth it.
Inmate: (pointing to a wall map and photos) That's the big one I was on, right there.
Kim: Malibu? Did most of those houses end up getting torched?
Inmate: Yes.
Carla: It almost was looking like that at Inverness at one point. In fact, that is a news media picture. Our camp had four crews right there. These pictures are of the rescues our crews carried out at that fire. The photos made it into Time magazine.
Inmate: Our training doesn't just stop when we leave Susanville (firefighting training center). Right now we have an opportunity to train in structures and to work an in a camp structural crew that will handle fires in buildings within a five mile radius. We don't have many structures in that radius but the training itself is good. You really accomplish something while you're in.
Kim: You could be part of your local fire department when you get out.
LT: You don't have any fire fighting equipment here to take out, do you?
Carla: We have a fire engine. It's a camp fire engine. It's primarily for the purpose of fire protection for this camp and the department of health services next door. We also are allowed to respond, if there is a captain on board and four to five inmates, anywhere within a five mile radious to any other type of incident. Most cases here would just be some type of wildland.
Last summer they went on three to four and they were the first ones there.
Inmate: So we do have a lot of opportunity when we leave Susanville for more training. They teach you C.P.R. and everything.
Kim: So do you feel like you want to do fire afterwards?
Inmate: I am really happy with C.D.F. because they will accept us with a felony on our record. You can become volunteers and I guess you can come up to a captain.
Carla: You can go as far as a captain in a fire station.
LT: Some people in Inverness who were so taken by what you did at the fire say the trouble is that ex-felons cannot be hired by the state or federal government. Carla tells me that is not true.
Carla: The only thing they are not allowed to do is take any job with a peace officer status. I'm not sure how it works at Susanville, but as far as our department, they could not be a crew captain at a camp. They could be a fire captain at a fire station, which is the same level. That is as far up as they can go because anything beyond that is a peace officer.
Dave: We have ex-felons who work in our warehouses, maintenance departments, and kitchens. So there is some opportunity.
Carla: Our job applications have that on there, but that is just informational. It doesn't mean that the person is not going to get the job. This work is not for everybody. They may do this for one season and that is all they want.
# # #
THE OBSERVER
Interview with Virginia Rothwell, Inverness 11/22/95
Virginia Rothwell lives high up on Vision Road in a house she and her late husband, Easton Rothwell, built in 1974 after his retirement as president of Mills College. Her road leads to the Inverness ridge and to the top of Mount Vision. The panoramic view south from the deck of her house takes in the high ridges and canyons of the fire-ravaged area.
LT: I am sitting with Virginia Rothwell in her house on Vision Road. She found she had a ringside seat overlooking the fire drama as it unfolded. Friends and neighbors came up to watch the fire from her deck with awe and some trepidation.
Virginia, will tell me about those events which began on the third of October, last month.
VR: I can tell you when I first saw it. I had been over the hill, down in San Rafael. Coming back, when I got to Point Reyes Station I saw a considerable amount of smoke.
LT: In the morning or afternoon?
VR: In the afternoon. It must have been about a half an hour after it got started, which would have been about two. I hadn't been home more than half an hour when Sally Behr called and offered me their little guest cottage which is no more. A very sad bit of irony. (The Behr's own house was totally destroyed that night.) I stayed home alone that night. Meanwhile it had spread very quickly.
LT: Weren't you worried?
VR: I was worried sick. I got up every two hours and looked out to see where the flames were. In fact, I have a picture that I took in the middle of the night. I didn't sleep. My dear friends Bob and Norma Wells offered me a bed at their place. They couldn't see the fire and so assumed that they were safe. I accepted their invitation. Meanwhile, as you suggested in your opening remarks, I held "open house" out on the deck for about three days. It was in no sense a party. It was worrisome wait. People brought lunches so they wouldn't have to miss a thing. They were anxious hours. The helicopters, seven of them, shuttling back and forth and bombers flying overhead. It was like a war zone.
LT: Sitting up here on the mountain, did you have a sense of really knowing what was going on down below? How were the lines of communication?
VR: They were a little strange. We had eight pieces of fire equipment on the fire road at one point of time. You know we have access to the road to the top of the mountain. The gate is usually locked but it was opened for access by the fire engines. One of the group on my deck was always calling the poor Fire Department or the Park Service to find out how things were going. We could see it all, we really could see everything. There were two disaster people, from two separate areas, who ordered their people to leave when it wasn't necessary. I knew
it wasn't necessary from where I sat. It's too bad they weren't right here watching. When the fire got to the Paradise Estates because of the sudden wind change, we could hear the fire sirens from here.
LT: Was that Paradise Estates or Drake's View?
VR: All the same thing. That was the terribly tragic part of course. We felt so helpless, we were sitting here watching and doing nothing, we felt so helpless. We did offer, when it was allover to take people in. I called the Red Cross and they didn't need any of us I guess.
LT: Did you have any trouble getting through to the Park people who you said were being assailed by calls?
VR: No, they were wonderful. I didn't call them, but some of the other people here did.
LT: What did the Behrs do after they were burned out?
V.R. They left. I offered them beds but they have family in Novato and so they went directly there. I don't know whether you are going to talk to Sally and Peter or not.
You know they barely had time to get out with their lives.
LT: They said they had only ten minutes.
VR: And they prayed that the power would last long enough to get the garage door open. That is something we need to think about, isn't it I can't open mine manually, it's supposed to, but I can't do it
L T: We all need to do emergency drills. Any little interesting vignettes about how some of the people who came up here responded to what was going on?
VR: We were all very apprehensive, because the fire was getting closer.
Every time we would see a firefighter, we would wave wildly to him and thank him. Other than I had no direct communication about anything that was going on, other than what seeing what went up my hill.
LT: Did you go up and down the mountain every day without any hesitation, or did you stay up here?
VR: Only as far as my house.
LT: There was not any regular traffic of fire equipment coming up and down Vision road?
VR: There was a lot one day going up. It didn't come back so far as we know. It must have come back eventually, but it probably went back down the other way. One day I found, at the bottom of the hill, some press people with their cameras. I was tempted to say go up to my house you would get the best view of all. But I resented them somehow, so I didn't give them
any help at all. I just told them they couldn't get up the mountain on this road.
LT: I can understand that -- you seeing them as outside intruders.
V.R. Exactly. I visited Janet West down in Inverness one day and looked across the Bay at a mesa which had become an airfield for helicopters - a place where pilots could refuel and park their aircraft at night.
LT: Where was this?
VR: Across the Bay from the boatel. Helicopters took off from there, dipped water out of the Bay with big buckets hanging from long cables and would fly over to the fire zone to dump water.
LT: I thought they were taking off from the field right across from the Park headquarters.
VR: There was a helicopter there, but the seven of them were stationed across the Bay. I understand that they had one that was doing nothing but traffic control for the other six. So they would know where to go and not run into one another doing it. It looked as though they were flying right into the flames or the smoke.
LT: They were brave and persistent people. The whole thing was a very remarkable operation.
VR: It was a wonderful operation, beautifully orchestrated.
LT: It might become a text book case as to how a fire should be fought.
VR: I'm not sure I'm right about this, but in the beginning they thought they might do as they had done in Yellowstone -- just let it go for the good of the land. Then, when it was threatening the town, they reversed all their procedures and got in all this help. One of the ironic things that happened was that the day before the fire, six of the bombers had been sent from nearly Santa Rosa to Los Angeles. Whoever was in power thought the fire danger was over up here.
LT: No, I hadn't heard that. I thought they were normally stationed at Santa Rosa.
VR: These were from Southern California. They are often needed down there too as we well know.
LT: I will find out about those things later on. It is much more important to stir the memories of people like you about that time.
VR: I really don't know any more to tell you except the hours were anxious ones.
LT: Did you ever get warnings from fire headquarters to leave your house?
VR: The woman who is in charge of our disaster area said we should leave. I packed my car,
which was in itself something to think about ahead of time. Trying to decide what to take was something. My car was packed with what I felt I needed and it was ready in the driveway with the keys in it. We were told to evacuate but we could see from here that we didn't need to."
LT: Were any of the people who came up here to stand on the deck and look at the fire among the unfortunates who lost houses?
VR: No, but there were some from Sea Haven who were told to leave and knew it wasn't necessary as they could see from here.
# # #
HOME OWNERS BURNED OUT
Interview with Ivan and Eleanor Stern, Inverness 04/29/96
Ivan and Eleanor Stem have lived in Inverness for more than a decade. She is an accomplished musician -- a concert singer, pianist, music teacher, and composer. He is a retired chemist, a fiddler and cabinet-maker. Both are avid hikers.
LT: When do you start rebuilding up atop Drakes View Drive? It's been a long time since the Mt. Vision fire and the major misfortune of losing your home to the wild fire. Yours was among some 44 others?
Ivan Stern: I understood the official count was 45.
LT: Were they all clustered in the area where you lost yours or widely spread out?
IS: I think they were pretty well clustered in the area at the top of Drake's View Drive, down Sunnyside and down around Dover and probably down to where the hill begins to get steep.
LT: On the third of October when the fire started did you have any report about it?
Eleanor Stern: We smelled the smoke from about 1:30 on and then saw planes flying low overhead trying to put the fire out. I got in touch with members of the Inverness Ridge Association's emergency disaster committee who live on our hill. I asked them about the situation. They were in touch with the fire chief and said, "Don't worry about it now. You don't have to leave now." So we carried on our business. Ivan was working at something. I was practicing the piano and it was Yom Kippur and I was planning to sing Kol Nidre that evening and as I was at the piano I suddenly saw smoke covering the sun. Everything was in a weird brown light. At that point I realized that we had better get moving. I got dressed to perform, fed the dog, and soon after that we got a call.
IS: In this respect we can backtrack a bit. Paul Phelps was one of the people on the emergency committee who seemed to be phoning various residents. At the beginning of the day we had no indication that we were ever going to lose our house. We did know that there was a lot of dried brush on the ground and, some years earlier, after our discussions about it, Eleanor had gone to see to it that our insurance was up to date, First of all we got an estimate from our architect as to what it would cost to rebuild the house and I took pictures of everything in the house and put them in the safe deposit box just as a backup. My recollection of that afternoon is that I was probably cleaning up after lunch when we saw the tankers flying overhead and the smoke get thicker and thicker.
LT: At four o'clock in the afternoon?
IS: No. One-thirty.
LT: That early on the third?
IS: Yes.
ES: We didn't see the smoke. We smelled it.
IS: Up until about three o'clock. Then as the afternoon wore on it got thicker and thicker and we had a call from Paul Phelps who said, "You'd better turn on the radio."
ES: This was around four.
IS: So we turned on KCBS and after about five or ten minutes of weather we hear, "Residents of Drake's View Drive and Paradise Ranch Estates are urged to evacuate immediately." This we did within fifteen minutes.
LT: 720 on the dial?
IS: There was no other station as far as I knew that would be broadcasting a warning I had tried KGO (710) but heard only their regular programs.
LT: Why do you think the disaster committee was so sure earlier that you were in no danger?
IS: I don't know. That was a conversation that Eleanor had.
ES: Frank Seidner and Paul Phelps said we don't have to evacuate now. Lu Phelps said: "If I were you I'd pack a suitcase". But Paul Phelps said: "No, don't worry. I'll let you know." So I didn't worry. But kept in touch with them.O
LT: The fire obviously got out of control.
IS: There was a 3D-mile and hour wind blowing right into the area where we were least protected.
LT: And so you just had just a few minutes to get out.
IS: We didn't know how much time we had. If we had known that we would have had an hour and a half or two hours to get out and we would have packed more.
ES: We left just a few minutes after we were told to evacuate.
IS: Another complicating factor was that Eleanor had an engagement to sing that evening. So we threw a few things together and went down the mountain for dinner at the Reyes Cafe where
we had a good view of the ridge and the fire. The fire got worse to the extent that we could see no longer see what was happening on the ridge. We decided at that time that the house had to be gone. I called up our number and the answering machine didn't work so we figured either the electricity was off or the house was gone. Actually for some reason the electricity was off because it wasn't until about six o'clock as I understand it that our house burned.
LT: Did you get any kind of report later on from the firefighters about whether or not they tried to save the house?
IS: One of Eleanor's singers Ray Moritz, was with the Bolinas Fire Department. He was one of the people up on the ridge fighting the fire in our area.
ES: I don't think he was fighting it. I think he was documenting it. Taking pictures of it. I saw pictures shortly afterwards of our house burning down. (Showing photographs) There is a firebrand. It's burning by the fence. Now you see how the fence is catching on fire. Now you see how the trees on the side of the house are catching on fire and now you see the house catching on fire... and so on and so forth.
LT: It must have been with somewhat mixed emotions. Did you carry out your engagement that evening?
ES: No, I couldn't.
LT: Can you describe some of the feelings that were going through you when you saw this thing happening? You were losing everything you had.
IS: I felt first of all energized, in a certain sense, to be leaving intact, For I thought it would be just a few minutes before something bad could happen. I didn't want Eleanor to be put in danger. My philosophy always has been that things are things. You can replace them. I felt it was best just to get out safely and in one piece and come what may as far as the house was concerned. We could replace things but not loved ones.
LT: You told me early on that the number of houses lost was somehow in dispute?
IS: My understanding is from the last time I heard the count of it was 45.
LT: And you knew most of the people who lost their houses or you came to know them after that.
IS: I think we knew a certain number. I'm not sure. I couldn't really recite the names of more than a half dozen of them.
LT: Did the firemen tell you later on that your house was destroyed because you hadn't cut back the brush from your house. There was too much tinder around it or what?
ES: Yes they did. The lot next to us on the west side of the house was undeveloped so there were a lot of trees there. And there were trees on the west side of the house on our land where the fire came from.
IS: In actuality though if there was a bad place for the fire to come from that was it, I guess. It came from the west side. But every other side of the house had at least 30 foot clearance. There were a few trees on our property on the west side of the house which were felled pretty
quickly by the firefighters.
LT: So your house burned early on, about 6 p.m. on the third.
ES: I think it might have been a little later from the slides I saw. It looked kind of dark when the house was burning.
LT: So what happened? Where did you stay that night?
IS: We drove to San Francisco and spent the night with Eleanor's daughter.
ES: We wanted to be with her.
IS: I did do something strange the next day. I was feeling odd. We went in shopping for groceries to be sure we'd have a bit of food and stuff. I was in the Safeway at the Marina. The doors were open. It was a balmy but windy night. The smoke was absolutely intense in San Francisco, fortyfive miles away at least, by car. I asked for something from one of the ladies at the store. She led me to it. I said, "By the way, do you smell that smoke?" She said, "Oh, yes, it's terrible." I said, "That's my house burning down."
LT: Then you say you were investigating various places to stay and finally you found one.
IS: We stayed with Eleanor's daughter until Jim Campe offered us the house of his mother who had died recently.
LT: Was that in Pt. Reyes?
IS: Inverness Park. He lives in Inverness but his mother had lived in Inverness Park.
LT: Is Jim rebuilding your house?
IS: Yes, he is the architect.
LT: Fine.
IS: We had known the house, as a matter of fact.
ES: It was very nice. The place was so beautiful to have. Everyone reaching out to help us.
You just can't imagine how the community came together to be a really caring group that tried to do everything possible for those who lost their homes. They set up in the school an emergency area. They had lists of people who volunteered their homes for those of us who lost ours and provided message stations.
IS: Free telephone service.
ES: A few days later when we came back to the area I walked into the bank and asked to use the phone and they said, "Here's the phone." They were just so wonderful and it was wonderful to stay in Jim Campe's mother's house. It's small and cozy.
LT: A number of firefighters who have been around for a long time said they'd never seen the aftermath of a fire like this, so much unity and cooperativeness in the community.
IS: It was really striking to us because we had discussed very seriously about possibility relocating to somewhere else for several days. In fact we went so far as to go to a real estate agent and have her show us a few houses in a place other than Pt. Reyes or Inverness. When we came back to Pt. Reyes we could walk the street and people we hardly knew would walk up to us and say how sorry they were and ask how they could help.
ES: It was only 24 hours after the fire that we realized that we didn't want to move away.
LT: As a neighbor of yours, I'm glad you didn't. Any other retrospective insights into fires and losing a house and living in a community like Inverness, or Pt. Reyes that you want to set down for posterity?
ES: I'm thankful that there were only 45 houses because those of us who did lose our houses were able for the most part to find a rental unit in the area. If there were two or three times the number of homes destroyed people would not have been able to remain in this area.
LT: It's been a telling episode. No one hurt. No one killed.
ES: There were pets.
IS: Our dog, Sally, several weeks after we moved into Jim Campe's house, developed a terrible syndrome -- essentially of exhaustion.
ES: Shock.
IS: We learned later she'd developed a tumor on her heart. but it as quite shocking because shortly before her first attack, I had taken her for a swim at the dam, a place we both dearly loved.
LT: I'm so glad you're going to be staying among us, build again and flourish up there on Drake's View.
IS: It certainly has some improved aspects to it.
# # #
THE HOMEOWNER SPARED
Interview with J.B. Blunk, Inverness, CA 12/08/96
J.B. Blunk is a sculptor. His works are in museums and public buildings throughout the United States. His sculpture "The Planet" commissioned and owned by the Oakland Museum, was a centerpiece for its opening in 1969. He has lived in Inverness for 40 years at the edge of the forest in a house he designed and built himself. His children are Bruno, Rufus, and Mariah Nielson. His companion is Christine Nielson.
LT: Friends and strangers call you J.B. Why?
JB: That's all I've ever been called. My mother decreed it and I have not been called anything else since. The only place where my name "James Blane" appears is in my passport.
LT: About the Mount Vision fire; you lived on the front line of the firefight, a precarious place, was it not?
JB: Yes, that's the kind of place it turned out to be. We were the farthest out southward from Inverness itself. We were fortunately at the right place at the right time because we were closest to the fire and so to the firefighters as well. In order to save Inverness from going up in flames, they had to save us first.
LT: You were up on top of the ridge with the fire raging below and around you. With you was an army of hand crew firefighters with fire engines and bulldozers, trying to hold the line.
JB: In a nutshell that's what happened.
LT: Your house was on the frontier.
JB: That's where they decided to divert the fire to try to save Inverness.
LT: You must have felt helpless up there.
JB: I didn't really feel helpless until 3:30 in the morning on Thursday.
LT: That was Thursday the 5th?
JB: It's the day the fire came roaring up the canyon in front of our house. Until 3:30 there was still a chance that it was not going to go into the canyon and come up the slope in front of our place.
LT: It was already pretty far into the canyon, was it not?
JB: Yes. What aroused me at 3:30 in the morning was a roaring noise. I got up and went to the
window. The sound was very loud. Then I opened the sliding glass door. The noise was overwhelming, unlike any sound I'd ever heard. Visually, I had never witnessed anything like it. The big pines on the south side of canyon -- probably about 300 yards across -- were, oneby-one, exploding in the tremendous heat of the fire.
LT: Bishops?
JB: All Bishop pines. Each one was like a big fire ball. When they exploded into the sky they showered incandescent pieces clear across the canyon.
LT: It seems amazing the fire didn't catch on the north side of the canyon.
JB: It did. The ground fire would ignite the trunk of each tree and travel upward to the top of the tree where the limbs and resins are. Instead of just burning, the tops exploded into great fireballs. Every one of those trees actually went off - that is they blew up. That resulted in the roaring sound caused by the air rushing in to fill the vacuum. There didn't seem to be any wind blowing. Still the embers were being carried across the canyon. I'd never seen such fireworks. It was exciting and terrifying at the same time. Then I looked down and could see the bottom of the canyon was already burning.
LT: So you thought about leaving?
JB: Being on the second story of the house I could look straight down into the canyon and see the blaze. I thought then that the fire was coming up to the house and that we'd better get out. There was nothing that I could possibly do to stop it. We walked out the driveway and went next door on our way out to see if we could help establish the fire break around Gordon Onslow Ford's house. It was then we saw a great troop of fire fighters marching up toward us in single file. Unbeknownst to us, a plan had been put into action to marshal all fire-fighting forces to divert the fire around Inverness. In doing so it would have to be diverted around our house. There were more firefighters than I'd ever seen before. They kept coming. Regardless of the number of them, I never dreamed that even this number of men could turn the tide. They had, backing them up, fire engines, bulldozers, tankers, and other gear all clustered some two hundred yards from the house. First, they cut down all the trees in front of the house at the top of the ridge and let them fall down into the canyon. The idea was to contain and divert the fire westerly along the ridge and in the canyon.
LT: There must have an army of men just handling chain saws.
JB: There were also hundreds of men using those big hand tools --mcclouds they call them a kind of over-grown hoe. Most of the firefighters used hand tools. Big dozers were waiting for the fire as it crept up the north wall of the canyon. Then they started to push dirt atop the burning brush along the edge of the ridge and spreading out the ground fire. They kept worrying it with their machines and pushing it to the northwest to a place where the forest was already burned out. Otherwise it would have gone over the road along the ridge and down the slope into Inverness. There's no question but that is what would have happened.
LT: When did you leave?
JB: We went down at three thirty in the morning. It was just dawn when we returned. I had expected everything to be burned up. Lo and behold the house was still there. A miracle.
LT: Gordon Onslow Ford never left?
JB: He didn't have to. The diversion saved his place too. The fife had been diverted but it was still a serious threat. A crown fife had started southwest of the house It threatening to jump the road. If it had, nothing could have stopped it. Happily, by then, it was just light enough to resume air operations. The big bombers appeared low overhead with fire retardant. In three passes they killed the crown fife. They had also, inadvertently, dumped retardant on our house, enough to dust it with red residue but doing no damage. The next day a man in a business suit came around. He asked if the fife retardant had caused any damage. We told him it had painted our house red, that was all. He was an official checking potential liability problems the government might face.
LT: You are surrounded on two or three sides by state and federal lands up there, are you not?
JB: Well, we're in the Nature Conservancy and then we're within three hundred yards of that portion of the National Seashore that comes over the ridge and maybe two hundred yards from the State Park boundary.
LT: So you live on a small land peninsula between state and federal properties.
JB: I built our house on a spur that sticks out into the canyon. If you go up on the ridge now and look down you can see how the fire burned around and under that spur.
LT: You lost those beautiful trees in front of the house that screened you. But at least you and Onslow Ford did not lose your houses.
JB: True. I never would have believed it possible, not matter what resources they had in the way of crews and dozers. Saving our house has been one of the great blessings of my life.
THE NATURALIST
Interview with Jules Evens, Pt. Reyes Station, CA, 12/13/95
Jules Evens is a naturalist and writer who is a leading authority on the flora and fauna of the Point Reyes Peninsula and author of a definitive book about the area. He was a member of the B.A.E.R. team that studied the impact of the Mt. Vision fire immediately after the event. He has been a long-time resident of Pt. Reyes Station where he lives with his wife
Meryl and daughter Veery and son Noah.
LT: Jules, you have expressed a somewhat optimistic view of the impact of the fire. You say that there are different ways of looking at it?
JE: I think of the fire as being two fires, really. One being the human fire, with all the tragedies involved with it. People's loss is very real and each one deals with it in his own way. There is also the enviromental fire -- the ecological event -- that is inevitable, given the habitat and the climate here. I see that fire as not only inevitable, but as necessary and wonderful in a way because it is the prerequisite for the regeneration of that habitat. From an ecological viewpoint, there is also sort of an irony to it. If you walked through the forest two months ago before the forest fire, you could see that the fire was ready to happen. Then if you go there today all you see is the process of regeneration beginning to happen. So the opposite potential is always inherently present.
LT: How long has it been since there has been a regenerative fire of similar scope in the area?
JE: I'm not sure of the answer to that and I should get back to you with it because I have been asking myself the same question. I know the Park has done small prescribed burns fairly regularly over the past decade or so, with increasing frequency as it has become more acceptable and as people have come to understand the reason for it. As for a fire on that scale, I'm not sure. There has been logging in the adjacent forest as recently as in the early 1960's which had much the effect of fire, at least initially.
LT: You mentioned earlier that the forest had become a "senile forest."
JE: If you walk through portions of the forest that have not been burned in thirty or forty or sixty years, you'll notice that many of the trees are much the same age, all rather old. Bishop Pines are not long-lived trees. They live seventy to one hundred years -- something in that range. If you walk through portions of Tomales State Park that haven't burned you'll notice there are few, if any, young trees in the understory. They are all rather large trees of uniform size and age. An ecological term for that is senescence. The forest is senile, it is not regenerating.
LT: It cannot reproduce itself?
JE: Right.
LT: Bishop Pines were the predominant species?
JE: Largely where the fife was, they were dominant. There were other trees mixed in: Douglas Fir, Bay, Madrone, and Tan Oak. Tan Oak is largely an edge or seral species; Bishop Pine is the climax species in that section of the Park. The fife stopped to the south where Douglas Fir became dominant.
LT: When you say "seral" species what do you mean?
JE: Tan Oak, which is a fairly common tree in the forest, never becomes dominant. It is in the intermediate stage in the succession of the forest. The Bishop Pine tends to be dominant as long as there are events that serve to regenerate it, such as fire.
LT: Walking in the forest, I've seen new Bishop Pines sprouting along the trails. Yet we have talked about the problem of the cones not being able to broadcast regenerative seeds without the heat of fire. You had a particular term for Bishop Pine cones did you not?
JE: "Closed cones." Yes, some regeneration will occur in the absence of fife. Probably on the edge of the forest or in places where there has been disturbance of the soil and some viable seeds have managed to find their way there. If you think of the forest as a whole, the likelihood of maintaining its extent for a long period of time is probably not possible without fire.
LT: What of the effect of the fire upon animals whose habit was in the burned area of the forest? Did the fire actua1Ily encourage the survival of particular species and lessen the survivability of others? And what is the reason for the particular kinds of species we find in Point Reyes Peninsula area?
JE: That is a large question. Rather than think of an individual species it is useful to think of mosaics of species, or of a large groupings of species. The complex of species that we have here are the results of many factors. Our latitude, the overlap of species that come from the south and north, and the equitable climate. As far as the Bishop Pine forest goes, it certainly has it's own mosaic of species and there are some species that occur only in the Bishop Pine forest, for instance, a species such as the deer fern. Some of the birds that occur there occur less frequently outside the forest; examples are pygmy nuthatches, some of the woodpeckers, and winter wrens. The Bishop Pine forest creates a habitat for these species that is a kind of optimum. There are some species, notably the Point Reyes mountain beaver, that occur primarily in the Bishop Pine forest, although they can occur also in the coastal scrub.
LT: Would you describe the mountain beaver?
JE: Let me describe its distribution first. It occurs in the Douglas Fir forest and in coastal scrub, but is essentially confined to that related area where the fire was, and a little to the north and south of there. It is a large rodent that burrows underground and rarely comes above ground. Imagine a gopher the size of a large guinea pig. It is not a beaver and it doesn't
necessarily live in mountains. So that is a misnomer. It is a primitive rodent that eats primarily things like ferns, fronds, and other similar soft vegetation. Mountain beavers live in a burrow system underground, in colonial "villages." They need to be together because their habitat is restricted to steep banks where there is soft soil and access to water sources. They tend to be individual, rather solitary, each having its own tunnel system. Because they are sedentary animals they probably suffered significantly in the fire. Walking through the fire area days after the fire, we found areas where we hadn't known that mountain beavers occurred. We found their burrow systems because the vegetation had been burned away. They build their burrows so there is an air current into each burrow thus getting rid of excess carbon dioxide that builds up in an enclosed system. We imagine that the fire was simply sucked into the burrow and extinguished them all. It will be interesting to see how long it will take for some of these sites to recolonize with beavers. I suspect it will be a long time. This colony here has been isolated long enough to become a distinct subspecies called the Point Reyes Mountain Beaver. They are a little smaller and a little redder than other mountain beavers that live further north such as in Mendocino County and British Colombia.
LT: Does one make the mistake of looking at the burrows and saying these are gopher holes?
JE: They are much larger. It would be hard to misidentify them. They look more like fox holes although you see them -- hundreds of them clustered together -- only on hillsides. There is another subject I want to allude to relative to the mountain beaver. If you read that paper I gave you on erosion after fire you will see that a contributory cause of erosion can be animal burrows. Naturalists call this "bioturbation." Water will move through the burrows and create greater erosion than in areas where there are no rodents.
LT: The mountain beaver is seriously endangered. What about the spotted owls, are they okay?
JE: We lost some spotted owl territory in the fife. Individuals may have escaped, although we are not certain. It's hard to track living creatures. They will be forced into adjacent habitats and when breeding season comes in February or March, they will have to establish themselves in areas that may already be occupied. It certainly had a negative impact on spotted owls.
Whether there is enough habitat out there in adjacent areas to support those displaced individuals is an open question.
LT: I read somewhere that there is a Point Reyes silver butterfly that seems to be endangered.
JE: Yes.
LT: How can they determine that? Because their habitats have been burned?
JE: They breed close to the coast in the Bishop Pine forest - in places where the fire went down to the dunes. Their habitat was quite affected. There are several dozen species that are either rare, threatened, or endangered, that have been identified as having their habitats impacted by the fife. Some are in the forest and some are down on the coastal strand.
LT: I noticed that some of the small animals of Point Reyes, the jumping mouse and pond turtle, are identified as being particularly identified with this area.
IE: The Peninsula is really an island. As Howard Gillian called it: "an island in time". It is physically an island separated from adjacent forest by grassland and the San Andreas Fault. Some of the more sedentary species that have been there long enough have diverged from their closest relatives sufficiently to obtain that status of being a Point Reyes subspecies.
LT: What about plant communities? Were any wiped out? Are they all going to come back?
IE: Certainly some endangered plants were affected, but for the most part the fire was not extensive enough to impact all the population of these various species. Our best guess would be that a lot of these plants will come back in greater health than they were in prior time. It may take years. In some cases it may be instantaneous.
LT: You did mention, I think, that perhaps we will even see some new or hitherto dormant species emerge next spring?
IE: Yes, I expect next spring we will see some species that are rarely seen in Point Reyes species that happen to be particularly adapted to post fire environments. For example Zigadin ("fire lily") in February or March, depending on rainfall. We will go out there and some of the areas of bare ground now will have these beautiful yellow lillies blooming for a short six weeks. A lot of other annual flowers will be coming up also, particularly fireweed -- Epilopium -- will show its magenta color. There is a list of plants that tend to come up after fire and I expect to see many of them here. Already the growth of shrubbery out there is so vigorous that they may compete with the flowers. We will have to go out and look.
LT: The ash left by the fire acts as a fertilizer -- a stimulant to growth -- does it not?
IE: A lot of the nutrients that are in plants like a Bishop Pine tree or a coyote brush, are returned to the soil in the form of ash when these plants burn. These nutrients become available to whatever species might exploit them, given the right conditions. In a senile forest, a lot of nutrients are lost in the upper stories of the forest. The soil becomes more and more depleted. Fire recycles nutrients back into the soil, starting the growth process anew.
LT: Hitherto, I'd considered you to be a particular expert on birds, but obviously you're an allpurpose naturalist. Maybe we can talk a little about the bird population on the Point Reyes Peninsula before and after the fire. What is your prognosis?
IE: I am not very worried about the birds that were directly impacted by the fire. The obvious species - the spotted owl, the osprey -- were affected as were the prey that the spotted owl eat. Species like nuthatches, wren tits, and small passerine birds probably could escape the fire for the most part. They could have found refuge in stream-side thickets or moved beyond the perimeter of the fire. During and after the fire, when we walked up on the ridge, we saw rather large mixed species flocks. It seems that a lot of the birds were moving and foraging together
rather than in discrete units in search of available food that they couldn't find on their own. It will be interesting to see how various species move back into the burn area. In what complexity or what groupings they move back in. There are several species that were predictably most impacted. Those would be the most sedentary, the least able to fly such as quail, wren tits, white-crowned sparrows that nest on the outer coast and the coastal scrub area. There are a few others, but those are the main ones that come to mind. They were initially able to find refuge in the unburned areas, whether their survival over the long term is assured remains to be seen. People will be looking at that, we will be doing some studies out there. The Point Reyes Bird Observatory is doing some plots out near Limantour Beach and will be looking at individual species and how they recolonize.
LT: You were a member of the of the team that prepared the B.A.E.R. report. Would you kindly tell me what the acronym B.A.E.R. stands for?
IE: Bum Area Emergency Rehabilitation.
LT: The appellation has been used before?
IE: Apparently you have spoken with some Park people. The Park wasn't even aware of their existence. The B.A.E. R. team just showed up the day of the fire. Gary Fellers, one of the naturalists at the Park, told me they didn't even know B.A.E.R. existed. And suddenly, there they were.
LT: Did you play any role during the actual fire, advising Park Service people?
IE: I did work with the B.A.E.R. team. When they came to town they did a little research and talked to people in the Park. They had a list of species that they had to account for. The B.A.E.R. team was mandated to assess the fire's impact on t1Jreatened and endangered species, so they had a list of species they had to check out. They got here they found people who were familiar with distribution or biology of the species and contacted them. I had worked on various projects and publications so they contacted me about several birds, including osprey, spotted owl, black rail and common yellowt1Jroat, and asked me to evaluate what the impact might have been. I was also asked to design a monitoring plan for use after the fire to assess the damage.
LT: Have you done that or are you still doing it?
IE: We prepared the report and gave it to them. They incorporated it into their plan. Because of the biology of these species, in February or March, we will go out and do some monitoring. They have the funding for it. We will try to evaluate the damage to certain species and their future population levels.
LT: You will be "their man" in Point Reyes?
IE: I will be working with their entire team, and other people, some of whom are already here. We will set up study sites and, depending on the species we are looking at, we will have a mix of people surveying those sites. For example, Limantour will have a transect of stations going
probably across the coastal slope surveying for species x,y, and z. We hope there will be funding for several years though right now the funding goes for a year at a time.
LT: Any disastrous things happen to the marine life in the area?
IE: Interestingly, in Limantour, the fire did encroach into the tidal marsh, which I consider marine life. One of the species we will be looking at is black rail. The species didn't occur in any numbers at Limantour but their habitat was impacted so we're going to look at that. As far as those species are concerned that occur below the high tide line, none was impacted that we know of, only the species along the tide line -- mostly plants.
LT: Is there anything else you would like to add?
IE: I think all the processing has gone slowly because it was such a large event. I remember observing the fire on October 4th, standing out here and looking up at the ridge. I was not concerned then, thinking "oh well, there is a little fire." When the fire unfolded and progressed over the next days we all came to the realization that it was a major event. I think we're all still processing it now. For instance, it would be interesting to go out after this present series of storms has passed to see what erosion has happened as a result. It is going to be an ongoing event for all of us.
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TI-NSPIRE ™ CXII PYTHON
STUDENT NAME
:____________________________________
Directions: Use this document as a guide with the .tns file on your TI-Nspire CXII calculator.
Coding Challenge 2: Use the color mixing simulation as a clue to figure out the R, G, and B values for the secondary colors of cyan, yellow, and magenta. Write a program that displays all three.
--Use sleep(2) for a two-second pause between colors.
Coding Challenge 3: Use the color mixing simulation as a clue to figure out the R, G, and B values for white.
Write a program that displays white and two darker shades of white (grayer).
Use sleep(2) for a two-second pause between shades.
TI-INNOVATOR™ STEM PROJECT
TI-NSPIRE ™ CXII PYTHON
STUDENT NAME
:____________________________________
Science Activity 2: On the next page, check out the range of electromagnetic radiation (EMR) that exists in the universe.
Humans perceive a narrow region called visible light. There are many different wavelengths that humans do not perceive and are seen as black with our eyes. Technologies exist that detect these invisible wavelengths and convert them to visible, such as infrared night vision goggles.
Direct your TV remote toward your eyes. Press any button.
Do you see the light flashing? Probably not since the remote flashes invisible infrared light signals to change the channel.
Next, point the remote at your cell phone camera or a web camera.
Does the camera detect the light?
It probably does because the camera detects the infrared.
Some cameras have a filter to block this unwanted light, so try different cameras
Science Activity 3: Use the simulation to explore the R, G, and B values and wavelengths of different colors.
Try to find the values of the primary and secondary colors.
The color wavelength has a very small unit nanometer (nm). One billion nanometers equals one meter!
Find the numeric values for a favorite color. Be creative and give your color an exciting name.
Coding Challenge 4: Use the R, G, and B values for a favorite color in activity 3 to write a program that displays this color. Use the [ctrl] + [T] key combination to insert a comment in the program with the name of your favorite color.
Science Activity 4: See the page showing a mood ring along with the mood colors the ring's stone could make depending on the "mood" (finger temperature) of the wearer.
Use your knowledge of color along with the previous activities to find the R, G, and B values for all of the colors listed. Record the values in the spreadsheet provided. Use these as a reference in the next challenge program.
Coding Challenge 5: Use the R, G, and B values you recorded in the activity 4 spreadsheet to write a program to display each mood ring color on the color LED. Use sleep(2) for a two-second pause between each mood color.
TI-NSPIRE ™ CXII PYTHON
STUDENT NAME
:____________________________________
Science Activity 7: Try some of these fun experiments if you have the supplies available.
- In a dark room, view a green plant with a red lightbulb. How does it appear? Explain why.
- Place a blue plastic filter over an eye and view a green plant with that eye. How does it appear? Explain why.
- View a plant grow lamp. What color does it appear? Explain why it is that color?
TI-INNOVATOR™ STEM PROJECT
TI-NSPIRE ™ CXII PYTHON
STUDENT NAME
:____________________________________
Science Activity 8: Color vision is a human perception based on the stimuli received by our brain from the three kinds of cone cells in the retina of the eye.
Differences among people's eyes result in slight differences in the perception of a particular color. Some people may perceive that color differently from others, similar to how some people do not have 20/20 vision.
These differences in color perception are called "color blindness". On the next page, check your color vision.
Science Activity 9: Georges Seurat was a 19th century French painter.
Try this fun experiment if you have the supplies available.
He painted with the pointillism method. This technique applies different colors of paint dots to the canvas so that adjacent colors optically interact to produce new perceived colors and an entire scene.
This technique from art is applied to the technology of television screens. A modern TV or cell phone screen is composed of millions of tiny color LEDs packed tightly behind a glass screen.
- Use a real magnifying glass to view a computer, cell phone, or TV screen up close. What do you see?
A TV or cell phone picture is produced by turning on each LED in a way similar to how Seurat painted with the picture on the next page using pointillism!
- Use a digital camera to take a closeup picture of a computer screen and then zoom in as far as allowed on the image. What do you see? | <urn:uuid:cda59fd0-51ef-448f-84db-932efc646304> | CC-MAIN-2021-04 | https://education.ti.com/en/-/media/e224b62572a5454480fc1ffc7ac1526e.ashx?h=16&thn=1&w=16&rev=135d062a-08ac-4912-ab3b-d315da56ab62 | 2021-01-23T18:17:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00515.warc.gz | 322,528,433 | 1,037 | eng_Latn | eng_Latn | 0.998052 | eng_Latn | 0.998651 | [
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Q:1 The photograph shows a new-born baby.
(a) New-born babies have reflex actions. The reflex actions help new-born babies to survive.
Draw a line from each reflex action to the way in which it helps the baby to survive.
(4 mar
(b) Which two of the following may be effectors in reflex actions?
Q:2 The nervous system allows humans to react to their surroundings.
(a) Sense organs have receptors. Receptors detect changes in the environment. Which word describes a change in the environment?
Tick ( ) two boxes.
Brain
Glands
Motor neurones
Muscles
Sensory neurones
(2 marks)
Draw a ring around one answer.
an effector a neurone
(b)
a stimulus
The photograph shows a baby.
Labels A, B, C, D and E show some of the baby's sense organs.
(1 mark)
Answer each question by writing one letter, A, B, C, D or E, in each box.
(b) (i) Which sense organ has receptors sensitive to light?
(1 mark)
(b) (ii) Which two sense organs have receptors sensitive to chemicals?
And
(2 marks)
(b) (iii) Which sense organ has receptors sensitive to changes in the baby's position?
(1 mark)
(c) Information from sense organ A is passed along nerve cells.
The information is coordinated to produce a response.
Which organ in the body coordinates the information?
(1 mark)
Q:3
Diagram 1 shows cells from the light-sensitive layer in the eye.
(a) On Diagram 1, add labels to name part A and part B of the light-sensitive cell.
(2 marks)
(b) There is a junction between the connecting neurone and the neurone carrying the impulse to the brain.
(b) (i) What name is given to the junction?
(1 mark)
(b) (ii) In what form is information passed across the junction?
(1 mark)
(c) Diagram 2 shows a bee flying towards a man's eye.
Diagram 2
In the blink reflex, light from the bee reaches the light-sensitive cell in the eye.
The muscles in the eyelid shut the man's eye before the bee hits the eye.
Describe the pathway taken by the nerve impulse in the blink reflex.
Q:4 Figure 8 shows the pathway for a simple reflex action.
(4 marks)
(a) What type of neurone is neurone X?
Draw a ring around the correct answer.
motor neurone
relay neurone
sensory neurone
[1 mark]
(b) There is a gap between neurone X and neurone Y.
(b) (i) What word is used to describe a gap between two neurones?
Draw a ring around the correct answer.
effector
receptor
synapse
[1 mark]
(b) (ii) Draw a ring around the correct answer to complete the sentence.
a chemical.
Information passes across the gap as an electrical impulse.
pressure.
[1 mark]
(c) Describe what happens to the muscle when it receives an impulse from neurone Z. How does this reflex action help the body?
What happens to the muscle
How this helps the body
[2 marks]
Q:5 Figure 3 shows how a nerve impulse passing along a relay neurone causes an impulse to be sent along another type of neurone, neurone X.
(a) What type of neurone is neurone X?
[1 mark]
(b) Describe how information passes from the relay neurone to neurone X. Use Figure 3 to help you.
[3 marks]
(c) Scientists investigated the effect of two toxins on the way in which information passes across synapses. Table 2 shows the results.
Table 2
Describe the effect of each of the toxins on the response by muscles.
Curare
Strychnine
[2 marks]
Q:6 This question is about the nervous system.
(a) Describe the function of receptors in the skin.
[2 marks]
(b) A response is caused when information in the nervous system reaches an effector.
(b) (i) There are two different types of effector.
Complete Table 4 to show:
the two different types of effector
the response each type of effector makes.
[4 marks]
(b) (ii) Some effectors help to control body temperature.
Give one reason why it is important to control body temperature.
[1 mark]
Q:7 Humans use the nervous system to react to changes in the environment.
(a) (i) Which word means a change in the environment?
Draw a ring around the correct answer.
neurone
reflex
stimulus
[1 mark]
(a) (ii)
Figure 1 shows a light receptor cell.
Use the correct answer from the box to label part A on Figure 1.
chloroplast cytoplasm
vacuole
(b)
Figure 2 shows a boy riding a bicycle on a sunny day.
[1 mark]
(b) (i) Receptors in the boy's body detect changes in the environment.
Complete Table 1 to show which organ of the body contains the receptors for each change in the environment.
Table 1
[3 marks]
(b) (ii) The boy's response to danger is to pull on the bicycle brakes. Which type of effector causes this response?
Tick ( ) one box.
A gland
A muscle
A synapse
[3 marks]
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Ages 3–5: Little Ramblers
Children ages 3–5 will grow and learn while immersed in nature. We will explore ponds and streams, observe tadpoles and butterflies, and build knowledge and relationships. Summer Camp at the Schuylkill Center is the perfect place for young children to deepen their connection to the natural world while getting messy and having fun through unstructured, imaginative play. Uncover the skills that we need to improve our world and take simple steps to care for the earth.
Group Selection
Little Ramblers are divided into three groups, Crawling Caterpillars, Slimy Slugs, and Wiggly Worms. If coordinating with others to attend camp together, please be sure to communicate your group selection prior to registration.
Monday–Friday 9:00 am–3:30 pm | Members: $360/week Non-members: $400/week
Children attending our full program will participate in a mid-day siesta to rest for the afternoon activities. We also offer a morning option until 12:30 pm. | Members: $270/week Non-members: $300/week **Our camp themes are often emergent, following children's interests and allowing for deeper connections and more child-led learning. Please feel free to join us any week. Children must be toilet trained and toilet confident to attend our program.
Our adult:child ratio is 1:6
Please be sure to have your camper bring a child-sized backpack containing a labeled water bottle, a healthy lunch, multiple snacks, sunscreen, bug spray, and an extra set of play clothes.
Marvel at Mammals | June 15 ‐ 19
Mammals have hair everywhere and two floppy ears. Come experience our furry woodland creatures and all of the things that make them special as we explore our marvelous mammals.
Our Beautiful Birds | June 22 ‐ 26
An abundance of birds fly through our property: hummingbirds in our meadow, chickadees in our forest, and vultures high above us. Let's explore the life of birds.
Slimy or Scaly | June 29 ‐ July 3
What's hidden under logs and rocks? Experience the thrill of hands-on learning with the reptiles and amphibians that inhabit the world on the forest floor below our feet.
Getting Buggy with It | July 6 ‐ 10
What would it be like to be as small as an ant? What would you see through the eyes of a dragonfly? Take a closer look at cool critters that fly, float, or forage underground.
Plenty of Plants | July 13 ‐ 17
Explore and investigate the importance of plants: what can they do and who else needs them? We will cultivate a garden to ask questions about plants and food.
It's Invasive | July 20 ‐ 24
It's invasive, boogie-woogie, woogie. We'll visit diverse habitats: hiking to wetlands, climbing in Pine Grove, making pine and wineberry tea, and scanning meadows for invasive invaders.
Wild About Water | July 27 ‐ 31
Children will delight in first-hand discovery while exploring our ponds and streams, running through sprinklers, painting with mud, and playing in Rain Yard—our environmental art installation.
We See the Signs | August 3 ‐ 7
Scat, tracks, and all of that. Learn about the creatures that live in our forests and the role that they play in our ecosystem. We'll use tools to take a closer look at the animals that live around us.
True Adventurers | August 10 ‐ 14
Discover new places and find your way in the woods. Using loose parts like rocks, twigs, and feathers, young explorers will learn about the world as they begin to see the forest in new ways.
Nature Chefs | August 17 ‐ 21
Be a miniature mad scientist and make a mess—the bigger, the better. Nature is alive in all our senses, so let's make, explore, and experiment. See nature in action through the natural world. | <urn:uuid:fed91525-6469-4052-abbd-7342953f5ba2> | CC-MAIN-2021-04 | https://www.schuylkillcenter.org/pdfs/summercamp/2020/Ages%203-5.pdf | 2021-01-23T18:05:07+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00515.warc.gz | 975,660,867 | 834 | eng_Latn | eng_Latn | 0.997819 | eng_Latn | 0.997981 | [
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Chapter I
Introduction
The purpose of this introductory chapter is to provide a brief introduction of the research project. The following sections are included in the chapter: (1) a short background and history of inclusion; (2) differentiated instruction; (3) purpose of the study; (4) statement of the problem; (5) research questions; and (6) operational definitions.
Background and History
Today's classrooms are filled with students from a variety of backgrounds that represent both genders, have a wide range of abilities and often include children who have learning differences, gifted characteristics, or do not speak English as their first language. Meeting the needs of these diverse learners in today's era of accountability is a challenge to teachers. The No Child Left Behind Act of 2001 (NCLB) has raised expectations that all children will meet or exceed state standards including students with disabilities who in the past have been exempted from traditional standards based testing (Fitch & Hulgin, 2008).
School divisions in the United States are experiencing less than desirable results on state tests for students with disabilities. In one study researchers found that schools considered "low performing" and "in need of improvement" all had one common problem; their students with disabilities were failing to meet the annual measureable objective goals on state assessments (Hawkins, 2007). Nationally, this subgroup is scoring significantly lower than their nondisabled
peers in reading and math. Educators are searching for ways to reduce this gap and increase the achievement of those students who receive special education services.
NCLB (2001) stresses that students with disabilities receive their educational services in the general education classroom to the greatest extent possible. The Individuals with Disabilities Improvement Act of 2004 (IDEIA) emphasizes the need to provide access to the general curriculum for those students identified as having a disability (Bowen & Rude, 2006). Based upon the federal mandates of NCLB (2001) and IDEIA (2004), school systems across the country are placing students in general education classrooms and providing special education services within those classrooms (Hardman & Dawson, 2008). Serving students with disabilities within the general education classroom assists in providing that required access, but also adds to the challenge of increased diversity in general education classrooms (Tomlinson, 2003).
One of the greatest struggles for today's educators is the growing numbers of students with disabilities served within general education classrooms. In the 1984-1985 school year, 26% of the students with disabilities received all of their special education services within general education classrooms. By the 1997-98 school year, 48.3% of the students with disabilities received all of their services within general education (Whorton, Siders, Fowler, & Naylor, 2001). Driving this increase in numbers is a combination of several forces including the legislative acts of NCLB (2001) and the IDEIA (2004) as well as parents and educators who desire more inclusive settings for their students with special needs.
The integration of students with disabilities into general education classrooms has changed both the role of the special and general educator as well as the classroom environment. General educators are implementing learning strategies that were at one time used predominately with students with disabilities. Special educators have become more content driven in order to
better help all students to access the general curriculum and master state standards. Special education has evolved from being placement oriented with less regard to the curriculum into the provision of services needed in order to allow students to take part in curriculum that is challenging and focused on the state standards. In addition special education services include an examination of how students with disabilities participate in the measures of accountability required under NCLB (Bowen & Rude, 2006).
Differentiated Instruction
Classrooms that meet the students' diverse needs lead to environments that allow for students to work at their varied readiness levels (Teele, 2004; Tomlinson & Eidson, 2003; Tomlinson, 2003; Tomlinson, 2001; Tomlinson, 2000). In order for students, including those with disabilities, to learn effectively, teachers must provide and allow for learning to occur at different levels and in a variety of models.
Differentiated instruction is one approach that educators utilize for teachers to meet their students' distinct readiness levels as well as their unique interests. This model of teaching is intended to present a curriculum appropriate for all students by focusing on their diverse learning characteristics (Norlund, 2003; Tomlinson, 2003). These diverse learning characteristics include students' aptitudes, prior knowledge, and skill level. Differentiated instruction allows teachers to plan instruction in a way that allows students to work at their individual academic level, at their own pace, and offers students options in the way they demonstrate their knowledge (Nordlund, 2003; Tomlinson, 1999).
Special education is defined as specially designed instruction (IDEIA, 2004). Differentiation is used by special education teachers when providing instruction to their students with disabilities. Teachers incorporate data from both formal and informal evaluations when
planning instruction for their students. This instruction is differentiated based upon their students' unique needs (Tomlinson & Allan, 2000). When planning for reading instruction using a differentiated approach, the teacher would base instruction on data obtained from a formal reading assessment such as the Gates-McGinty Standardized Reading Assessment as well as informal observations along with student learning and interest surveys (Tomlinson, 1999).
The growth in the numbers of students receiving specially designed instruction in the general classroom has led to a change in the model of delivery services to students with disabilities. Many school divisions have incorporated a model of collaborative teaching where general and special educators are planning and implementing instruction together to meet the needs of all of their students (Price, Mayfield, McFadden, & Marsh, 2000). Together, special educators need to continue to provide special education services which meet the unique needs of their students with disabilities while general educators need to create learning opportunities in which all students can thrive.
Educators are faced with the dilemma that exists in the achievement gap between students with disabilities and their non-disabled peers. A longitudinal study focused on this achievement gap. At one high school in Rhode Island with a student population of 800 in which 114 were identified with disabilities, the achievement gap was reduced between those students with disabilities and their non-disabled peers (Hawkins, 2007). In language arts the passing rate was narrowed from 8.1 percentage points to 5.4 percentage points on state-wide reading assessments. The researchers provided eleven practices that worked on narrowing this gap and improving achievement for all students. Two suggested practices are meeting students' needs by using differentiated instruction and serving students with disabilities in the general education classroom using inclusive strategies (Hawkins, 2007). Brimijoin (2002) found that when using
assessment strategies to differentiate instruction during the school year, the pass rate of all students increased by 27 percentage points on the end of year reading test.
Statement of the Problem
School divisions are searching for ways to narrow the achievement gap between students with disabilities and their non-disabled classmates. State achievement scores indicate that students who are receiving services under IDEIA are performing significantly lower than their general education peers (VDOE, 2008). IDEIA requires that students with disabilities have access to the general education curriculum (IDEIA, 2004). Students with disabilities are being served in general education classrooms in order to provide that access to the curriculum. General education teachers and special education teachers' roles have changed. Educators are required to work together to meet the unique needs of all students including those identified with disabilities. Special education teachers have implemented concepts of differentiated instruction as a way to provide specialized instruction to their students with special needs. These strategies are being implemented by general and special educators in order to have all students make progress in the general curriculum.
Purpose of the Study
The purpose of this study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the scores of students with disabilities increased on the statewide reading standards of learning test. This increase in scores assisted in narrowing the achievement gap between the pass rates for the subgroup of students with disabilities and the pass rates for all students tested on this mandated reading assessment.
The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study investigated how teachers use data to meet the
differentiated reading needs of students with disabilities in response to student readiness, interests, and learning profiles. It also searched for how high school English teachers differentiate the content, process, and product for their students with disabilities.
Research Questions
This study was designed to answer the following questions:
1. What data do high school English teachers have access to in order to determine appropriate specialized instruction needed to meet the individualized needs of students with disabilities in reading?
2. How do high school English teachers use data to individualize instruction to meet the readiness levels, learning profiles, and interest levels of students with disabilities during reading instruction?
3. How do high school English teachers individualize the content, process, and product of a lesson to meet the needs of students with disabilities during reading instruction?
Operational Definitions
Content- The "input" of teaching and learning, content is differentiated when teachers clearly identify specific targets of what students are to master (Tomlinson, 2001).
Differentiated Instruction- the process to providing instruction to students of varying abilities within the same class by meeting each student where they are and capitalizing on each individual student's growth and success while assisting in the learning process (Hall, 2002).
Interests- Topics or activities that students are involved in or enjoy and tap the motivation of students such as, but not limited to, sports, music, dance, and community service (Tomlinson, et al., 2003).
Learning Profile- One's preference of learning that is influenced by learning style, gender, culture, and intelligence preference (Tomlinson, et al., 2003).
Process- The "sense-making" of teaching and learning, the methods of instruction used to present the topic (Tomlinson, 2001).
Product: The "evaluation" of teaching and learning, results of the choice students make about how they demonstrate their learning (Tomlinson, 2001).
Readiness- The point where a student can not learn new information alone but instead needs the teacher support of scaffolding to mastery the new learning (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover, & Reynolds, 2003).
Standards of Learning in Reading- Virginia's English/Reading curricular requirements for all students in grades K-12 (VDOE Website, 2008).
Students With Disabilities- Those students who have been evaluated and been found eligible for special education services under IDEIA in one or more of fourteen area categories: Autism, DefBlind, Deafness, Developmental Delay, Emotional Disability, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disabilities, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment (IDEIA, 2004).
Chapter II
Review of Literature
Introduction
In an age of accountability, educators continue to search for ways to ensure academic success for all students, including those students identified with disabilities. The diversity in classrooms provides additional challenges for teachers to create learning environments where all students succeed in their learning. Research has been conducted to assist educators when making crucial decisions concerning the instruction of students with disabilities.
The literature cited in this study was gathered by conducting electronic searches of the following key terms: students with disabilities, NCLB, IDEIA, reading instruction, inclusion, coteaching, and differentiation. The studies obtained through these electronic searches provided additional studies in their lists of references.
The focus of this literature review is to present information on the federal legislation concerning education for students with disabilities and the accountability law for all students. The review also includes research about the achievement gap that exists between students with disabilities and their non-disabled peers, and how differentiated instruction is a way of providing specialized instruction that can close this achievement gap. The empirical and theoretical basis for differentiated instruction, along with how prior knowledge, pacing, and learning profiles influence differentiation of instruction are also provided in this review. Finally, impact studies
and implementation studies on differentiated instruction in high school English are also included in this literature review.
Legislation: Individuals with Disabilities Improvement Education Act
Education for students with disabilities was first codified into federal law as stand-alone legislation in 1975 with the passage of the Education for All Handicapped Children Education Act. In 1990 the law was renamed the Individuals with Disabilities Education Act (IDEA). It is now known as the Individuals with Disabilities Improvement Act of 2004 (IDEIA, 2004). The focus of both acts was to ensure a free and appropriate public education (FAPE) for students identified with disabilities. Throughout that period the courts clarified the definition of FAPE and stressed the importance of individualized and specially designed instruction and related services to meet students with disabilities' unique needs, provide benefit, and allow the student to make measurable progress (Hardman & Dawson, 2008).
When the IDEA was reauthorized by congress in 1997, the focus of the law changed from one of granting students with disabilities access to education, to one which expected schools to expand the skills of students' with disabilities within the general education curriculum, and called for IEP teams to discuss how each student will participate in the state-wide assessment process (IDEA, 1997). The change in the law from one granting access to education for students with disabilities to one that requires students with disabilities access to the general education curriculum and participation in standards based testing was a result of research done in the 1990s (Hardman & Dawson, 2008). These findings indicated when the IDEA's focus was the provision of FAPE; students with disabilities were barred from participation in state and national tests (Hardman & Dawson, 2008). The 105th Congress declared that the IDEIA's implementation has
been hindered by low expectations and little emphasis on using research to determine best teaching and learning practices (Hardman & Dawson, 2008).
The 2004 reauthorization of the IDEIA highlights further the need for instruction for students with disabilities within the general education curriculum and adds that the instruction for students with disabilities should occur in the least restrictive environment (LRE) (IDEIA, 2004). According to the Virginia Department of Special Education State Regulations LRE means, "That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (VDOE, 2010 p.15).
Another significant change in the law that is seen in the IDEIA (2004) is that educators are accountable for their students' learning.
The laws governing students with disabilities have evolved throughout the last three decades. The Education for all Handicapped Children Act (1975) passed by congress provided access to education to students with disabilities. Further reauthorizations, as well as court decisions, moved the focus from access only, to education for students with disabilities, to the provision of individualized and specially designed instruction (Hardman & Dawson, 2008). IDEIA (2004) states that students with disabilities are to receive benefit from services. The latest reauthorization also includes the provision of serving students with disabilities in the LRE.
Legislation: No Child Left Behind
The latest IDEIA reauthorization parallels another significant federal law known as the No Child Left Behind Act of 2001 (NCLB, 2001). It is seen by some as the "most significant piece of federal education legislation in history" (Yell, Katsiyannis, & Shiner, 2006, p. 32). Turnbull (2005) noted that NCLB has six primary principles. These principles include accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, parent participation, and school choice. Several of these principles specifically address students with disabilities.
NCLB requires that all students achieve to a high standard. School divisions are obligated to ensure that all of their students will perform on grade level in reading, math, and eventually science, not later than the year 2014 by implementing high state standards which endorse a rigorous curriculum along with scientifically based research methods. If all students do not reach this high standard, the school system will be held accountable by the federal government (NCLB, 2001).
The United States Department of Education (2008) requires that progress is demonstrated on the English/reading and math pass rates at the state, division, and school level on state-wide testing programs that are required by the No Child Left Behind legislation. States, divisions, and local schools are to reach the goal of 95% of all students achieving a passing score on state assessments as determined through the measure of Adequate Yearly Progress (AYP). AYP is the minimum level of proficiency that must be achieved each year on annual tests and related academic indicators (United States Department of Education, 2008). Schools make AYP by meeting the following requirements: at least 95% of all enrolled students must participate in testing; all students including all subgroups must meet state expectations; and graduation and
attendance goals must be met by all students including all subgroups (Yell, Katsiyannis, & Shriner, 2006).
According to NCLB (2001) the term "all students" includes at least four subgroups including: students with disabilities; economically disadvantaged students; second language learners; and students in major racial/ethnic groups as defined by each state. NCLB requires that students with disabilities participate in state testing programs and that their scores be included on district and state testing reports (Hardman & Dawson, 2008). NCLB also requires the annual reporting of the number of students with disabilities participating in regular assessments, accommodated assessments, and alternate assessments (Katsiyannis, Zhang, Bryan, & Jones, 2007).
In addition, NCLB also mandates the closing of the achievement gap that exists between all students and every subgroup of students including students with disabilities. According to Bowen and Rude (2006), the expectations for students with disabilities have traditionally been lower than non-disabled students. Educators have not insisted that students with disabilities meet the same grade level requirements as their peers. Lower expectations and reduced requirements for the students with special needs have resulted in lower scores on state assessments creating a gap between their scores and the scores of all students tested (Ysseldyke, Nelson, Christenson, Johnson, Dennison, Triezenberg, Sharpe, & Hawes, 2004).
A third tenet of NCLB is that instructional methods for all students must be scientifically research-based. It is mentioned in the law over one hundred times (NCLB, 2001). Teachers have used teaching strategies that are known as best practice. Best practice is considered a range of practices some which have been used by particular teachers for years based on their own personal opinion that may or may not be based upon scientific research (Peters & Heron, 1993).
Evidence-based practices are practices that have been proven to be effective based upon reliable research (Odom, Brantlinger, Gersten, Homer, Thompson & Harris, 2005). Cook, Tankersley, Cook, and Landrum (2006) found that there is a gap between research evidence and classroom practice in both general and special education even though NCLB (2001) and the IDEIA (2004) address the concept. This gap is evident when comparing the strategies that teachers use on a daily basis and the strategies that teachers implement with their students (Cook & Schirmer, 2006). The adoption of evidence-based practices by teachers will increase the likelihood for improvement in overall student achievement.
When examining the two laws that affect students with disabilities NCLB (2001) and the IDEIA (2004), Hope (2009) writes that the two laws share the common ideas that all students with disabilities make educational progress and become productive members of society. The IDEIA (2004) focuses on students with disabilities participating and making progress in the general curriculum including standards based testing and receiving their instruction in the general education classroom to the greatest extent possible. NCLB (2001) requires that students with disabilities successfully participate in state standards testing which most likely requires special needs students receive instruction within the general education curriculum.
Inclusion
The role of both special and general educators has changed due to the requirements of both NCLB (2001) and the IDEIA (2004). The IDEIA (2004) stresses that students with disabilities will participate in the general education curriculum to the greatest extent possible. NCLB (2001) expects that all students including those with disabilities participate in standards based assessments and by 2014 all students perform on grade level. This act also requires that students receive instruction from highly qualified teachers.
Two criticisms of special education arose from the traditional approach to providing services for students with special needs. The first criticism is the pullout model of providing services where the students with disabilities spend all or part of their day in special education classrooms away from general education. Will (1986) found that the pullout model was not effective, in fact these services created barriers for students. These barriers include lack of instruction in the entire general curriculum, less opportunity to be educated with age appropriate peers, and less successful integration back into inclusive environments. Criticism to the pullout model was also supported by Lipsky and Gartner (1987) who found that there was no evidence to support that there was benefit in providing services in separate special classes for students with disabilities.
The second criticism focuses on the general education classroom. Wang, Reynolds, and Walberg (1986) found that the environment of the general education classroom needed to be changed so that diverse needs of all learners could be met more effectively. Part of this change to the general education classroom included having special educators teach in the general education classrooms working together with general educators using individualized, cooperative, and adaptive strategies with all students (Stainback, Stainback, Courtnage, & Jaben, 1985).
Providing services for students with disabilities within the general education classroom allows for direct access to the general education curriculum which is required by the IDEIA (2004) and NCLB (2001). Inclusion also allows students with disabilities to be educated with age appropriate peers and assists in integration to inclusive environments both in school settings as well as community and vocational settings (Salend, 1999).
Research is mixed on the results of educating students with disabilities in the general education classroom (Walker & Ovington, 1998). Those in favor of inclusion programs say that
these data make the practice effective (Waldron & McLeskey, 1998). A study conducted with over 11,000 students with disabilities found that compared to students who spend more time in special education classes, students who spend more of their school day included in general education missed less days of school, were closer to grade level, and attained higher scores on standardized achievement tests (Blackorby, Wagner, Cameto, Davies, Levine & Newman, 2005).
Co-Teaching
Will's (1986) recommendation for sharing the responsibility of educating students with disabilities has led the reform movement of shifting students receiving special education into the general education classroom and united special educators with general educators in providing instruction for all students in the classroom. This model is known as co-teaching or collaborative teaching where both teachers are responsible for planning, implementing, and evaluating all of the students in the classroom (Bauwens, Hourcade, and Friend, 1989).
Rice and Zigmond (2000) studied co-teaching in a high school setting. They found three criteria that are important to maintain the professional co-teaching relationship. The criteria consists of (1) a general education and special education teacher share the same classroom and the same students; (2) both teachers share the responsibility on planning and implementing instruction for a diverse class made up of students with and without disabilities; and (3) both teachers provide instruction with substance. Another study found that co-teaching was moderately effective for impacting outcomes for students and the most effective use of coteaching was in the area of reading and English (Muraski & Swanson, 2001).
Volonino and Zigmond (2007) reviewed the research on co-teaching and found that the practice may be of benefit to some students, that it is not often implemented correctly because the special education teacher often acts as an assistant not a teacher, and that because there are
numerous models of co-teaching, it is difficult to study them as a whole. Their recommendations include further research to determine if the process is effective for a particular group of students (Volonino & Zigmond, 2007).
The Achievement Gap
Classrooms have become more diverse due to the federal mandates of NCLB (2001) and the IDEIA (2004). The number of students with disabilities included in general education classrooms continues to grow. In the 1984-85 school year, 26% of the students with disabilities were educated all day in general education classrooms. By the 1997-98 school year, 48.3% of the students with disabilities received all of their services within general education (Whorton, Siders, Fowler, & Naylor, 2001). All students are required to perform on or above grade level on state standards assessments by the year 2014. Currently students with disabilities score below their non-disabled peers on state standards based assessments (Stodden, Galloway, & Stodden, 2003).
During the 2005-2006, 2006-2007, and 2007-2008 school years in the State of Virginia, the pass rate between students with disabilities and all students has fluctuated between 31 and 18 percentage points on the grade 11 English: Reading Standards of Learning (SOL) Assessment. There was a 13 point drop in the pass rates between the 2005-2006 and 2006-2007 school years. At the elementary level during the same three years the pass rates for students with disabilities and all students varied between 19 and 13 percentage points on the English: Reading SOL assessment. For the same three years the middle school pass rates between students with disabilities and all students were between 30 and 21 percentage points (VDOE, 2008).
As the 2014 school year approaches educators continue to seek ways to address the diversity in their classrooms, serve all students so they can meet or exceed the federal mandate, and reduce the achievement gap that exists between those students with and without disabilities.
Differentiated Instruction
One way to tackle the achievement gap between special needs students and their nondisabled peers is through differentiated instruction. Although not limited to instruction for students with disabilities, differentiation is one method used to deliver special education services defined as specialized instruction (Hawkins, 2007). According to Edwards, Carr, and Siegel (2006) differentiated instruction is acknowledged as "a viable approach for meeting the needs of diverse learners in PK-12 classrooms" (pg. 584). According to Tomlinson, (2003) differentiation can best be defined as, "An approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in the classroom" (p. 120).
Differentiated instruction has its foundation in Vygotsky's Sociocultural Theory of Learning. Vgotsky was a Russian theorist who conceptualized the social constructivist learning theory. The zone of proximal development (ZPD), which is central to Vgotsky's learning philosophy, is related to the learner's readiness to learn new knowledge. The distance between the actual development level and the potential level of development is considered the ZPD (Riddle & Dabbagh, 1999). Therefore this distance is considered a link between what the child knows to what is unknown. The ZPD varies in location and breadth depending on the learner and the required task. According to Dahms, Gionnotti, Passalacqua, Schilk, Wetzel, and Zulkowsky (2007) Vgotsky defines the role of the teacher as this link to support students in their
ZPD. In order for the student to master new learning, the teacher makes adjustments to the curriculum and provides the student scaffolding or support. Teachers create tasks that are slightly more difficult than a student can perform independently and scaffold the learner until the new skill is mastered (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover, & Reynolds, 2003).
Heacox (2002) writes that differentiation is the bridge from what students already know to new learning that needs to be attained. Modifying teaching and learning practices to address students' unique readiness, interests, and profiles of learning is one way to envision the differentiation process (Tomlinson, 1999, 2001). According to Hall (2002) differentiation provides teachers opportunities to provide learning experiences that consider students' background knowledge, readiness, language, learning, and interest preferences.
Tomlinson (2001) notes that there are three areas of variance that needs to be considered when instructing in a classroom with diverse student needs. These three areas of variance consist of readiness for learning, student interest, and student profiles of learning. Student readiness relates to Vgotsky's ZPD. The ZPD is the point where a student can not learn material alone but instead needs the teacher support of scaffolding to mastery the new learning (Tomlinson, et al., 2003).
Differences in student aptitude can be addressed through curriculum variance based upon student readiness. Csikszentmihalyi, Rathunde, & Whalen, (1993) conducted a study with over 200 talented adolescents over a five year period collected data through the use of the experience sampling method (ESM). Participants were given electronic pagers to wear for one week and self report booklets. When the pager sounded at random times throughout the week the participants were to fill out a one page self report summaries describing their behavior in great detail. Over
7000 self reports were collected and provided information on student motivation and changing moods. Researchers found that when assignments were not matched with student's level of readiness the impact on learning was negative. They learned that student's achievement levels as well as self esteem diminished. Also noted was that students disconnected when the learning tasks were too easy. This study indicated that one element in keeping students productively engaged is level of difficulty of the task. (Csikszentmihalyi, Rathunde, & Whalen, 1993).
Andrews and Slate (2002) studied the readiness levels of 675 kindergarten students who attended either public or private pre-kindergarten using the Iowa Test of Basic Skills (ITBS). Of the 675 participants 471 attended public preschool and 224 attended private programs. Results indicated that there was no difference on school readiness based upon what type of prekindergarten experience the children attended. There was a significant difference in readiness based upon ethnicity in all three tested areas. These areas included reading, language, and mathematics. The researchers indicated that though there was a significance difference in the three sets of scores, the magnitude of the difference was small (Andrews & Slate, 2002).
Student interests create variance in the classroom. There was a positive impact on student achievement when teachers addressed student interests in academic tasks (Tomlinson, et al, 2003). Hebert (1993) found that student interest has positive impacts on learning for the short and long term. A qualitative, longitudinal study was conducted with high school students ten years after they attended a pilot program in Connecticut for elementary talented and gifted students. Students were interviewed extensively about their experiences in the program. The results suggested two major findings that relate to differentiation for student interest when educating students with high ability. The results included differentiation of student interest has a long term effect on post secondary plans and differentiation of student interest also influences
student productivity at the elementary level which transfers to other completion of tasks over time.
Interest was examined as it related to literacy texts in high school students. Ainley, Hillman, and Hidi (2002) studied eighty-six tenth grade males' and females' interest in a literature text. The participants attended a parochial high school in Australia. There were three goals of the quantitative study. The first goal was to determine how individual and situational factors contributed to the topic selection of the literary text. The second goal was to investigate the effects of topic interest on the variables noted when student read the given texts. The final purpose was to examine how gender affects these relationships. Excerpts from four senior novels were presented to the participants using an interactive computer program. Students' interest in the topic of the text was measured. Results indicated that gender influenced topic interest, and higher topic interest text resulted in greater persistence and more effective responses than lower topic interest text (Ainley, Hillman, & Hidi, 2002).
In their five year qualitative study with talented adolescents Csikszentmihaly, Rathunde, and Whalen (1993) found that student self determination, persistence, and eagerness to try challenging tasks also increased when student interests were considered in planning assignments.
Positive outcomes have been found when curriculum and instruction are differentiated based upon variance in student learning profiles (Tomlinson, et al., 2003). Tomlinson (2003) considers learning profiles as a way of attending to the "efficiency of learning." A learning profile is one's preference of learning that is influenced by learning style, gender, culture, and intelligence preference (Tomlinson, et al., 2003).
Sternberg (1997) found that when learning preferences were matched to instruction for all levels of students, grades kindergarten through twelve, students showed increased academic
achievement. Sternberg (1997) discussed three areas of intelligence namely; analytical, creative and practical that was researched in a Yale University study. The participants in the study consisted of 199 high school students from the United States and abroad that attended the Yale Summer Psychology Program. The researcher hypothesized that students perform and learn better when teaching methods at least somewhat complement their individual assets.
The participants were selected to attend the summer program by their respective schools and were assessed on a multiple choice and essay test. Questions were from one of three categories based upon Sternberg's areas of intelligence and were classified as verbal, quantitative, and figural. Students were divided into five categories: high analytical, high creative, high balanced, high in all three areas, or low in all three areas based upon their test results. Participants were divided into four learning groups and similar instruction on introduction to psychology was given to all four groups in the morning. In the afternoon each group was given a different instructional approach based on memory, analysis, creativity, and practical learning. Students were matched or mismatched to the treatment based on their category of learning determined on the pretest. Student achievement was assessed by performance on assignments, tests, and essays. There were numerous findings that were reported by the researchers including students who received instruction that matched or partially matched their learning pattern performed significantly higher (Sternberg, 1997).
Sternberg, Torff, and Grigorenko (1998) conducted two studies that examined the value of the triarchic theory of human intelligence when it was implemented in the classroom. This theory's basic tenet was that intelligence is made up of three elements: analytical, creative, and practical. Participants in the first study were third graders who were instructed in a social studies unit in one of three ways: traditional (memory-based), critical thinking (analytically-creativitybased), and triarchically-based (a combination of analytical, creative, and practical). The second study implemented the same instructional methods with eighth graders learning psychology. Both studies used multiple choice tests to measure memory and performance-based items to measure the analytic, creative, and practical elements of the third graders' achievement in social studies and the eighth graders' achievement in psychology. The results suggest that the triarchical method of instruction was superior to the other implemented methods (Sternberg, Torff & Grigorenko, 1998).
Some of the differentiation studies examined how teachers implement the model based upon three areas: content, process, and product. When content was differentiated the curriculum was changed based upon student need. Also known as the "input" of teaching and learning, content was differentiated when teachers clearly identified specific targets of what students were to master (Tomlinson, 2001). This was done when teachers provided reading materials at different levels based on students' reading level. Students were presented reading materials at their individual level and used to teach the grade level skills required of the curriculum. Berger (2000) discussed content differentiation as a way for students to work .at their own pace. However, he noted deadlines should be set and students should be required to meet the deadlines.
Differentiating the process is defined by the methods of instruction used to present the topic. Tomlinson (2001) called process differentiation as "sense-making." Some examples of differentiated process according to Tomlinson (2001) included lecture for auditory learners, center activities for hands on learners, and graphic organizers for visual learners.
Products are differentiated when students make choices about how they demonstrate their learning. Tomlinson (2001) calls this kind of differentiation "evaluation." There are numerous
types of differentiated products such as oral reports, traditional tests, posters, poems, and panel discussions.
Teachers often question how they can grade in the differentiated classroom. Students are producing different products which are intended to display their learning, According to Tomlinson (2005) the aim of high-quality differentiation and high-quality grading is one in the same. The process of grading students is communicating in an accurate manner information that is valid. Differentiated instruction allows individual students to experience personal growth which enhances their motivation to learn. Grades should then communicate distinct criteria and the students' growth on that criteria including the effort students' put forth on completed tasks (Tomlinson, 2005).
Research studies that support the use of differentiation continue to emerge in the literature. Gamoran and Weinstein (1998) studied 24 restructured schools over a period of one year. The study examined eight high schools, eight middle schools, and eight elementary schools by conducting observations and interviews at each school. The schools were considered restructured because they had attempted to eliminate tracking their content area classes. The findings indicated that student outcomes will be unsatisfactory, unless curriculum and instruction are changed to be a good fit for learners in academically diverse classrooms.
In a mixed-method study researchers surveyed 24 teachers and found that three explained differentiation in a manner that matched the literature on differentiation. Those three teachers were interviewed by researchers and answered questions about how they differentiated by content, process, and product. Of the three teachers, two differentiated the content while all three differentiated the process. None of the teachers differentiated the product because they did not
allow the students to choose the way they presented their learning (Bailey & Williams-Black, 2008).
Reading Instruction for Students with Disabilities
NCLB (2001) mandates that all students will perform on grade level in reading by 2014. Currently students with disabilities are performing lower than their non-disabled peers in reading (Hawkins, 2007). Studies have been conducted that examine the effects of teaching reading to students with disabilities in segregated settings. Bentum and Aaron (2003) found that when students were taught reading in a special education resource room for three to six years, there were negative effects that include, no progress in recognition of sight words and comprehension skills: and a drop in verbal intelligence scores.
Results were mixed when students with disabilities received their reading instruction within the general education classroom. Shinn, Powell-Smith, Good and Baker (1997) found that when students with disabilities received their reading instruction in the general education setting, the students with learning disabilities grew at the same rate as their non-disabled weaker readers in the area of fluency. Waldron and McLeskey (1998) found that some students with disabilities made less growth when instructed in reading in the general education classroom. This discrepancy called much attention to the quality of reading instruction for students with disabilities. Several studies examined the best instructional practices for struggling readers and found the following essential skills are needed: instruction in phonics and phonemic awareness; explicit direct instruction; development of fluency; instruction in vocabulary development; instruction in comprehension skills; and small group instruction (Swanson, 2008; Swanson, Hoskyn and Lee, 1999; Snow, Burnes, & Griffin, 1998).
Swanson (2008) supported the use of small group instruction for students with disabilities based on specific student needs. This was a result of 25 years of research on reading instruction for students' with learning disabilities. The results indicated that whole class instruction limited direct instruction and limited time spent on student oral or silent reading. This issue was noted in both general and special education settings.
Bailey and Williams-Black (2008) interviewed teachers on the use of differentiated instruction in reading. Teachers reported using differentiation while teaching fluency, providing instruction in vocabulary development and comprehension skills, and providing direct instruction in reading strategies. They found favorable results for all learners including those with identified disabilities.
In summary, research on reading instruction for students with disabilities has shown mixed results. Some of the studies looked at where the services occurred either within the general education classroom or in the pullout setting (Shinn, Powell-Smith, Good & Baker, 1997). Other studies reported on what areas of reading need to be addressed. There is some consensus that reading instruction for students with disabilities should include instruction in phonics and phonemic awareness, explicit direct instruction, development of fluency, vocabulary and comprehension, and small group instruction (Swanson, 2008; Swanson, Hoskyn and Lee, 1999; Snow, Burnes, & Griffin, 1998). Additionally one researcher found that the use of small group instruction increased the instructional time spent on fluency and direct instruction (Swanson, 2008). Finally, one study was reviewed that suggested positive effects from the use of differentiated reading instruction for students with disabilities (Bailey & Williams-Black, 2008). As a result of this study the researchers suggested further research on the use of differentiation when teaching reading for all students.
Differentiated Instruction at the High School Level
An article written in 1919 discussed the use of differentiation in ninth grade English ("Differentiating," 1919). Differentiation was described as placing students in reading and language classrooms based upon their scores on an examination. Students were divided into sections for reading and language (grammar) and grouped together by high, medium, and low test scores. Data were collected during the year on reading rate, comprehension, and language skills. Students were instructed at their respective level in reading and language ("Differentiating," 1919). Although this study was really about grouping or tracking students, it is essential to this review because it provides the beginnings of what is now known as differentiation.
Today's differentiated instruction is used in mixed-ability diverse classrooms. At times differentiation involves the use of small group instruction. However, these groups are flexible and can vary based upon readiness level, varied content, student interest, or student learning profile (Tomlinson, 2001).
Van Garderen and Whittaker (2006) discussed implementing differentiated instruction in a co-taught class in a high school in New York. The class consisted of general education students, special education students, and English language learners. The teachers reported success in meeting the diverse needs of their group and indicated that differentiation allowed their students to meet all of their state standards in content areas.
Chapter III
Methodology
The purpose of this study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the scores of students with disabilities increased on the statewide reading standards of learning test. This increase in scores assisted in narrowing the achievement gap between the pass rates for the subgroup of students with disabilities and the pass rates for all students tested on this mandated reading assessment.
The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study investigated how teachers use data to meet the differentiated reading needs of students with disabilities in response to readiness, interests, and learning profile. It also searched for how high school English teachers differentiate the content, process, and product for their students with disabilities. The goal of the study was to answer the following questions:
1. What data do high school English teachers have access to in order to determine appropriate specialized instruction needed to meet the individualized needs of students with disabilities in reading?
2. How do high school English teachers use data to individualize instruction to meet the readiness levels, learning profiles, and interest levels of students with disabilities during reading instruction?
3. How do high school English teachers individualize the content, process, and product of a lesson to meet the needs of students with disabilities during reading instruction?
The Methodology chapter includes information concerning the research design, site, population and sample, research procedures, potential limitations of the study along with the researcher's perspective.
Research Design
The design of this research was a case study which provides an analysis of a single entity. The case study focused upon a high school where students with disabilities are included in high school English classes. The design used a qualitative approach to data collection, analysis, and interpretation (Rudestam & Newton, 2007). Qualitative research is defined as "a broad approach to the study of social phenomena with genres that are naturalistic, interpretive, and increasingly critical, and they draw on multiple methods of inquiry" (Marshall & Rossman, 2006, p. 2). Qualitative research requires the researcher to obtain, interpret, and draw conclusions from the data throughout the process of collecting the data.
According to Creswell (1998) a case study is a process of studying a "bounded system" by collecting multiple sources of data within the context of the setting that the behaviors typically occur. The researcher can observe, interview, and collect data in the school setting by directly interacting with the teachers to collect the data. I used a case study model because it provided me an opportunity to collect rich data in the environment where instruction takes place on a routine basis.
The qualitative case study design provided an analysis of the instructional practices in the high classrooms that include students with disabilities. This design best met my needs to answer the research questions.
The participants were chosen from a large, comprehensive high school (Site High School) in a suburban public school division centrally located on the east coast of the United States. The school division had more than 58,000 students with more than 1800 students attending Site High School. Site High School was one of ten comprehensive high schools the school division.
This school division was selected for the following reasons: 1) its overall student population is representative of the student populations of large school systems in the southeast region of the United States; 2) the administrative and instructional structure of the schools in this division are fairly typical for a school system of this size in the region; and 3) it was convenient for the researcher.
This particular site (Site High School) was selected because the students' pass rates for Grade 11 on the End Of Course English/Reading Standards of Learning (SOL) assessment met the state Annual Measureable Objective (AMO) for students with disabilities, its percentage of students with disabilities, and its location in central region of the east coast of the United States. Site High School was accessible, instructed students with disabilities within the general education classroom, and met my needs in the most ways as compared to other schools in the region.
This school was also selected because the gap in pass rates between students with disabilities and all students tested narrowed over the last three school years on the high school level state reading assessment. The achievement gap between all students participating in the End of Course Reading Assessment and students with disabilities was the narrowest in the school division during the 2007-2009 school year. The Reading SOL pass rates at Site High School for
2005-2006 were 91 percent (all students) and 69 percent (students with disabilities), for 20062007 were 96 percent (all students) and 81 percent (students with disabilities), and for 2007-2008 94 percent (all students) and 83 percent (students with disabilities) (VDOE, 2008). The data in Table 1 indicate Site High School has narrowed the achievement gap between the pass rates of students with disabilities and the pass rates of all students participating in the SOL Reading test at the high school level.
Table 1. The decrease of the Achievement Gap on the End of Course Reading/English SOL Pass Rates for Site High School From 2005 Through 2008
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During the 2007-2008 school year Site High School had the narrowest gap between all students tested and those tested with disabilities of all ten of the comprehensive high schools in the school division. For the school year 2007-2008 this high school's pass rate on the English reading test for all students was 94 percent. The pass rate for students with disabilities was 83 percent. The division's pass rate for all students was 90 percent and the division's pass rate for students with disabilities was 70 percent. The state's pass rate for all students was 87 percent while the state's pass rate for students with disabilities was 67 percent. The percentage of special education students attending this school was 13 percent (VDOE, 2008).
Table 2 shows the achievement gap in the pass rates during the 2007-2008 school year between all students tested and students with disabilities at Site High School, the division level, and the state level.
Table 2. Pass rates for 2007-2008 End of Course Reading/English SOL
Population and Sample
The population of the study consisted of the general education English teachers and the special education teachers at Site High School. The participants for this study were chosen using purposive sampling. Bogdan and Biklen (2007) consider the use of purposive sampling because they believe that the participants have knowledge of the research topic.
Five general education and five special education teachers that co-teach high school English in general education classrooms at Site High School were observed and interviewed for this study. These teachers were selected because they are the teachers who teach English to the students with disabilities at Site High School in a general education class setting. These students participate in the state standards in English at their assigned grade level.
Participants were required to sign a letter of informed consent (Appendix A). A Teacher Information Letter was also given to each participant that discussed the study and
ensured that information provided by them will be kept confidential, there was no due harm, and thanked them for their participation (Appendix B).
Participants were selected who met the following criteria: (1) teaching of reading Standards of Learning (SOL) at the high school level; (2) teach in a high school with passing scores on the grade 11 End of Course Reading SOL; (3) are willing to take part in the study; (4) because of their knowledge of differentiated instruction; and (5) because they co-teach students with disabilities and general education students within a general education classroom.
I did not provide direct supervision of any of the participants however; they knew me as a professional colleague. In the past I provided special education procedural support to the administration of the school. One benefit of the participants having had knowledge of me included that they have been used to having me in their school which increased their comfort level. A second benefit was that I knew that the participants had knowledge of the subject. A disadvantage of the participants having had knowledge of me was that they may have answered interview questions in a manner that they believed I wanted them to, instead of what they truly believed.
Research Procedures
This proposal was presented to the Institutional Review Board (IRB) as part of the university's research requirements. Appendix A provides information concerning Informed Consent that was submitted as part of the IRB process. Approval was received from the university IRB. I also submitted a copy of the proposal to the school division's Office of School Improvement in order to obtain permission. Once permission was granted from the IRB and the school division I met with the targeted participants. The participants were asked to sign the
Informed Consent document and the teacher letter prior to collecting any data. (Appendices A and B)
Participants were observed in co-teaching teams during two separate ninety minute blocks of instructional time. A total of 10 observations were conducted. One trained observer and I conducted the observations. Conducting the observations in pairs assisted in increasing the reliability of the findings. Observations were recorded using a modified version of Carol Ann Tomlinson's Classroom Observation Guide for Summative Assessment of Differentiated Instruction (Appendix C). Permission was obtained to modify and use the document. The focus of the observations was to examine how the teachers differentiation the content, process, and products for their students with disabilities.
The observation form consisted of three sections: (1) Preparation For and Response to Learner Needs; (2) Instructional Practices and Classroom Routines; and (3) Evidence of Differentiation. During the classroom observations each observer filled out a form and ranked several categories in each section. The rankings consisted of "Strong," "Some," or "None."
All participants' names were replaced by initials to maintain a high level of confidentiality. Each participant was assigned to one of five teams. They were paired on teams with their co-teaching partners. After each observation I wrote down field notes depicting personal thoughts and observations. I also typed a summary of each observation.
The observation form was field tested prior to data collection on this study. It was used during observations of three collaborative English classrooms in a different high school in the division. The field test assisted in solving logistical issues that included instructions to the participants and refinement of the researcher's skills in order to check the reliability and validity of the pilot's results. The results of the field test indicated that training is needed for both
observers to have an understanding of the observation process. Training for both observers focused on the definitions of the differentiation process including: readiness, interest, learning preference, content, process, and product.
After the observations were conducted each team was interviewed. Teachers were interviewed in teams. The questions focused on how they differentiate instruction for their students with disabilities. An Interview Protocol (Appendix D) was developed based upon intensive research and was used to gather data on teacher perspectives and understanding. The interviews were recorded using a digital recorder to insure accuracy in the transcriptions. The interview guide was piloted with collaborative teaching teams at another high school. Each team was interviewed together and both teachers were given opportunities to answer each question. I was able to practice using the digital recorder during the pilot. I also learned which interview questions may have required additional prompting.
The interview questions provided information about what data the teachers have access to when providing reading instruction to high school students with disabilities and how the teachers used the data to provide specialized reading instruction to their students with disabilities based upon their students' learning readiness, interests, and learning profiles. Questions also provided teachers an opportunity to discuss the ways they change the content, process, and product in high school English to meet the unique needs of their students with disabilities.
The interviews were digitally recorded, transcribed, and coded. After the transcription process was complete the transcriptions were given to the participants for their review of accuracy. Providing the participants a typed copy of their interview allowed them to add or revise any information that was unclear and increased the reliability of the study (McMillan, 2004). The second observer listened to the recorded interview while reading the transcriptions to
increase and verify the accuracy of the transcript. Expanded field notes were used to record reflections immediately after the observations and interviews. These along with the transcribed interviews and the observation instrument were used to support the findings of the study. All written documentation was kept in a confidential file with access protection for further reference.
Data Analysis
Marshall and Rossman (2006) proposed that there are seven phases of data analysis when conducting qualitative research: data organization, data immersion, creating themes, data codification, using analytic notes to present explanations, investigation of other interpretations, and reporting the study.
A daily log was kept with a running account of what I was thinking and feeling during the interviews and observations process. I spent numerous hours reading and rereading the data to become extremely familiar with the information. This assisted in creating categories or themes that arose from the collected information in patterns. Common ideas, beliefs, and concerns developed into themes by inductive analysis.
Once the themes emerged, the data were coded. According to Marshall and Rossman (2006) codification of the data "is the formal representation of analytic thinking" (pg. 160). The codes were loaded into a word document and then copied into the Atlas online database. This is a software program that helped to organize the data and allowed me to make inferences based upon themes. Some of the themes that arose from the interview data collected during observations and interviews along with field notes and the running journal included content, process, and product as well as student readiness, interests, and learning profiles.
The completed Differentiated Classroom Observation Guides (Appendix C) were also analyzed to determine how the teachers differentiated content, process and products during the
lessons that we observed. For each of the observations the rankings of the observers were calculated for content, process, and product. If there were more than five examples of an area of differentiation, the category was rated as "strong." For five examples or fewer the ranking was "some." It was ranked "none" if there were no examples of a category.
Limitations
The four criteria that Lincoln and Gupa (1985) endorsed to determine the accuracy of qualitative research consist of credibility, transferability, dependability, and confirmability. Credibility is Lincoln and Gupa's (1985) term for internal validity in qualitative research. Credibility helps to establish that the results of the study are believable. Member checking is one way that Lincoln and Guba (1985) recommends to improve the likelihood that a study is credible. Member checking is making sure the participants can verify the data that is collected. In this study I provided a copy of the transcripts of the interviews as well as written notes of the classroom observations to the participants for review, clarification, and suggestions. The participants reviewed the data and verified that the information was accurate. Any participant that suggested changes to the documents was acknowledged and the changes were made.
According to Lincoln and Guba (1985) transferability is the ability for the research to be generalized to other situations. Also known as external validity McMillan (2004) writes that due to the nature of qualitative research this type of research is to investigate a phenomenon in a specific setting that is unique to that particular study with little emphasis on study replication. If other researchers want to apply the findings to their own work there needs to be clear descriptions of the data, analyses, and patterns so they can be used in other settings. This study has been reviewed by the secondary observer and a researcher who has done a similar study at the elementary level to ensure clear explanations of the entire study.
Lincoln and Guba (1985) indicated that dependability and confirmability can be verified through audit procedures. An auditor examines how the entire study process was conducted to determine dependability. Confirmability is authorized by the auditor by a review of the inquiry process. In this study all taped interviews and written records have been maintained and are available upon request.
Researcher's Perspective
As an educator who has worked in public schools for over 25 years, I bring a long and diverse history to this study. I have taught both general and special education in pullout and collaborative settings. I have taught at the elementary, middle, and high school levels. I have served in leadership roles at both the building and central office level. I believe that both IDEIA (2004) and NCLB (2001) have benefitted all students especially those with disabilities because the laws have forced educators to examine educational strategies, provided greater access to the general education curriculum, and raised the bar for students with disabilities. I believe that we as educators must examine what is and is not working for these students so that we continue to narrow the achievement gap between students with disabilities and their non-disabled peers.
Chapter IV
Findings
Introduction
The purpose of this study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the achievement scores of students with disabilities increased on the statewide reading standards of learning tests. This increase in scores assisted in narrowing the achievement gap between the pass rates for the subgroup of students with disabilities and the pass rates for all students tested on this mandated reading assessment.
The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study investigated how teachers use data to meet the differentiated reading needs of students with disabilities in response to readiness, interests, and learning profiles. It also studied how high school English teachers differentiate the content, process, and product for their students with disabilities. The goal of the study was to answer the following questions:
1. What data do high school English teachers have access to in order to determine appropriate specialized instruction needed to meet the individualized needs of students with disabilities in reading?
2. How do high school English teachers use data to individualize instruction to meet the readiness levels, learning profiles, and interest levels of students with disabilities during reading instruction?
3. How do high school English teachers individualize the content, process, and product of a lesson to meet the needs of students with disabilities during reading instruction?
Description of Participants
The participants were selected by purposive sampling. I chose the participants who taught on the collaborative English teams in grades 9, 10, and 11. The participants taught on collaborative teams made up of a general education English teacher and a special education teacher. The general education English teacher on Team 5 was a reading specialist. That particular team taught strategic reading as an elective to general education and special education struggling readers. These students were also taking an English class at their assigned grade level. Four of the students enrolled in strategic reading were in classes taught by other teams in this study. The collaborative teams had students with disabilities and general education students.
Most students with disabilities needing specialized instruction in English at Site High School participated in SOL based instruction. These students were typically working toward a Modified Standard or Standard diploma and received their instruction in a collaborative setting. There were some students with disabilities that attended general education English classes; however, they did not require specialized instruction in English according to their IEPs. Other students with significant cognitive disabilities participated in English in a special education classroom. They did not participate in the English End of Course SOL assessment. Instead they took part in the alternative standards of learning and were assessed using the Virginia Alternate Assessment Program during their eleventh grade year.
During the interviews and observations, information was gathered about each of the participants. This section includes information about the relationship of each collaborative team as well as information concerning the overall impression of each team's differentiation style. Later in this chapter more detailed descriptions of how each team worked together will be provided.
Team 1
Team 1 consisted of a collaborative teaching team made up of a general education English teacher and a special education teacher who had been teaching together for four years. They taught two collaborative sections of ninth grade English. Their English class consisted of nine students with disabilities and 17 general education students. The students with disabilities were identified with either a learning disability, an emotional disability, or an other health impairment. The English teacher had taught for sixteen years and had a teaching license in secondary English and a master's degree in educational leadership. The special education teacher had a master's degree in special education with endorsements in learning disabilities and emotional disabilities.
During the ninety minute class period both teachers taught together and worked with all of the students. They shared equally in the instructional role during both observations. During the interview they said they were very comfortable working with one another and hoped to teach together again next year. The general educator said, "We have been a team for the last four years and it has been terrific. We get better every year and hope to work together again next year."
Team 2
Team 2 consisted of a general education English teacher and a special education teacher who taught ninth grade English together in a collaborative team. They had a total of 27 students in their class. This team taught two collaborative sections of ninth grade English. Eleven of their students had a primary disability identified as a learning disability, emotional disability, autism, or other health impairment. Both teachers had teaching licenses in secondary English. The general educator had a master's in counseling and the special educator had a master's in
special education with endorsements in learning disabilities, emotional disabilities, and intellectual disabilities.
During both observations the teachers shared equally in the instructional process and worked with all of the students for the entire ninety minute period. The two alternated between providing primarily direct instruction and supporting the students by circulating around the students keeping them focused and on task for their class session. The teachers have taught collaboratively for three years and planned to teach together again next year. The two teachers were very comfortable during the joint interview session often finishing one another's sentences.
Team 3
The third team consisted of a general education English teacher and a special educator who had been teaching together for the last three years. The general education teacher had been teaching for twenty-five years and had a Bachelor's degree in English education and held endorsements in secondary English and journalism. The special educator had a Bachelor's degree in special education with endorsements in learning disabilities and intellectual disabilities. She had been teaching for twenty years. Their class had 25 students of which eight had either primary identification of learning disabilities or other health impairments.
The team taught all of the students together and alternated back and forth between instruction and supporting the students by prompting individual students and provided close proximity to students with problem behaviors. During the interview the teachers were very comfortable with each other and stated that they plan to teach together again next year.
Team 4
A general education English teacher and a special education teacher made up Team 4. They have taught together for four years and had a total of forty years of teaching experience
between the two of them. Team 4 taught 28 eleventh grade students. They taught two other sections of grade eleven English together. Twelve of their students had primary disabilities identified in the areas of learning disabilities, emotional disabilities, intellectual disabilities, and other health impairments. The general education teacher had a bachelor's degree in English and a Master's degree in school administration. He was completing his thirtieth year at the school. The special education teacher also had a degree in English and a Master's degree in special education with endorsements in learning disabilities, emotional disabilities, and intellectual disabilities. She had been teaching special education for ten years.
This team shared in the responsibility of planning, teaching, and assessing all of the students and was very at ease with one another during the interview process. They both expressed an interest in teaching together next year, however the general educator stated that he was retiring at the end of this school year. The special education teacher expressed reluctance about being paired with a new partner next year. She indicated that she wanted to continue to collaborate in English but was apprehensive about teaching with a new colleague.
Team 5
Team 5 consisted of a collaborative team made up of a general education reading specialist and a special educator. The reading specialist had an undergraduate degree in English and a Master's of Education in reading. She had been teaching for 28 years and had a teaching license with endorsements in English and Reading. The special education teacher had a bachelor's degree in psychology and a Master's in special education. She held a teaching license in special education with endorsements in learning disabilities, emotional disabilities, and intellectual disabilities.
They taught two sections of collaborative strategic reading classes to students in grades nine through twelve. Of the 12 students that were in the class that we observed eight had disabilities. Their primary disabilities ranged from learning disabilities, emotional disabilities, mild intellectual disabilities, and autism. This class was an elective and students were encouraged to enroll based upon their reading test scores. All of the students were at least two grade levels below their assigned grade level in reading comprehension and/or vocabulary skills.
The students that were in the class also were taking English 9, 10, 11, or 12 depending upon their grade level. Two of the students with disabilities in the strategic reading class were also in the classrooms of Team 2. One other student with disabilities in the strategic reading class was in the classroom of Team 3 and one general education student in the reading class was in the classroom of Team 4.
Both teachers were responsible for providing instruction to all of the students. They have taught together for the last three years and had an excellent working relationship. Team 5 enjoyed teaching together and said they really would not have it any other way. They stated they plan to continue to teach together again next year.
Summary of each team's profile
Table 3 provides a summary of each team's profile. All of the teams taught at least two sections of collaborative English at their assigned grade level in a general education setting. The number of students with disabilities in each class that we observed ranged from eight to twelve. All of the students with disabilities on each team received instruction within the general education classroom. All of the teachers on every team shared in the planning, instruction, and assessment of all of the students in their classes. Four of the five teams planned to teach together again next year. The general education teacher on team four was retiring at the end of the school
year so they did not plan to teach together during the next school year. Their total class size was between twelve and twenty-eight students. Both teachers on Team 3 had bachelor's degrees. All of the teachers on the other four of teams also had master's degrees. All of the general education teachers held a teaching license in Secondary English. All of the special education teachers were fully licensed in special education and held endorsements in the primary areas of disabilities that their students had been identified in. These included endorsements for teaching students with learning disabilities, emotional disabilities, and intellectual disabilities. Some of the special educators also had specialized training in teaching students with autism as well as various health impairments including Attention Deficit Hyperactivity Disorder. A summary of each team's profile is included in Table 3.
Table 3. Summary of Team Profiles
The Observation Process
A trained observer and I conducted two observations of each of five collaborative teaching teams made up of one English teacher and one special education teacher. We took extensive notes on each observation using The Differentiated Instruction Classroom Observation Guide (Appendix C) to focus our examination of each team's teaching process. Data were collected and analyzed about how often the teachers differentiated the content, process, and product. Based upon the observation process we ranked the amount of differentiated content, process, and product that was witnessed during both classroom visits. These rankings included the "strong" category (more than five examples), the "some" category (five or fewer examples), or the "none' category (no examples) of differentiated content, process, and product.
During the first set of observations we agreed on three of the five rankings for each team. Both observers agreed on the rankings of all five teams during the second observation. We reviewed the data of the two observations where we disagreed and came to consensus on those two rankings. Table 4 shows the rankings of each team during the two observations.
Table 4. The Rankings of Each Team in Content, Process, and Product on the Classroom Observation Guide
Participant's Definition of Differentiated Instruction
The first interview question that was asked of all the participants was, "What is your definition of differentiated instruction?" The answers provided each teacher's basic knowledge of differentiation. Their responses were similar although some went into greater detail than others.
The general education teacher from Team 1 discussed readiness by saying, "Teaching students at their own functioning level, knowing where they are beginning and where we are required to get them to." She then mentioned student interest and learning profiles by adding, "I try to incorporate what they are interested in into their reading and writing assignments. I also make sure they are getting things visually and orally so that everybody's learning style is covered." The special education teacher on that team commented on process and learning profile by stating,
"In special education we have been differentiating for a long time. I try to bring these strategies into the classroom and talk about them during our planning time. The IEP provides information on the student's learning pattern. Some kids need to hear new information, other kids need to see the information, and some kids need to 'act it out'. We try to incorporate this into our classroom."
On Team 3 the general education teacher provided a somewhat textbook definition by discussing readiness, interests, and learning profile. She said differentiation is "A process of planning, teaching, and assessment that meets students' instructional levels, interests, and or learning styles." She covered content, process, and product when she added, "We provide the students books at their own level, graphic organizers, and a variety of ways to assess their learning." Her special education partner included comments on process, product, and interests
by answering, "I believe that when planning, teaching, and testing we need to consider how students learn, their current levels of reading, and, when possible, allow them to read and write about things that they are interested in."
We heard examples of readiness, interests, learning profiles, as well as process. and product when Team 5 described what they do everyday in their classroom. The general education teacher said, "teaching to kids needs such as their own levels, their interests, and their best way of learning" and the special educator added, "It is using information about their learning styles, instructional levels, and what kids are interested in to develop lessons and assessments that are guided by this information."
Team 2 discussed differentiation in terms content, readiness, interests, and learning profiles. The general educator stated that differentiation is "meeting the needs of each student while still covering the required curriculum of the SOLs." The special education teacher on Team 2 shared her ideas by saying, "Using the curriculum as the foundation for instruction while considering the student's learning style, level of reading, and interests."
Team 4 defined differentiation by including readiness, interests, products, content, process, and learning profiles and said, " Teaching to students' needs such as at their own reading levels, allowing them to show their learning in different ways, working in pairs or small groups, and letting them chose topics that they are interested in." In addition the special educator on Team 4 said, "It is using information about their learning styles, instructional levels, and what kids are interested in to develop lessons and assessments that are guided by this information."
Overall the teams had similar responses Teams 1 and 2 included four of the six elements of differentiation. Team 5 mentioned five of the six elements while Teams 3 and 4 discussed all six elements of differentiation. Table 5 provides the components of the participants' definitions
of differentiated instruction based on the six elements of content, process, product, readiness, interests, and learning profiles.
Table 5. Components of Differentiated Instruction Incorporated in Teacher Definitions
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Information Participants Need to Know for Lesson Planning
The participants were also asked what they needed to know in order to plan instruction for their students with disabilities. The general educator on Team 2 talked about needing information about their students' educational background when she said, "We need to know their educational background, where they have attended school, and their history of success." She then added readiness by discussing the need to know, "their reading level, writing ability, and SOL history." In addition she said, "their motivation for learning." Her collaborative partner also discussed the need to know IEP information, their students' interests, and their learning profiles when she said, "whether they received special education services, if so, what is in their IEPs; what their reading level is, what they are interested in, how they learn best, and what's their goal for learning."
Team 3 also covered the need know educational background and readiness. The general education teacher on Team 3 gave a detailed description by saying, "I really need to know their backgrounds like past grades in English, SOL scores, and where they went to school. It really helps because our reading teacher tests all the kids when they come in and it tells us a lot about their comprehension skills and vocabulary skills. Weak vocabulary is a real problem with our low readers. They often can word call but they don't get the big meaning because they struggle with word meaning. I think that is why they struggle on their SOLs, their vocabulary is poor."
Her special education teaching partner added the need to know IEP information, learning profiles, interests, and student motivation for the students with disabilities by stating, "I like to read all of the special education kids' IEPs… If they are written well there is lots of information in their present levels. Testing scores, learning styles, even what they are interested in doing after high school. If we can relate our teaching to what they want to do next we often can get them motivated."
The general educator on Team 1 emphasized the need for assessing student readiness by responding, "We need to know where they are currently functioning. Our reading teacher tests each student coming into the school using the Gates-McGinty Reading assessment. It provides us data on each student's reading level in vocabulary development and comprehension. We also do a writing prompt during the first two weeks of school to get an idea of each student's writing abilities." Her partner added, "We also want to know their interests and learning styles which are often in their IEP."
Team 4 discussed the impact on planning lessons based upon data about their students' learning by implying the need for information about each student's learning profile. The general educator answered, "I need to know what I need to do to make them as successful as possible. I
will try to do whatever it takes to get the kids to learn. I think that is my job as the teacher. To change them I need to change." The special educator went on to discuss the importance of knowing students' interests and students' motivation when she answered, "You can't just stand up and lecture on what interests us. You need to present the information in ways that the kids can grasp it. Teaching things that interest them will really motivate them."
The general educator on Team 5 discussed the need for information about their reading readiness level, past experiences in reading, and about how student interest affects their motivation. She said, "We can not stress it more—they have to have an interest in the book to get them to read. Then we model, read with them, and have them read to us. We conference with them and try to listen to what they say about their reading and what they don't say."
Table 6 is a summary of what information the participants need to know when planning lessons for their students. Teams 2 and 3 discussed all six items listed in the table, Team 1 discussed four of the items, and Teams 4 and 5 talked about three items.
Table 6. Information Participants Need to Know to Plan Lessons
Teacher Training for Differentiation
Participants were asked about the training they have attended on differentiated instruction. All participants had attended training either given at the school or district level. Some attended training at Site High School where the chairperson of the English Department had presented several sessions about differentiation. Several participants discussed receiving differentiated instruction training as a part of their collaborative training provided by the school division. One teacher had also attended a conference at the University of Virginia conducted by Carol Ann Tomlinson. Another teacher had taken a course from Dr. Tomlinson as a part of her Master's degree program.
When asked how their instruction had been influenced by the training the general education teacher on Team 1 noted, "It helped remind me to consider more than just the SOLs. I
used to assess all kids using multiple choice tests because that was supposed to help them with passing the SOL, but now I use multiple ways to assess because the students need lots of ways to show their learning." The expectations of the school administration in regards to differentiated instruction were clear in the answer of the general education teacher on Team 2. She discussed the school level training by saying, "The training I have participated in is vital. Differentiation instruction is the basis of our planning. It is an expectation of the school administration but I also believe that it works for kids. You have to consider students' learning styles, interest, and readiness for learning if you want them to make progress. Our kids come from different backgrounds. Some are very bright and do extremely well while others are struggling learners. We also have lots of transfer students coming in from local inner city school divisions." The General Education teacher on Team 5 discussed how Tomlinson's course influenced her teaching by stating, "The most important thing that changed my teaching was that I don't have to test the kids in the same way. Sure we have to do multiple choice benchmarks but some kids do better presenting their information orally, in art, in writing or by acting it out. The kids love it. They seem more motivated to learn."
The overall response from the participants indicated that they had attended training. They stated that a single training opportunity is not very effective. They said they were highly influenced by the teachers in the building that had attended longer trainings including one teacher that had attended a conference about differentiation and the other that took a semester long course. The special education teacher from Team 3 said, "I have attended the division level training which was helpful but most of what I have learned is from her (the general education teacher) We have been working together for three years and I have learned so much and it really fits for the special education kids."
Planning and Assessment
Educators are required to use data to plan for, implement, and assess students' learning (Young, 2006). Data can be collected from a variety of sources. Before I carried out the interviews with the participants I met with the Special Education Instructional Specialists in the school division to create a list of possible sources of data that teachers may use in planning for, implementation of, or assessing instruction for their students with disabilities. Their input assisted me in creating a list of possible sources that included: benchmark tests, psychological evaluations, previous Standards of Learning (SOL) assessment scores, educational evaluations, information in an IEP, information from parents, and information from the students themselves. Part of the participant interview process included questions that assisted in determining what information teachers use when planning, implementing, and assessing instruction. The questions were organized based on information restricted to the differentiation processes of readiness, student interests, and learning profiles.
Readiness
The participants were asked about which data they had access to that provided information about student readiness skills. According to Tomlinson and others (2003), student readiness is the point where a student can not learn new information alone but instead needs the teacher support of scaffolding to master the new learning. Readiness is impacted by a student's cognitive ability, prior learning experiences, social know-how, and previous feelings about school.
When asked about their access to data sources the participants reported that they had access to the standardized reading assessment administered by the reading specialist to all incoming students, benchmark tests, past SOL scores, and past report cards for all students. The
general educator on Team 2 reported, "We can get anything we want: Past grades, SOL scores, report cards. Our assistant principal gathers this information out of the county data system and provides us the data by class."
All of the participants noted the importance of the reading assessment which provides reading comprehension scores and knowledge of vocabulary. The special education teacher on Team 2 stated, "Our reading teacher also tests all of the incoming freshmen in reading. This gives us an estimate of their levels of reading comprehension and vocabulary. This information is also considered as we create plans." In addition participants reported that for all students with disabilities, data were also available in student's IEPs, educational evaluations, and psychological evaluations. The special educator on Team 1 indicated, "For the students with disabilities, I review each of their files including their IEPs and assessment data. The psychological and educational reports in the files are really helpful."
All of the teams discussed the importance of finding data in the students' with disabilities files. The special educator on Team 5 replied, "We also get information from the kids' files. The students with disabilities' files have tons of data in them. Past evaluations, IEPs, especially the PLOPS (present level of performance) give lots of information about readiness as well as interest and learning styles." The special educator on Team 4 stated, "The first thing I do is go through the files and take notes. The IEPs of the students with disabilities really help with this information. I also look at report cards and SOL scores for all kids. If they have other testing data I look at that." Finally, the general education teacher on Team 3 shared, "For students with disabilities we have everything in the files: SOL scores, stuff in the IEP, past grades, and the reading assessment that the reading teacher does. We also use the data that comes from the quarterly benchmarks that we give every nine weeks."
It is important to note, readiness data were found in psychological and educational evaluations of those students who had been evaluated for special education. Readiness data found in IEPs were only available for the students with disabilities. There were general education students in all of the teams' classes who did not have psychological or educational evaluations. None of the general education students had IEPs. Table 7 shows which data each of the five team used to determine student readiness.
Table 7. Data Used by Teachers to Determine Readiness Levels of Students
In regards to student readiness, I asked the teams how they use this data in planning to meet the needs of their students with disabilities. Most of the teams indicted that the special education teacher summarized the data from the student cumulative files that was particular to the students with disabilities. The special education teacher on Team 3 responded, "What I do is summarize the information for us and we keep it in our files in the classroom. We use the data
when we plan, teach, and assess. We also meet with our other teachers in the English department and discuss kids' progress. Having it in one place really helps and we both use it."
Two of the teams discussed examining the data in Professional Learning Communities (PLC) with other English teachers at the school. The school administration requires all teachers to work with their professional colleagues in PLC to review data on students. The assistant principal assigned to the English department works with the PLC and provides information from the county wide data warehouse for each of their students. Team one's general education teacher stated, "We work in our PLC weekly with all of the other English teachers to analyze data which is gained from a report our assistant principal provides us on each of our students by class. This data includes past SOL scores, past benchmark tests, previous report cards and grades."
When planning instruction for the students with disabilities the teams put emphasis on the reading assessment the reading specialist used to evaluate the reading levels of all incoming students. The general education teacher on Team 4 conveyed, "Once we have their reading levels we allow the kids to choose books at their level. If a story has to be read as a part of the curriculum and it is above their levels … we allow them to read in pairs or listen to the story on a CD on the computer with text input. They also need to see the text paired with the auditory so that they can begin to recognize the vocabulary."
Team 2 indicated that they did not plan for the students with disabilities differently than their general education students. They try to plan for each of their students. The general education teacher on Team 2 said, "We do not treat the kids with disabilities differently from the others. All of our kids are needy and we really look at the needs of each student. We have kids that read from a second grade level up to ninth grade. We provide reading activities at their grade level and try to move the students forward. We try to find as much data as we can on each
one whether or not they have an identified disability. Then we analyze that information to form small groups that have similar needs." When asked for an example she replied, "We form groups based on reading levels so that four students who read at a fifth grade level are grouped together to read a fifth grade leveled reader, or three boys that like to read about sports are grouped together to read a book about football. We find commonalities in the student's data and form groups."
Teams 1 and 5 also discussed how they use readiness data to differentiate for their students. The general educator on Team 5 said,
We gather together the students' reading levels from standardized reading assessments and educational reports in their files and that tells us where we need to begin. We assist them in book selection so that they are reading at their level and we teach specific strategies based upon their needs as indicated from the data. If they are weak in comprehension we use comprehension strategies through shared reading and guided reading activities. If they are weak decoders we use multisensory techniques to help them decode. If they have limited vocabulary we use word study skills such as word sorts to strengthen their vocabulary and if they have slow fluency we do daily, timed, cold reads.
The special educator on Team 1 discussed the use of benchmark test data, "We use the benchmark tests which are administered every nine weeks to determine the mastery level of each student on the concepts that have been covered during that grading period. It tells how we are doing as teachers so that we can provide re-teaching opportunities for those students who missed concepts and extension activities for those who have mastered the material. That data can then help us group the students based on their needs."
Table 8 shows that all teams plan together and that both teachers' roles are recorded in their lesson plans. Team 3 created a student data sheet that is used in planning. All teams indicated that they observe students and use those data to determine student readiness. Finally, all teams revealed that they participate in the English depart PLC to assist in determining student readiness.
Table 8. How Teachers Designed Lessons to Meet the Readiness Levels of Students
Student Interests
I also asked the participants about how they gather data to determine student interest in order to assist them in their planning of instruction for their students. Student interests are the topics or activities that students are involved in or enjoy which tap the motivation of students such as but not limited to sports, music, dance, and community service (Tomlinson, et al., 2003). The teachers of the high school students stressed that incorporating student interest into their teaching is highly motivating to their students. Tomlinson and others (2003) believe that creating learning opportunities that incorporate the motivation of particular students is at the center of interest-based differentiation. The general education teacher on Team 2 pointed out, "I
feel that gearing instruction to each student's interest level is a great motivational factor. Many of the students in our collaborative class have not had a lot of academic success. When they can work on activities that interest them they are willing to put more effort into the assignments and usually experience more success." The special education teacher also discussed motivation. She said, "When kids hold an interest in an activity they do a lot better job, are more accurate, and are more thorough than when it (the assignment) is boring to them." She added, "We have the kids write in their journals at least three days per week. One day we assign a specific prompt. The other two days they are allowed to write a topic that interests them. When they select their own topic they write longer passages, use more interesting vocabulary, and develop their ideas better than when we assign a specific topic." While she was talking the general educator brought out some of the student's journals and shared several examples with me.
Three of the teams stated that they used a student survey or questionnaire to determine student interests. The general educator on Team 1 told me,
"To learn about the student's interest we asked them to fill out a questionnaire during the first week of class. That way when we plan we try to incorporate stuff that they are interested in. We keep that information in our student files here in the classroom. Sometimes we pull it out to spark their thinking. When they work on their poetry unit we encourage them to write about what they are interested in." Team 5 said that they used a survey but it was not always accurate because the kids did not answer honestly. The general educator revealed, "We give them an information sheet to fill out in the beginning of the year that they are often reluctant to fill out. They see it as a chore and we don't always get information about their real interests." Team 5 preferred to observe and talk to students. The special educator for Team 5 added, "We try to observe them and listen to them. They wear jerseys of their favorite players, rock star t-shirts,
and designer clothes. They talk about sports, music, fashion, and their favorite stars. They talk about what they want to do and places that they have been or want to go."
Team 3 gathers information from students' parents. The general education teacher explained their process, "We send a postcard out to all of our kids' parents during teacher week and asked them to write back by email about their kids. What they like to do, how they learn, and their kid's past experience in school. We learn a ton and we get their email addresses and they have ours."
Two of the teams rely on interviews with students to collect interest data. The general education teacher on Team 2 discussed their method by responding, "During the first week of school the kids' first assignment is to interview each other using an interview guide which we created. They have a chance to introduce their classmate to the class in any way they choose. We have had commercials, posters, raps, songs, and a TV show. This gives them a real example of working together by having some choice in their culminating activity. Plus we get to know the kids." Finally, all teams shared that they use classroom observations as a way of collecting data on student interests. Team 4 stated, "We also learn of student interests from observing and listening to students in class. Students often wear clothes depicting their favorite athlete or musician. They also bring up interests into class discussions or during informal conversations with us." Table 9 is a display of the ways teachers gather data to determine student interests for planning purposes.
Table 9. Data Used to Determine the Interest Levels of Students
When asked how the teams used student interest data when planning lessons for their students with disabilities they noted that they use it for all of their students in their collaborative classes. The general education teacher on Team 1 said, "We really treat all of the kids the same and all kids fill out the questionnaire during the first week of school. Interest is not treated any different between the students with disabilities or the general education kids."
As to how the team uses interest data, the special education teacher on Team 4 responded, "We use the interest data to drive instruction. And also assess instruction. Students get choices of activities based upon their interests. If they like music they can write a song or a rap to summarize a reading passage. If they are artistic they can do a poster. If they are interested in technology they can design a web page or power point presentation." The special education teacher on Team 3 had a similar response. She answered, "We try incorporating that into instruction with novel selection, writing assignments, as well as assessments. Our artists usually pick an art project like a poster or picture, to show their learning. Our actors usually do commercials, videos, or skits."
Student Learning Profiles
Student learning profiles are defined as one's preference of learning that is influenced by learning style, gender, culture, and intelligence preference (Tomlinson, et al., 2003). Tomlinson's (2000) term intelligence preference is based upon the work of Gardner's (1983) and Sternberg's (1985) theories of multiple intelligences. People learn in different ways so it is important to design instruction to meet the needs of all types of learners (Sternberg, Torff, and Grigorenko, 1998).
When questioned about what data are used to determine students' learning styles, all teams reported they find data in the IEPs of the students with disabilities. The special education teacher on Team 1 said, "The kids' PLOP (Present Level of Performance) in their IEP often gives some information about their learning profiles." The special education teacher on Team 5 had a similar response. She said, "The present level of performance (in the IEP) usually discusses how they learn. We try to incorporate this in all of our planning. For example, one of our student's PLOP states that she has weak auditory processing skills. When we plan lessons that require lecture of information we provide the material in both a visual and auditory manner."
Teams 1, 2, 4, and 5 indicated that information on student learning profiles was also found in the psychological evaluations of students who had participated in eligibility testing for special education. Psychological evaluations were available in the files of all students with disabilities and also in the files of general education students who had been evaluated for special education services but were not found eligible as a student with a disability. Some of the general students in each of the collaborative classrooms had not been evaluated so they did not have learning data found in psychological evaluations.
The special education teacher on Team 4 indicated when discussing their students with disabilities learning profile data, "Sometimes you can also get this information from the psychological reports or from their IEPs in the file especially if there was recent testing." These same four teams reported that they also use observations of students to determine their learning profiles. The general education teacher on Team 2 stated,
"For the others (those who do not have psychological evaluations in their cumulative files) it takes a little time of working with them and observing them in their learning and the choices they make. That often tells you how they learn. If they choose a rap, they are probably auditory learners. If they choose an art project, they are more hands on and visual."
Team 4 also discussed using classroom observations to assist in determining their students' learning profiles. The general education teacher responded by saying, "We can also get this information by observing kids in class. Our kinesthetic learners often stand out because they really need to move as they learn. Allowing movement in the classroom really helps with this. Sometimes it looks like they are not paying attention but moving actually helps them learn. They really have to get up and move."
Team 5 had all of their students participate in interviews to gather the data they need to determine student learning profiles. When asked this question the general education teacher answered, "We also talk about it with the kids. I ask them if they need directions to go somewhere new would they rather have the directions told to them, written down, or be given a map. Then we talk about how that can help them figure out how they learn."
All of the teams discussed finding student learning preference data in the IEPs of the students with disabilities. The special educator on Team 3 told me, "Our students are tenth graders so their IEPs have been done here during the spring before. We have asked all of the
case managers to make sure student learning preference data are addressed in the PLOP (present level of performance). At the start of the school year, when I read each student's IEP I record their learning preference data onto our individual student data sheets. We keep the data sheets in the front of our planning notebook for easy reference. That way we can easily access the information during our planning sessions." General education students do not have IEPs so learning profile data from this source would not be available for the general education students. Table 10 shows how the teams access data to determine student learning profiles to plan for instruction.
Table 10. Data Used to Determine the Learning Profiles of Students
The five teams were also asked how the use the learning profile data to meet the needs of their students with disabilities in their classes. Their responses indicated that they consider all of their students' learning profiles when planning for instruction. The general education teacher on Team 5 provided this answer. She said, "We really do not distinguish between what we do for the kids with disabilities and our other students. They are all weak readers. They would not be in our class if they were good readers." The special education teacher on that team went on to say, "Typically the files of the students with disabilities have more information about them
because of all of the testing and IEPs. But we really meet the readiness levels, interests, and learning profiles of all the kids in the same way."
One team indicated that student learning profile data were used to determine how to present information to their classes. The special educator on Team 2 stated, "Most of the information on learning profiles that we have access to is found in the students with disabilities' IEPs or psychological reports. Teaching to the strengths of the students helps them experience success. If they are visual learners we make sure that instruction is not just auditory. We provide visuals to assist in understanding." The general education teacher on Team 1 also said, "Some kids need visuals, others need visual information presented orally just like some need to use the computer to complete writing assignments, or dictate information orally and then get it down on paper."
Implementation of Instruction
After teachers gain access to data on student readiness, interests, and learning profiles they need to implement this information into daily lessons. This study incorporated two forms of data collection. The interview process helped to determine how teachers access data on their students in order to plan a differentiated lesson. Two observations were carried out in with each team to establish how the teachers implemented their plans. All of the observations were conducted in the general education English class by a team of two observers. Each observation lasted for the entire ninety minute block period. Each team taught at least two sections of the same grade level of collaborative English. Teams were observed teaching the same group of students during each observation. The themes that arose from the observation data included information about content, process, and product and will be discussed in the upcoming paragraphs.
Content
According to Tomlinson (2001) content is the "input" of teaching and learning, content is differentiated when teachers clearly identify specific targets of what students are to master. It is what students need to learn and what proficiency level they are required to meet. Content also includes how the students will gain access to the material. A lesson with a common goal for all students with the allowance for mastering the subject matter in various ways is the essence of a differentiated content (Heacox, 2002; Tomlinson, 1999, 2001, 2003). Tomlinson (2000) provides examples of differentiating the content that include the following: (1) giving students reading materials at their instructional levels; (2) providing reading materials on tape; (3) pairing auditory information and visual materials; (4) partner reading; and (5) small group re-teaching or extension activities.
In order to gain a fuller understanding of the content expectations of this school division, I investigated their website to find a detailed description of the English content. The division provides a curricular framework for all of their teachers in all subjects. The secondary English portal site (Smith, 2009) describes this framework for their teachers by stating, "Students will develop their literacy knowledge, skills, and competencies through meaningful, strategy-based experiences and instruction that recognize purpose, form, and content… English instruction is presented within a Balanced Literacy Framework that allows all students…. to access a broad range of texts, the understanding and application of critical processes, and strategies for reading and writing, as well as understanding and practice with systems and structures of language in written communication."
During the interview process, the teams shared examples of ways that they differentiate the content for their students. Several teams discussed providing books at student's instructional level. Team 5 discussed differentiated content. The general education teacher said,
"In our class the content is very differentiated. The emphasis of the reading instruction changes based upon student need. We do what kids need. If vocabulary is the weakness, we work on vocabulary for that particular student or small group of students. If others need comprehension strategies, we provide them."
The special education teacher added, "When you come into the class you see different content for all or almost all of our kids. They work on different skills, read different books, complete different assignments, all based on their individual needs."
The general education teacher for Team 4 discussed ways they differentiate content. He stated, "Once we have their reading levels, we allow the kids to choose books at their level. If a story has to be read (as a part of the curriculum) and it is above their levels we allow them to read in pairs or listen to the story on a CD or on the computer with text input. They also need to see the text paired with the auditory so that they can begin to recognize the vocabulary."
Team 1 shared how they differentiate the content by considering student interests which provides motivation for one of their students. The General Education teacher began by saying, "We try to pick out books that are interesting to all of the kids because they will more likely want to read them." The special education teacher then added, "We have one student with autism who loves to read anything about the Titanic. We can get him to do anything if the content has something to do with the Titanic. We have a leveled reader that was actually above his comprehension level but he did not have trouble reading it. We kept the leveled reader
assessment and we used it as his motivator. It has been framed. When we ask him to read other books and he is reluctant we bring out his framed assessment and remind him that he can do it!"
When I examined the notes from the observations, I ranked the content data of each class we had observed. Teams that had five or more instances of differentiated content were ranked "strong." Teams that had fewer than five of differentiated content were ranked "some" and if there were no instances of differentiated content teams were ranked "none." Table 3 shows teams 3 and 5 had rankings of "strong" for differentiating content during our observations. Teams 1, 2, and 4 had rankings of "some" while no teams had a ranking of "none" for content differentiation.
During the two observations of each team we saw content differentiation in a variety of ways. All teams incorporated the following examples of content differentiation into at least one of the lessons that we observed: leveled reading materials, recorded reading materials, a variety of reading materials, re-teaching and extension activities, and small group or paired reading. In one classroom we observed the use of leveled readers. During the first observation of Team 1 the students were participating in a novel study. The students were reading one of four books. The books were leveled readers and three or four students had been assigned to the specific text at their instructional level. The special education teacher indicated that the books were at reading levels of grade four, grade six, grade eight, and grade nine. The students were alternating reading aloud with partners by taking turns reading a page at a time. One pair had completed their novel and was working on a graphic organizer that assisted them in sequencing the story from start to finish.
During the first observation of Team 3, the students were reading Steinbeck's novel, Of Mice and Men. The students had several options of reading the story. They could read
independently, in pairs, at a listening station, or use a CD on the computer with the text appearing on the screen. The audio provided a "voice over" that read the text to the students listening on headphones. These were all examples of providing content differentiation for students. Everybody was responsible for the same materials but they accessed the materials in different ways. During their second observation the students were reading leveled readings on a variety of topics.
During the second observation of Team 2 the use of re-teaching and extension was observed. The class was divided into three groups. One group was working with the special education teacher on a remediation activity that reviewed vocabulary from a poem the class had read during the previous class session. A second group was working on writing their own poem while the general education teacher was conferencing with them and a third group was working on independent projects to visualize their poems that they had already finished.
During the first observation of Team 4 the students were reading the epic poem "Beowulf." Both teachers indicated during the observation that the students had read the poem previously. They told us that the students had a choice of reading the poem silently or listening to the poem on CD while they followed along reading the text. The special education teacher told us that many of the students talked about the need to hear the story aloud because of the poem's old English language pattern.
During both observations of Team 5 students worked on different content based upon their specific learning needs. Several students participated in twenty minutes of sustained silent reading of leveled readers matched to their instructional level. Other students were working on vocabulary word sorts in a small group with the special education teacher. Six students were working on computers completing reading SOL released items to practice for their upcoming
expedited SOL test. Table 11 shows the variety of differentiated content that we observed during the classroom observations.
Table 11. Differentiated Content Observed by Researchers
Process
Differentiated process is defined as the "sense-making" of teaching and learning, the methods of instruction used to present the topic (Tomlinson, 2001). It is when the students take hold of the new information and apply the learned skills to problem solving situations (Tomlinson, 2000). According to Tomlinson (2003) process includes providing students' tiered assignments where all students learn the same content but receive different levels of support. The activities are presented at various levels of difficulty based upon the students needs. Process also includes providing graphic organizers to students, implementing the use of computerized instruction, providing manipulatives, and supporting students though task lists that include
common assignments for all students and specific tasks for individual students based upon their learning needs (Tomlinson et al, 2003).
After the observations were completed the data from the observation guide were analyzed and ranked either "strong" (more than five examples), "some" (five or fewer examples), or "none" (no examples) of differentiated process. As shown in Table 4 teams 1, 4, and 5 received rankings of "strong" while teams 2 and 3 received rankings of "some". No team received a ranking of "none."
In four of the five classrooms an overhead with the day's agenda was projected onto the screen in front of each classroom. The agenda included an activity that all students began working on as soon as they settled into their seats. A task list of the common activities for all of the students in that particular class was also listed on the agenda. It listed homework assignments and other announcements for future class sections such as midterm exam information. The last item on the daily agenda included a reminder for students to get their individual folders. These folders included tiered assignments for each students based on their individual needs. The overhead agenda was present during both observations of teams 1, 2, 3, and 4.
In the classroom of Team 5, the students had folders with their task list of activities inside. All of the students picked them up on the way into the classroom, went to their seats, and began reviewing their individual assignments. Once the students learned of their first task, they moved to that area of the classroom and got to work immediately. They all appeared highly motivated to get to work. During the interview I learned from the Team 5 teachers that as the students progress on their reading they are able to take expedited reading SOL tests. The general educator on Team 5 said, "When they pass their eighth grade reading SOL retake and their high
school reading SOL they no longer have to attend class. Once they pass both tests they can have a study hall or no longer attend class. The class is the first block of odd days so if they no longer have to attend they can come to school after first block. This is extremely motivating to high school students."
During the second observation of Team 3 process differentiation was observed. A bell ringer was listed on the classroom daily agenda that was projected on the overhead. The directions were clearly written so that the students can begin working as soon as they are seated in class prior to the bell ringing signifying the start of the period.
I wrote the following in my field notes after completing the observation, "This class began with a bell ringer activity requiring students to write a letter in today's language pretending to be Romeo or Juliet. Both the general education and special education teacher held conferences with individual students about their writing and provided tiered support based upon student need. Students had a choice of using the computers in the classroom or completing the assignment in pen and paper. One of the students was dictating his letter on a tape recorder in the back of the room."
When asked about how they differentiated the process during a lesson the general education teacher on Team 3 said, "We try to incorporate technology into the lessons. Students can chose to use the computer on wheels, other computers, or compact disc players. We also let them work on their own, in pairs, or in a group of three or four." The general educator on Team 2 had a similar response. She answered, "We allow students to work in a variety of settings including independently, in pairs or small groups. We also incorporate technology as a way for students to access their learning."
The special education teacher on Team 5 provided several ways that they differentiate the process. She also hinted that providing what the students need builds confidence in their learning and motivates them. She stated,
Some kids work on the computer—they like to read off the screen and highlight text that they can not read. The computer will read that particular word to them and provide the definition if they need it. Other kids really like to read books with us. We take turns reading aloud. We also set up a listening station as an interest station because some of our books are on tape. The kids can wear headsets, listen to the books, and follow along. This really helps build up confidence of our weakest readers. Once they listen they then come and reread with us.
During the observation we noticed that there were other interest stations. These included a magazine and newspaper corner, a nonfiction area where there was high interest nonfiction books, and a pleasure reading pace with two bean bags chairs and books about sports, music, hunting, movies, and automobiles. When I questioned the general educator about how she determine the themes for each of the stations she said, "We use the interest data that we collected earlier in the year through the survey and from our observations of the students. As the year goes on some of their interests change so then we change the themes".
Teams 1, 2, 3, and 4 had graphic organizers available for the students. In three of these classrooms graphic organizers were used a part of a reading comprehension activity. The general education teacher on Team 4 provided a graphic organizer for the culminating writing activity the students were to complete we they had finished with their "Beowulf" unit. Table 12 shows how the teams differentiated by process during the observation.
Table 12. Differentiated Process Observed by Researchers
Product
Product differentiation is the "evaluation" of teaching and learning. It is the results of the choices students make about how they demonstrate their learning (Tomlinson, 2001). Products are the culminating activity to a unit whereby students display their newly gained knowledge. Tomlinson provides the following as examples of products: (1) presenting students' options of how to show their learning; (2) providing student choice in working on their own, in pairs, or in small groups; (3) making use of rubrics that meet each student's readiness levels; (4) promoting student designed products that meet assignment requirements.
During the observations we saw several examples of product differentiation. Towards the end of the first observation of Team 4 the general education teacher informed the students that during the following two class sessions they would have an opportunity to design a culminating product to their unit on "Beowulf." In order for the students to understand the expectations of their student designed product the general education teacher handed out a rubric
which focused on the required criteria that needed to be included in their product. The criteria also provided some choices of activities that the students could choose from but did not limit the learners to the given choices. They also could come up with their own ideas for their product. During the interview process the general educator said they came up with the choices for products based upon student interest and learning profile data.
Team 3 also provided an opportunity for the students to design their own products. During the second observation of this team the special education teacher provided a contract sheet to all of the students that explained the culminating product for the first two chapters of their novel, Of Mice and Men. The students were given choices of doing a skit, making a poster, making a commercial, or writing a rap about the first two chapters. They were told they could work by themselves, in pairs, or small groups of no more than four students. During the observation some students were told to work in pairs or by themselves. Afterwards, during the interview I asked the team why some of the students were told how they needed to complete their product. The general educator answered,
"Sometimes we provide guidance because based on the information we have gathered about their readiness level, or interests, or learning profiles, they may need to work with another student with similar characteristics or they may need to work with a student that is at a different level of readiness such as a stronger reader." A rubric was provided explaining all of the elements that were required or optional. It also included the grading requirements for each product.
The interview process also provided information about how the teams differentiated products to show their students' learning. The general education teacher on Team 1 explained, "Kids have a choice of ways to show their learning. We have allowed them to act out their
answers or do commercials to tell about their learning. Some of our kids are good in Art. They like to draw, make posters, or make models showing their learning. We have allowed poems, raps, song writing and musical performances. Giving the students choices and time during class helps to motivate them."
The teachers on Team 2 discussed the effect of allowing students choices in their culminating activities. The special educator said, "We allow students to choose from a variety of ways to display their new knowledge. I believe that choice provides all students the greatest opportunity to experience success. It is highly motivating and allows students to pick their best mode to learn." When I questioned her further about how they came up with the choice she replied, "We use our data that we have collected on readiness, interest, and learning profiles to guide our choices. If a student's learning profile and interests include a talent in music we include a choice of writing or performing a song." The general education teacher added, "What I have found is kids increase their scores on the benchmarks after completing project based assignments of their own choice." The special education teacher discussed that when they allow the student to design their own products they often choose their preferred method of receiving instruction. She noted, "They (her students) often give it back like they receive it. If we do a power point on the information, they may choose to do one for their final project. Again they can write a song or rap, make a poster, or act it out."
Table 13 shows the different ways that the teams allowed their students to create differentiated products in order to show their learning.
Table 13. Differentiated Products Observed by Researchers
An Analysis of the Data Across Teams
In order to determine if there are significant differences in the teachers' definitions and classroom observations I have compared the five teams' data with one another in the following section. Data based upon the teachers' definition of differentiation will be compared across the five teams. The definition data will also be compared to the content, process, and product differentiation rankings from the classroom observations and analyzed across the five teams. Finally, a holistic view of each team's teaching approach to their students with disabilities will be addressed.
Analysis of the teams' definition of differentiation
When comparing each team's definition of differentiated instruction with the other teams' definitions the following trends in the data were evident. Teams 3, 4, and 5 discussed all six elements of differentiation. They did not all use the same labels developed by Tomlinson of readiness, interests, learning profiles, content, process, and product. However, I was able to code their responses based upon Tomlinson's definition of each element. The definitions provided by
the teachers on Team 1 and Team 2 included readiness, interests, and learning profiles but they only included comments that were coded with one other element of differentiation. Team 1 also mentioned process and Team 2 also discussed content. In addition to including readiness, interests, and learning styles in their definitions Teams 3, 4. and 5 were able to also articulate the remaining three elements of content, process, and product in their definitions. The similarities in their responses regarding readiness, interests, and learning styles allowed me to infer that all of the teams had those elements as a basic knowledge of differentiation.
A comparison of teams' definitions and observation rankings
An analysis between the teams' ability to define differentiation and their rankings of "strong," "some," and "none" from the classroom observations depicts a different comparison. These rankings included the "strong" category (more than five examples), the "some" category (five or fewer examples), or the "none' category (no examples) of differentiated content, process, and product.
During the observation process Team 5 was ranked "strong" in content, process, and product and also had all six elements included in their definition. Teams 4 and 5 also had all elements in their definitions and had the ranking of "strong" in either content and product (Team 3) or process and product (Team 4). Teams 1 and 2 were missing two of the six elements in their definitions. Team 1 had only one ranking of "strong" in process and Team 2 had only the ranking of "some" in content, process, and product. This comparison suggests that Team 5 was able to fully define differentiation by the six elements. Team 5 also had "strong" evidence of differentiating the content, process, and product during our two observations. Teams 3 and 4 also had all 6 definition elements while having stronger evidence of content, process, and product during our observations than Teams 1 and 2 had during the observations. Teams 1 and 2
also had only four of six elements of differentiation in their definitions. Table 14 shows a comparison of the teams' definitions and observation rankings
Table 14. A Comparison of Teams' Definitions and Observation Rankings
A holistic view of the teams
This section examines the five teams in a holistic manner in regards to providing specialized reading instruction to high school students with disabilities included in general education English classes. Team 1 consisted of a general education English teacher and a special education teacher who have taught together for the last four years. They both had master's degrees and taught two sections of collaborative ninth grade English. Based upon the observation data they ranked "some" on content differentiation, "strong" on process
differentiation, and "some" on product differentiation. Their definitions of differentiated instruction included comments that I coded according to Tomlinson's elements of readiness, interests, and learning profile as well as process. Team 1 stated that they planned together and needed to know information about their students' readiness, interests, learning profiles and information each of their students' with disabilities IEPs.
Both teachers on Team 1 attended training on differentiated instruction that was conducted by the English department chairperson at Site High School. They used information from the students' files as well as data from the nine week benchmark tests to collect information about their students' readiness. They indicated that they participated in the English department teams' PLC analyzing their students' data obtained from student files, as well as classroom assignments, and data from the quarterly benchmark test. They said that they used a questionnaire and classroom observations to determine their students' interests. Teams used interest data to spark students' writing and reading. Team 1 pointed out that they collected interest data on all of their students, not just the students with disabilities. They tried to plan lessons that centered on their students' interests. Team 1 told me they found learning profile data in students' IEPs, in psychological evaluations, and from classroom observations. They said they used learning profile data to plan lessons that incorporated the learning profile information into instruction.
Content differentiation using readiness data was seen during one observation of Team 1. Students were reading leveled books in small groups assigned based on their reading level. They also provided electronic reading materials to their students. Team 1 also said that they differentiated activities by student interest using the data they collected from the interest questionnaires and from their observations. Team 1 provided a daily student agenda in order for
all students to have knowledge of their specific assignments. Team 1 also said they used graphic organizers for reading and writing activities on a regular basis. Graphic organizers and student agendas were examples of differentiation by process. In addition Team 1 told me they differentiated products by providing choices in culminating activities based on the students' interest, learning profiles, and readiness levels data. They also said they provided opportunities for the students to produce products on their own and in small groups.
The English teacher and special education teacher on Team 2 had been teaching together for three years. They taught two sections of ninth grade English and they planned their lessons together during their joint planning time. The data we collected during the observations of Team 2 indicated that they had "some" elements of differentiated content, process, and product. Their definitions of differentiation included comments that were coded as readiness, interests, learning profiles, and content.
Team 2 stated that they needed to know information about readiness, interests, learning profiles, educational background, and IEP information in order to plan differentiated lessons. Team 2 discussed collecting data on student readiness from the students' files specifically mentioning psychological and educational testing, IEPs, past SOL scores, and past report cards. They also used information from the standardized reading assessment given by the reading specialist to determine student readiness. Team 2 indicated they planned instruction for each of their students based upon the readiness data they gathered from classroom observations. They also added that they noted their classroom roles in their lesson plans and that they participated in the English department PLC. Team 2 gained data on student interests from classroom observations and had the students compete interviews with one another at the beginning of the year. They noted that providing instructional activities based upon student interests is highly
motivating for their students. Team 2 gathered learning profile data from students' IEPs, psychological evaluations, and through classroom observations. They said that they used the learning profile data to plan lessons based upon students' strengths and provided supports for their weaknesses.
Team 2 differentiated the content by providing leveled books and electronic books on a variety of topics, by providing re-teaching and extension opportunities, and by allowing students to work in pairs or small groups. They differentiated the process by providing daily student agendas and using graphic organizers in their classroom. Products were differentiated when Team 2 provided choice in the selection of how they show their learning and offered opportunities to create their products on their own, in pairs, and in small groups.
Team 3 was made up of a special educator and an English teacher who had been teaching together for the last three years. They indicated that they wanted to continue to work together next year. During the observation process we saw "strong" content differentiation, "some" process differentiation and "strong" product differentiation. Both teachers on Team 3 gave detailed definitions of differentiated instruction and included comments that were coded as the six elements of differentiation which are readiness, interests, learning profiles, content, process, and product. Team 3 said they need to know their students' readiness, interests, learning styles data along with information about their educational background, information in their IEPs and what motivates their students in order to differentiate instruction in their classroom. The general educator on Team 3 attended a differentiation training taught by Tomlinson. Her partner attended division level training but said she received ongoing training from her general education partner over the last three years by planning and teaching together.
The teachers on Team 3 said that they used information from standardized reading tests, IEPs, evaluations, past SOL scores, and past report cards in order to differentiate instruction based upon student readiness. They also gained readiness data from the quarterly benchmark tests which assisted them in learning what information each of their students had learned during that nine week period. Team 3 said they both shared in the planning process and indicated each of their daily responsibilities in their lesson plans. They kept student information sheets on each of their students in their plan book in order to assist in providing differentiated lessons. They also participated in the English department's PLC. Team 3 obtained student interest data from parents by having them send in information about their children. They also gathered student interest data from observing their students. Team 3 said they used the interest data when they selected books for their students, assigned writing topics, or planned assessment activities. Team 3 said they obtained learning profile data from the PLOP in the students IEPs.
During the observations Team 3 provided leveled readers, books on a variety of topics, and options for working alone, in small groups, or pairs in order to differentiate the content. Team 3 used graphic organizers, student task lists, computerized instruction, and tiered support in order to differentiation the process during the lessons that we observed. Product differentiation consisting of rubrics and a menu of choices was evident during the observations of Team 3.
The special educator and general educator on Team 4 had worked together for the last four years. They both held Master's of Education degrees and taught two sections of eleventh grade collaborative English. They planned lessons together and both expressed they wanted to continue to teach together again the following year, however, the general education teacher was retiring at the end of this school year. Team 4 ranked "some" in content differentiation, and
"strong" in both process and product differentiation. Team 4 discussed the impact of differentiation on their planning process. They said, "We do not expect to change our students. We have changed the way that we teach. We needed to make this change." Team 4 also said that they needed to know their students' interests, and learning profiles in order to plan differentiated instruction. They stressed that planning lessons with students' interest and learning styles really motivates their students to learn. Team 4 included comments that were coded as the six elements of differentiation in their definitions.
Team 4 said that they collected readiness data by accessing their students' files and reading IEPs, psychological evaluations, past report cards, past SOL scores, and educational evaluations including the assessment administered by the reading specialist. The special educator on Team 4 said that the reading assessment really helps determine what leveled readers to choose for their students. They also indicated that they listed both teachers' daily responsibilities in their planning book and they conducted ongoing observations to note the changes in their students' readiness levels. Team 4 also said they examine student data with their English department PLC. In order to access student interest data, Team 4 used a student survey at the start of the school year and also said they observed students throughout the year to identify student interests. Team 4 stated that they used interest data to drive instruction and access student learning. They told me that they selected novels based on interest data, and provided options for products based upon students' interests. Team 4 gathered learning profile data from psychological evaluations, IEPs, and observations.
In order to differentiate the content, Team 4 used leveled readers on a variety of topics, provided read aloud opportunities through the use of technology, and used reading pairs or small group instruction with students. To differentiate the process, Team 4 used graphic organizers
and student task lists. To differentiate the products they used rubrics, provided choice, provided opportunities to work alone, in pairs, or small groups. They also allowed students to design their own products.
Team 5 was made up of a special education teacher and a reading specialist who had been working together for the last two years. They taught two sections of collaborative strategic reading classes together to general education students and students with disabilities who were reading at least two years below their assigned grade level. These classes were electives for students in grades nine through twelve. The students' enrollment was recommended based upon their reading test scores. All of the students enrolled in strategic reading were also taking an English class. Four of the students were in the classes of Team 2, 3, or 4. This class did not have a state standards based curriculum. The teachers on Team 5 had the freedom to determine the course of study based upon the student readiness levels, interests, learning profiles.
Both teachers shared in the planning process and expressed the desire to teach again during the following school year. Based upon the observation data Team 5 had a ranking of "strong" on content, process, and product differentiation. Team 5 said both team members color coded their teaching responsibilities in their lesson plan book. Their definitions of differentiation included readiness, interests, learning profiles, content, process, and product which are the six elements of differentiation.
Team 5 said that they needed to know readiness, interest, background in reading instruction, and what motivated their students with disabilities in order to differentiate instruction. The reading specialist on Team 5 had attended a college course taught by Tomlinson. Her teaching partner had attended district level differentiation training as well as training at Site High School. Team 5 said they accessed readiness data from their students with
disabilities' files. They examined IEPs, psychological evaluations, educational evaluations, and past SOL scores for their students with disabilities. They also found the assessment information from the standardized reading test was also helpful in differentiating instruction for their students.
Team 5 went into great detail about how they use the readiness data to select reading materials and specific reading strategies for each of their students. They also discussed using observations to monitor the students' readiness levels and how they reviewed student readiness data during the English department PLC. Team 5 said that they have the students fill out an information sheet at the beginning of the year in order to gather interest data. They added they gain more interest data by observing students' clothing and talking with their students. Team found data on students' learning profiles in psychological reports and in IEPs. They also gained learning profile information from observations and by interviewing students. The reading specialist on Team 5 said they use learning profile data for all of their students regardless of whether or not they receive special education services because all of their students were weak readers.
During the observations Team 5 used leveled readers on a variety of topics while students were reading in small groups. They also provided technology to provide read aloud opportunities for their students. Both teachers also provided time for re-teaching skills to students who required further instruction on a particular topic. In order to provide differentiated process Team 5 incorporated folders with individual student task lists, computerized instruction, and interest centers. Product differentiation was evident through the use of rubrics and a menu of choice including a choice of creating a student designed product during the second observation of Team 5.
Summary of cross team analysis
Based upon the cross team analysis the findings indicate that the reading specialist and special education teacher on Team 5 had the strongest evidence of differentiation as indicated in their high level of participation in professional development on differentiated instruction, definitions, observation rankings, and interview comments. The general education teacher took a three credit class and the special educator attended a three day conference with one of the leading experts in the field of differentiated instruction. They covered all six elements of differentiation in their definitions and they ranked "strong" in the areas of content, process, and product differentiation during the classroom observations. In contrast Teams 1 and 2 participated in professional development at the school level, defined differentiation by discussing four of the six elements, and ranked lower on content, process, and product during the classroom observations. Teams 1 and 2 had less overall evidence of differentiation as compared with Team 5. Teams 3 and 4 level of evidence was stronger than Teams 1 and 2 but was weaker than Team 5. They participated in differentiation training at the division level, covered all six areas of differentiation in their definitions, and ranked "strong" in either content and process or process and product and "some" in either content or product.
Emerging Themes
The purpose of this study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the pass rates of students with disabilities increased on the statewide reading standards of learning test. This increase in scores assisted in narrowing the achievement gap between the pass rates of the students with disabilities and the pass rates of all students tested on this mandated reading assessment. The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study
investigated how teachers use data to meet the differentiated reading needs of students in response to student readiness, interests, and learning profiles. It also searched for how high school English teachers differentiate the content, process, and product for their students.
While conducting this investigation several interesting themes arose based upon the team interviews and our observations in the classrooms. The four major themes that emerged during the study were the importance of the reading specialist, the importance of administrative support, the vitality of the collaborative model and the importance of the teams' ownership of all students.
The importance of the reading specialist
As I reviewed the data the first theme that was heard numerous times during the teacher interviews was the vital role that the reading specialist served for the school. She evaluated every student entering the school in the spring before their ninth grade year. She also tests every new student to the building. The reading specialist taught several strategic reading classes for weak readers, and when she was not teaching students she worked with the teachers in the English department providing training on reading instruction. The reading specialist also participated in the English department PLC and assisted teachers with data interpretation. She also provided the teachers strategies that help struggling readers. In addition she conducted teaching reading in the content areas training for the teachers of other subjects at Site High. The reading specialist volunteered to model lessons with their classrooms and observed their classrooms to provide content reading support. During the interviews all of the teams discussed how valuable she was to the entire school teaching staff.
Team two discussed how important it was to have a reading specialist on staff at the school. The general education teacher said, "What helps most in meeting all of the students' needs are the data that she (the reading specialist) gives us after her assessments. She also
provides us suggestions on areas that need the most work. Her support is really valuable to me. I only had two reading methodology courses in my undergraduate program in secondary English. I think that when they designed my course of study they assumed all of the secondary students were good readers." She has a master's in reading and has also attended numerous professional developments about reading instruction in the high school.
The importance of the administrative support
The second theme that arose from the data includes the support that comes from the administrative staff in the building. Most teams discussed that the principal had made it a priority to increase the reading levels of all the struggling readers. One team indicated that the division had eliminated the high school reading specialists several years ago due to budgetary issues. The principal of Site High School kept this reading specialist as an English teacher and had created a schedule which allowed her to continue to teach the strategic reading instruction in the elective reading classes. When interviewing Team 4 the general education teacher stated, "Our principal talked with our department to see if the reading specialist was valuable to the students at Site High School. We all agreed that she was a very important part of our staff and her service of both direct reading instruction as well as a mentor to the staff here in proving top notch reading instruction to our students was vital. We actually have slightly larger English classes so that she could continue to teach reading and provide support to all of us."
The teams also discussed how the principal and his staff supported the collaborative process by allowing teachers to have input in their collaborative partner choices. The principal also designed the entire school schedule around the collaborative classes so that all collaborative teaching teams shared a common planning period. He insured that the special education teachers participated in content level staff developments and were a part of the content level teams
including their PLCs. The assistant principal sets a priority to keep well functioning collaborative teams together from year to year. Team 3 discussed the positive support that they receive from their administrative team. The special education teacher said, Our principal really supports our collaborative model here at Site High School. He was a former administrator of special education and works for months each spring trying to refine the schedule so that our collaborative teams have a joint planning period. Our assistant principal consults with us about staying together as a team and if one of the team members leaves or retires he includes their partner in the interview process with new candidates.
The special education teacher on Team 1 discussed how important it was that she only taught English and gave credit to her administration that they tried to hire special educators specialized in one content area. She added, "The fact that I only teach English really helps too. I do not have an English degree but I always work with the English department. That has helped me really learn the curriculum" and her partner added,"Yes, she is so good she could easily be an English teacher. We have also been a team for four years and that is really helpful. We have gotten the kinks out. Our principal always asks us if we want to be together next year. And we always say yes."
The vitality of the collaborative model
An additional theme that surfaced from the research data pertained to the collaborative model. Teachers emphasized the importance of the general education teacher and special education teacher teaching together to meet the needs of the students with disabilities as well as the general education students needs. The general educator on Team 1 stated, "We use a true team approach. We plan together, share in the teaching process, assess together, and celebrate together." The special educator added, "We meet with parents together for conferences and IEP
meetings. She (her partner) is great at adding to the PLOPs and helping to evaluate the kids' progress on their goals. We have been together long enough to teach together and end each other's sentences. I love it and hope to never go back to a pull out classroom again."
The special education teacher on team 2 said, "I remember teaching self-contained English by myself and I never want to do that again. Working together is so much more fun and much better for the kids.
During the interview process it was obvious that the teams cooperated well with one another in a professional manner. They also discussed their opinions about how collaboration assisted with student achievement. The special educator on Team 3 stated,
The collaborative approach has really assisted in increasing student achievement for students with disabilities. It lends to higher expectations, higher quality of instruction, and an increase in students' self esteem because they see themselves much like the other students and no longer different.
The general educator on the team joined in by saying, "The collaborative model really helps implement differentiation. I hope the budget cuts don't change this. We know it works because our kids are experiencing success even on their SOL."
One team discussed the benefits of collaboration in regards to their own professional growth. The reading specialist on Team 5 stated, "I used to teach these classes myself and had both kids with disabilities and general education kids. For last three years we have been collaborating together and sharing the responsibilities for all of the kids. I have learned so much from working together. Her knowledge of special education has really made a difference especially with the data collection piece. I have always had the special education kids but when I would look at their files and try and read the reports I did not really understand the psychological
evaluations. She has really helped me with that." Her special education partner added, "I agree that I also have learned a lot from working together. She has a Masters in Reading and I have a degree in Special Education. I think I had one or two reading courses in my certification program so I have learned tons about reading instruction while working with her."
The importance of the teams' ownership of all students
The final theme that emerged from the data was the teachers' shared ownership of all students. All five teams continually referred to the students as "our students." The general education teachers and the special education teachers did not indicate that the general education students "belonged" to the general education teacher while the special education students "belonged" to the special educator. Instead the teams considered all of the students in a particular class as "belonging" to both the general and special education teacher on the team.
This shared ownership was also noted as the teams' discussed the ways they accessed data on readiness, interests, and learning profiles as well as how they used the data to differentiate lessons according to content, process, and product. The teams often stated that some of the data were only available to students with disabilities or students that had been evaluated for special education services but not had been found eligible. The data that were only available for the students with disabilities was located in the students' IEPs. Psychological and education data were available for all students who had undergone an evaluation for special education services even if they had not been found eligible for those services.
Several teams discussed the ways that they differentiate instruction for students with disabilities. They said that they also differentiate for the general education students in their class. Team 2 indicated that they did not plan for the students with disabilities differently than their general education students. They try to plan for each of their students. The general
education teachers on Team 2 said, "We do not treat the kids with disabilities differently from the others. All of our kids are needy and we really look at the needs of each student. We have kids that read from a second grade level up to ninth grade. We provide reading activities at their grade level and try to move the students forward. We try to find as much data as we can on each one whether or not they have an identified disability. Then we analyze that information to form small groups that have similar needs."
The general education teacher on Team 5 also shared that they differentiate instruction for all students in the classroom not just those with disabilities. She said, "We really do not distinguish between what we do for the kids with disabilities and our other students. They are all weak readers. They would not be in our class if they were good readers." The special education teacher on that team went on to say, "Typically the files of the students with disabilities have more information about them because of all of the testing and IEPs. But we really meet the readiness levels, interests, and learning profiles of all the kids in the same way."
Summary
The purpose of this study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the scores of students with disabilities increased on the statewide reading standards of learning test. This increase in scores assisted in narrowing the achievement gap between the pass rates for the subgroup of students with disabilities and the pass rates for all students tested on this mandated reading assessment.
The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study investigated how teachers use data to meet the differentiated reading needs of students with disabilities in response to readiness, interests, and learning profiles. It also searched for how high school English teachers differentiate the content,
process, and product for their students with disabilities. The goal of the study was to answer the following questions:
1. What data do high school English teachers have access to in order to determine appropriate specialized instruction needed to meet the individualized needs of students with disabilities in reading?
2. How do high school English teachers use data to individualize instruction to meet the readiness levels, learning profiles, and interest levels of students with disabilities during reading instruction?
3. How do high school English teachers individualize the content, process, and product of a lesson to meet the needs of students with disabilities during reading instruction?
In order to answer these questions, participants were selected because they taught reading in inclusive high school English classes at a high school where the gap between the pass rates of all students tested and the pass rates of the sub group students with disabilities has narrowed over time. The school had four collaborative English teams for grades nine through eleven made up of a general education English teacher and a special educator. Site High School also had one team made up of a reading specialist and a special education teacher. They taught two sections of Strategic Reading for struggling readers in grades nine through twelve.
Observations and interviews were conducted to determine what data teachers use to plan, implement, and evaluate lessons using differentiated instruction for their students with disabilities. All of the teachers have attended professional development opportunities on differentiated instruction at the school or division level. Two teachers attended differentiation training at the University of Virginia with Carol Ann Tomlinson. When asked to define differentiated instruction for students with disabilities, all of the teams mentioned student readiness, interests, and learning profiles. Teams 2, 3, 4, and 5 referred to content in their
definitions. Teams 1, 3, 4, and 5 discussed process and teams 3, 4, and 5 included product in their definitions of differentiated instruction.
The data from observation field notes and interviews were coded based upon the six elements of differentiated instruction: student readiness, interests, learning profiles, content, process, and product. The interview questions focused on accessing data and how the teams use data to plan, implement, and assess their differentiated lessons. Based on information obtained during the interview process I found that the teachers considered data regarding student readiness, interests, and learning profiles however, planning lessons based on student interest was discussed most often. All of the teams discussed that when students were interested in the reading material they were motivated to complete their assignments. Their secondary focus of discussion was student readiness followed by student learning profiles.
Each team was observed by two observers on two different occasions for ninety minutes each to examine the implementation of differentiated instruction. The observations were recorded on the Differentiated Instruction Classroom Observation Guide (Appendix C) and in my field notes. Team five had a rating of "strong" in all areas of implementing differentiation during their observations. Team two had a rating of "Some" in all areas while the other the teachers on the other three teams had ratings of "strong" or "some" during their observations.
When the data were analyzed themes emerged associated with the teachers' perceptions of other important factors that assisted them in the planning, implementation, and assessment of their instruction for their students. These themes included the importance of the reading specialist, the importance of the support from their administration, the vitality of the collaborative model and the importance of team ownership of all of the students. The participants discussed the importance of having their reading specialist assess the students to
identify struggling readers and for her expertise in providing professional development opportunities to the entire staff on reading instruction. They also stressed the importance of support that they received from their administration regarding the overall schedule, joint planning times, and input from teams regarding teaching partners. The third theme that the teachers talked about was the vitality of the collaboration process and how important it was for the partners made up of general and special educators teaching together were vital to student success. The final theme that emerged from the data was that all of the teams shared ownership of all of their students. This theme was evident as the teachers discussed their students. During the interviews teachers, both general educators and special educators, use the term "our students." Two of the teams also talked about how they differentiate instruction for all of their students, not just those with disabilities because each of their students has unique readiness levels, interests, and learning profiles.
Chapter V
Conclusions And Recommendations
Introduction
The purpose of this single site case study was to examine educational practices of collaborative teaching teams in inclusive high school English classes where the scores of students with disabilities increased on the statewide reading standards of learning test. This increase in scores assisted in narrowing the achievement gap of the pass rates between the subgroup of students with disabilities and all students tested on this mandated reading assessment.
The study examined the ways teachers use data to differentiate instruction for their students with disabilities. The study investigated how teachers use data to meet the differentiated reading needs of students with disabilities in response to readiness, interests, and learning profiles. It also searched for how high school English teachers differentiate the content, process and product for their students with disabilities. The study was guided by the following questions:
1. What data do high school English teachers have access to in order to determine appropriate specialized instruction needed to meet the individualized needs of students with disabilities in reading?
2. How do high school English teachers use data to individualize instruction to meet the readiness levels, learning profiles, and interest levels of students with disabilities during reading instruction?
3. How do high school English teachers individualize the content, process, and product of a lesson to meet the needs of students with disabilities during reading instruction?
In this chapter the findings will be discussed as they related to the research questions. Also included in this chapter are the emerging themes that consisted of the importance of the reading specialist, the importance of the administrative support, the vitality of the collaboration model, and the importance of the teams' ownership of all students. In addition suggestions for central office administrators, building level administrators, and teachers are provided. Finally, recommendations for future research are presented.
Differentiating the content, process, and product
All of the teams discussed the ways that they differentiate the content, process, and product to meet the needs of all of their students including those with disabilities. Figure 1 shows a graphic about how the teams provided specialized instruction to their students with disabilities.
Figure 1. A graphic depicting the teams differentiating the content, process, and product according to
students' readiness, interests, and learning profiles
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According to Tomlinson (2001) content is the "input" of teaching and learning, content is differentiated when teachers clearly identify specific targets of what students are to master. It is what students need to learn and what proficiency level they are required to meet. Content also includes how the students will gain access to the material. Four of the five teams discussed that the overall content was determined by the state standards but they varied the ways that students could access that content. Team 5 taught two Strategic Reading classes that were electives and not bound by state standards. When teaching reading strategies students were exposed to texts at their reading instructional level and, when possible, at their interest level. One team discussed that students were successful on a more difficult level of text when it was material that was of interest to the student. When students were required to read a specific text on grade level auditory methods were paired with the text for the students who were reading below grade level. Books on tape or CD were used by all teams. Computerized reading materials were provided on teams 1 and 5. All teams indicated that they used reading pairs or small groups based on reading levels or student interests as another way to differentiate content in their classrooms.
Differentiated process is defined as the "sense-making" of teaching and learning, the methods of instruction used to present the topic (Tomlinson, 2001). It is when the students take hold of the new information and apply the learned skills to problem solving situations (Tomlinson, 2000). All of the teams reported that they used student task lists or folders to inform students of assignments specific to their needs. Teams 1, 2, 3, and 4 incorporated graphic organizers into their instruction. Teams 1 and 5 incorporated computerized instruction with their students and we observed the use of tiered activities in the classroom of Team 3.
Differentiated products are the "evaluation" of teaching and learning (Tomlinson, 2001). Products are the culminating activity to a unit whereby students display their newly gained
knowledge. During the classroom observations various examples of product differentiation were evident. These included rubrics, menu of choices for students, and student designed products. The use of working individually, in small groups, or pairs was also present during the classroom observations. Teacher said that product choices were based on student interests and learning profile data. Teams 1 and 2 did not assign student designed products during their classes which conducted our observations.
Accessing the data
Before I carried out the interviews with the participants I met with Instructional Specialists in the school division to create a list of possible sources of data that teachers may use in planning for, implementation of, or assessing instruction for students with disabilities. Their input provided me a list of possible sources that included: benchmark tests, psychological evaluations, previous Standards of Learning (SOL) assessment scores, educational evaluations, information in an IEP, information from parents, and information from the students themselves. The participants were not given this list of possible data sources because I wanted the teachers to answer freely and I did not want to prompt their responses.
During the interview process the participants discussed the data that they used to determine their students with disabilities' readiness levels, interests, and learning profiles. The teachers referred to the data related to student interest most frequently. They emphasized that when lessons are based upon student interests students are highly motivated to complete assignments. Student interests are the topics or activities that students are involved in or enjoy and tap the motivation of students such as, but not limited to, sports, music, dance, and community service (Tomlinson, et al., 2003).
All of the teams used classroom observations to determine their students' interests. Student interests included but were not limited to types of music, sports, movies, television, the arts, and technology. Teams indicated that these observations were paired with student surveys, parent letters, or student interviews to provide additional data on their students' interests. During the interviews the teachers discussed their students' higher level of motivation when they created lessons based upon their students' interests.
The participants reported that data on student readiness was secondary to student interest data when planning instruction for their students with disabilities. Student readiness is the point where a student can not learn new information alone, but instead needs the teacher support of scaffolding to master the new learning. Readiness is impacted by a student's cognitive ability, prior learning experiences, social know-how, and previous feelings about school (Tomlinson, et al., 2003). All five teams reported that they used data from standardized reading assessments, IEPs, psychological evaluations, and educational evaluations to determine students with disabilities' readiness levels. Four of the five teams also said they also get readiness data from benchmark tests and past report cards.
Learning profiles are defined as one's preference of learning that is influenced by learning style, gender, culture, and intelligence preference (Tomlinson, et al., 2003). People learn in different ways so it is important to design instruction to meet the needs of all types of learners (Sternberg, Torff, and Grigorenko, 1998). All five teams stated that the students with disabilities' IEPs were a source of learning profile data. Teams 1 and 4 also said that psychological evaluations and teacher observations were also sources for learning profile data. Psychological evaluations were available for the students with disabilities and for the general education students who had been evaluated for special education but were not found eligible for
services. Team 5 said they also collected learning profile data from student observations. Table 14 provides a summary of the data sources that all teams used to provide information about student readiness, interests, and learning profiles.
Table 14 Summary of Data Used by Each Team
Data driven instruction
Once the teachers gathered data on student readiness, interests and learning profiles they used this data to design instruction for their students. One of the teams used student profile sheets that include each student with disabilities' reading level, interests, and learning profile. The profile sheets also included information on specific reading goals and accommodations to
their instruction that are in their IEPs. They included an area for recording student's progress on their goals related to instruction in English classes. The profile sheets were developed by the special education coordinator of the building. The profile sheet information was used for lesson planning. Readiness data were used to determine leveled reader selections for students and remedial mini lessons to assist in providing additional instruction for students' weaker areas. Groupings for small group instruction based upon needs for specific skill remediation were determined based on student readiness.
Interest data were used to determine text selection and also was incorporated in suggested assessment activities. Activity lists were focused on providing assignments based upon student interests. Teachers also discussed forming small groups based upon student interests to complete classroom activities and projects. They said at times they placed students together based upon their specific interest or mixed the groups by interest so that each student held a specific role in the group such as recorder, artist, tech expert, and musician.
Learning profile data provided teachers information in regards to students working individually, in pairs, or small groups. This data also assisted the teachers in determining if students need visuals paired with auditory information, graphic organizers, books on tape or CD for required reading, or needed the use of read aloud software to read selections on the computer. All teams indicated that they incorporated a variety of strategies into their instruction so that all of the students' learning profile needs were met.
Themes
The objective of this study was to examine the instructional practices of high school teaching teams in inclusive English classes and learn about how the teams meet the needs of the students with disabilities so that they are successful on the statewide high school reading
assessments. Several themes arose from the data as it was analyzed. The first theme that manifested was the importance of the support that the teams received from the reading specialist at Site High School. All of the teams discussed her support during the interview process. They emphasized the importance of the initial reading assessment that she administered to all incoming students with disabilities and general education students. The data were given to each English teacher which provided additional data about each student's comprehension and vocabulary levels. The teams also discussed the training that the reading specialist provided to the English department. They told me that she also provided professional development to the other content area teachers in the building. This training focused on direct reading instruction for the English teachers and reading in the content areas for the other subject area teachers.
A second theme of the importance of the administrative support was also apparent when the data were analyzed. The teams talked about how vital their principal and his administrative team were to meeting the needs of all of their students. They stressed the importance of the team planning time and the fact that the special educators worked with teachers in one content area. The teams discussed how they were asked if they wanted to continue to work together during the following year and how they were a part of the interview process when additional staff was needed to support the collaborative class schedule.
The third theme that arose from the data was the vitality of the collaboration model. The teams spoke of the importance of a general education English teacher and a special educator working together to meet the individual needs of all of their students. The teams emphasized the need for joint planning periods where together they would analyze student data, plan lessons by differentiating the content, process, and product based upon students' readiness levels, interests, and learning profiles. They discussed their own professional growth that naturally occurred from
working together and all of the teams indicated that the students with disabilities had much greater access to the general education curriculum in the collaborative classroom as compared to when they were taught English in a special education setting.
Team five had the strongest evidence of differentiation in the collaborative Strategic Reading Class. The teachers both participated in professional development on differentiated instruction. The reading specialist took a three credit course and the special educator attended a three day conference conducted by Carol Ann Tomlinson at the University of Virginia. They included all six elements of differentiation in their definitions and were ranked strong in content, process, and product during the classroom observations. They indicated that they planned together during their joint planning period and shared in the planning, implementation, and assessment of instruction for their students with disabilities. They also stated that they also differentiated instruction for all of their students because they all had unique needs. During the observations we saw the two teachers share in the instructional process. The class was an elective class which allowed team five to have greater freedom differentiating the content, process, and product based upon student readiness, interests, and learning profiles.
The fourth emerging theme was the importance of the teams' ownership of all students. All five teams continually referred to the students as "our students." The general education teachers and the special education teachers did not indicate that the general education students "belonged" to the general education teacher while the special education students "belonged" to the special educator. Instead the teams considered all of the students in a particular class as "belonging" to both the general and special education teacher on the team. When asked how they differentiate instruction for students with disabilities two of the teams indicated that they differentiate instruction for all of their students, not just those with disabilities.
Implications for Educators
Although this study examined educational practices for students with disabilities in reading, the strategies of differentiation in an inclusive setting can be implemented in other content areas. The IDEIA (2004) calls for students to have access to the general education curriculum in the least restrictive environment. The concepts of differentiation and the collaborative teaching model assisted in meeting these requirements for many students with disabilities. As school leaders and teachers work together to design instruction for students with disabilities, differentiated instruction can be used to meet all students' unique needs. These strategies assist in providing a high quality of education while allowing for the individual differences in all children so that they may rise up to meet or exceed the state standards.
Schools are diverse places of learning made up of students with individual needs and learning profiles. In order to provide for these unique needs, it is vital to embrace a culture of inclusion for all learners. No longer can we teach to the middle and hope that those who function above or below the middle will continue to make progress in their learning. Differentiating instruction in classrooms where general and special educators work together will assist in providing instruction to each student's level of learning.
Tomlinson (2003) writes that the process of differentiation requires that teachers have knowledge of their students' level of readiness, interests, and learning profiles and educators have to fine-tune the curriculum as well as classroom instruction by differentiating to meet each student's unique needs.
Implications for central office administrators
In order for teachers and building level administrators to embrace inclusion and differentiation, the central office administration needs to lead the charge. Tomlinson and Allan
(2000) discussed the need to articulate a vision, gain support from stakeholders, and link differentiation to best practice as a way to initiate and support the process. Based upon the findings of this study the vision needs to support the inclusion of students with disabilities in general education English classrooms through the use of differentiated instruction provided by collaborative teams. The vision needs to include teams differentiating content, process, and products based upon student readiness, interests, and learning profiles. Tomlinson and Allen (2000) go on to say that division leaders should serve in praising the process and establishing policies that support both inclusion and differentiation. Central office administrators need to support the process by providing opportunities for professional development at the building, division and beyond the division level. This training needs to include ongoing training and support to continue to develop individual teacher's skills so that they can refine the process. The teachers on Team 5 provided this ongoing support at Site High School.
Some of the teachers discussed the need for the building level reading specialist to provide ongoing training in the area of reading instruction because their experience was limited in providing explicit direst reading instruction at the high school level. This was reported by both general education English teachers and special education teachers. Central office personnel need to recognize the need for professional development in the area of reading instruction for secondary teachers.
During the interview process Team 5 discussed the support needed to continue the collaborative process and worried that with budget cuts school staffing would change and possible eliminate the opportunity to have general and special education teachers working together to meet the needs of all learners. Tomlinson and Allan (2000) indicate that central office leaders can not expect teachers to approach instruction differently unless you support the
process with both enthusiasm and resources that include staff development, expert assistance, and time for collaborative team planning. Several of the teams in this study discussed the necessity for their joint planning periods so that time could be focused on meeting the needs of all of their students.
In the light of current budget cuts central office administrators need to consider how to get the highest results at a limited cost. Staff development is one way to stretch dollars with a strong impact. Providing professional development to high school English teachers on differentiation as well as direct reading instruction strategies appears to be highly beneficial to increasing student achievement for students with disabilities.
Providing a reading specialist at the high school level as a part of the English department also had a large impact on achievement for students with disabilities at a relatively inexpensive cost. At Site High school the reading specialist is a part of the English department staff. Class roles are slightly increased so that she can assess students, provide direct reading instruction, conduct ongoing professional development opportunities, and offer support to the English department staff. She assesses readiness levels for all entering students so that all teachers have reading comprehension and vocabulary levels on their students. She also provides direct reading instruction to students struggling in reading as an elective class. This gives the neediest students with a double dose of reading during their two day eight block day. The reading specialist also provides professional development for teachers of all content areas so that they can implement reading strategies within their subject matter. Finally, the reading specialist participates in the English department's PLC. During those weekly sessions she assists in interpreting student data, planning instruction, and evaluating assessments with the English team.
Implications for building administrators
All of the teams in this study discussed the overwhelming support that they received from their building principal and his administrative team. The principal's leadership paved the way for teachers to access data on their students, for teams to have joint planning periods, for special educators to focus on one content area of instruction, for teams to have input in their longevity, and for teacher participation in personnel decisions regarding changes in team membership. For successful co-teaching Friend and Cook (2003) note that building level leaders play an important role in attending to the logistics of implementing co-teaching as a service delivery model. They ensure that partners have coordinated schedules, assist in problem solving, and develop a school culture of collaboration and support towards the success of all learners (Friend & Cook, 2003).
Teachers implementing the differentiation process also need to have support from building level administrators. Team 1 discussed this need for support from their school administration. The general educator said, "We are successful because we have the principal's support. He understands the process and helps to guide us when we need to problem solve." Principals and their administrative teams provide the day to day leadership in the school. Tomlinson and Allan (2000) list six building administrator responsibilities that support the implementation for differentiated instruction including: (1) blocks of time for special and general educators to teach together; (2) providing planning and problem solving time; (3) changing the ownership of certain groups of students to one of shared responsibility for all students; (4) encouraging professionals learning together; (5) allowing effective teams to work with novice teams; and (6) acknowledging the risks, efforts, and accomplishments of collaborative teams.
Implications for teachers
During the interviews a sense of ownership of all students became apparent from all of the teams. They did not distinguish between themselves as the special or general educators. They referred to the students as "our students" and often said we don't treat the students with disabilities differently. They looked at all of the students' levels of readiness, interests, and learning profiles as a basis for planning instruction and implied that they see each learner as a unique entity that does not just fit into their instructional model. Instead the teachers design the instructional model based upon the needs of their students. The collaborative English teams at Site High School indicated that they provided differentiated instruction to all of their students. Differentiation is a way of life at site high school. Differentiation is for everyone. The teams differentiated content, process, and product according to their students' readiness, interests, learning profiles.
All of the teams discussed the use of data as the foundation to beginning the planning process. Data was accessed from students' evaluation reports, previous report cards, IEPs, previous SOL scores, student observations, student surveys, and parent information. Teams mentioned working together as teaching teams and as an English department to design instruction based upon this data. They also talked about providing students choices in ways they access their learning and display their learning while tying student interests into instruction wherever possible. Teams agreed that their high school students were highly motivated to participate in and complete assignments when the tasks were tied to their interests. Tomlinson and others (2003) report that student interest differentiation is highly motivating and increases student participation, student completion of assigned activities, and results in higher student achievement.
Limitations
According to Lincoln and Guba (1985) transferability is the ability for the research to be generalized to other situations. Also known as external validity McMillan (2004) writes that due to the nature of qualitative research this type of research is to investigate a phenomenon in a specific setting that is unique to that particular study with little emphasis on study replication. This study was conducted at one site and describes the instructional strategies and practices of five teams of collaborative English teams who have been teaching together for several years. One limitation of the study is that the results are specific to this context and would not be generalized to teachers of other subject matters or for teams who have just begun to work together.
A second limitation of this study is the bias or subjectivity of the researcher. My background and beliefs served as a foundation at the start of the study. My opinions, prejudices, and other biases have had the potential to influence the results however during the process I have had to put my personal theories aside (Bogdan &Biklen, 2007). Although bias or subjectivity is unlikely to be completely eliminated I incorporated the use of a observation team and utilized a peer to review the field notes, observation forms, journals, and data selection to assist in reducing researcher bias. All interview transcripts were reviewed by the participants to insure accuracy of the transcriptions.
Observer effect is a third limitation of this study. Just the presence of a researcher can influence the behaviors and comments of the participants (Bogdan & Biklen, 2007). Although I do not supervise or evaluate the participants I do have a collegial relationship with them. To reduce observer effect I met with each participant prior to the start of the research to obtain their permission and ensure them of their anonymity. I also provided them information about how the
results would be used. During the interview process I tried to create a pleasant and relaxing environment so that each participant was comfortable in the situation and was able to respond in an honest manner.
Recommendations for Future Research
The following section focuses on recommendations for further research that arose from the findings from this study. This research focused on collaborative high school English teachers and the strategies that they incorporated to assist in increasing the reading achievement of their students with disabilities.
Expansion to other division high schools
During this study the findings were collected at one high school. Additional research is warranted by expanding the study to include participants from other division high schools. Enlarging the study will examine whether teachers in other schools are implementing the same strategies to examine data and implement differentiated instruction for their students teaching reading in the content areas. The enlarged study will also determine if their strategies result in increasing the students with disabilities' pass rates on the state standardized reading assessments. More data will provide additional information and further update the results of this study.
Examination of building level administrative staff
Additional research is also needed in examining the effects of the building level administrative staff on the student achievement of students with disabilities. A major theme that arose from this data was the importance of the principal and his administrative team. They provided a high level of support to the collaborative teams in their approach to providing differentiated instruction to all of their students. Further research will provide vital information
as educators continue to search for ways to increase the reading achievement of students with disabilities.
Expansion to other content areas
Expanding this study to other content areas or to other grade levels is a third recommendation. Replicating this study with other subject areas teachers or teachers of different grade levels may provide more information about implementing differentiated instruction and possibly increase the ability to generalize the findings. Examining the instructional practices of other content area teachers may have different challenges or results. Studying differentiation at other grade levels may uncover other factors specific to the characteristics of elementary or middle school levels.
Expansion to a longitudinal study
More studies are needed examining differentiation and how it relates to increasing student achievement. Converting this study to a longitudinal study by following a cohort of students from their upper elementary years through their high school experience would allow for an in depth approach to gaining data over time. This would require students to be assessed in reading on an annual basis to measure their overall level in reading achievement. Teachers of the cohort would need to receive the same on-going professional development training on differentiation and they would also need to teach in similar manners. The students would need to be in a feeder pattern that has little transiency and has similar demographics. The school administration would need the same training and provide similar support to teachers. The cohort scores on the annual reading assessment would be compared with scores from students in a similar feeder pattern whose teachers and administration do not participate in on-going training in differentiation.
Summary
This qualitative case study examined the reading strategies implemented by five high school English teachers and five high school special education teachers used to provide instruction to students with disabilities in inclusive settings. The school was selected because the achievement gap in the pass rates for all students tested and students with disabilities had decreased over a three year period. The teachers made up five collaborative teaching teams consisting of a general and special educator. Two observations of each team were conducted by two researchers focused on how the teachers differentiated the content, process, and products in their lessons. Interviews of each team were also completed that investigated how the teachers gained access to and used student readiness, interest, and learning profile data to plan for, implement, and assess instruction for their students with disabilities.
The literature review discussed the influence of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 on schools. It revealed that schools are becoming more inclusive for students with disabilities. The first act mandates that 95% of students in public school will meet or exceed state standards by 2014. IDEA (2004) requires that students with disabilities have access to the general education curriculum, make measured progress, and receive their education in the least restrictive environment with nondisabled age appropriate peers. Creating collaborative teams implementing differentiated instruction is one way that inclusive schools are using to try to meet the unique needs of all learners.
Research on differentiated instruction rarely covers all of the components of differentiation. Instead it focuses on individual components such as Andrews and Slate's (2002) study on readiness levels or Hebert's (1993) work examining the impact on learning when
considering student interests. Sternberg (1997) found that when learning preferences are matched to instruction, all levels of students, grades kindergarten through twelve, showed increased achievement. There is limited research investigating student achievement when differentiating the content, process, or product during the instructional process. Furthermore, more research is needed on how teachers implement differentiated lessons.
This study has provided me several opportunities to add to the body of knowledge in regards to instructional strategies that support students with disabilities in inclusive classrooms. First, the participants planned their instruction in their collaborative English classes using student readiness, interest, and learning profile data, but emphasized the beneficial aspects of planning instruction based on students' interest. Student interest based assignments were highly motivating to the high school students. Teachers said that students were more willing to participate in class and complete assignments when activities where based upon student interest.
The study's results also indicate that the role of school administrators was vital in the collaborative process. The participants discussed how the principal's leadership paved the way for teachers to access data on their students and allowed for teams to have joint planning periods, focused special educators on teaching one content area of instruction, provided opportunities for teams to have input in their longevity, and encouraged teacher participation in personnel decisions regarding changes in team membership.
This study suggests that high school general and special educators can work in a collaborative fashion in order to meet the diverse needs in their classroom while incorporating components of differentiated instruction. In this school differentiation is a way of life. Differentiation is for everyone. It does, in fact, make special education kids part of general education. Further research is needed to determine if these strategies contribute to the success
of students with disabilities included in high school English classes beyond the doors of Site High School.
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Appendix A
RESEARCH SUBJECT INFORMATION AND CONSENT FORM
TITLE: AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDNETS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION
VCU IRB NO.
: HM 12166
This consent form may contain words that you do not understand. Please ask the study staff to explain any words that you do not clearly understand. You may take home an unsigned copy of this consent form to think about or discuss with family or friends before making your decision.
PURPOSE OF THE STUDY
The purpose of the study is to determine whether schools that have shown improved achievement on standardized tests have in fact implemented specialized instruction designed to meet individual learner needs.
You are being asked to participate in this study because you are a collaborative teacher of English at Site High School.
DESCRIPTION OF THE STUDY AND YOUR INVOLVEMENT
If you decide to be in this research study, you will be asked to sign this consent form after you have had all your questions answered and understand what will happen to you.
In this study you will be asked to participate in two observations that will occur during your collaborative English class, each lasting one ninety minute block. Two observers will conduct the observations using an observation checklist. In addition following the last observation you will be asked to participate in an interview session with your collaborative teaching partner lasting approximately 45 minutes. One interviewer will conduct the session. In the interview you
will be asked to discuss how you plan for student instruction. The interview will be tape recorded to be sure to get everyone's ideas, but no names will be recorded on the tape.
Significant new findings developed during the course of the research which may relate to your willingness to continue participation will be provided to you.
RISKS AND DISCOMFORTS
You do not have to answer any interview questions you do not want to talk about, and you may refuse to do so at any time.
BENEFITS TO YOU AND OTHERS
You may not get any direct benefit from this study, but, the information we learn from people in this study may help us design better staff development and appropriate modes of support for teachers and schools.
COSTS
There are no costs for participating in this study other than the time you will spend in the interview session.
CONFIDENTIALITY
Potentially identifiable information about you will consist of observation checklists and notes, interview notes and recordings and any documents such as lesson plans that you choose to share. Data is being collected only for research purposes. Your data will be identified by ID numbers and records in a locked file cabinet. All personal identifying information will be kept in password protected files and these files will be deleted one year after completion of the research and destroyed at that time. Other records such as observation checklists and interview notes and recordings will be kept in a locked file cabinet for one year after the study ends and will be destroyed at that time. Access to all data will be limited to study personnel. A data and safety monitoring plan is established.
We will not tell anyone the answers you give us; however, information from the study and information and the consent form signed by you may be looked at or copied for research or legal purposes by Virginia Commonwealth University.
What we find from this study may be presented at meetings or published in papers, but you name will not ever be used in these presentations or papers.
The interview sessions will be audio taped, but no names will be recorded. At the beginning of the session, all members will be asked to use initials only so that no names are recorded. The tapes and the notes will be stored in a locked cabinet. After the information from the tapes is typed up, the tapes will be destroyed.
VOLUNTARY PARTICIPATION AND WITHDRAWAL
You do not have to participate in this study. If you choose to participate, you may stop at any time without any penalty. You may also choose not to answer particular questions that are asked in the study.
Your participation in this study may be stopped at any time by the study staff without your consent. The reasons might include:
* the study staff thinks it necessary for your health or safety;
* administrative reasons require your withdrawal.
QUESTIONS
In the future, you may have questions about your participation in this study. If you have any questions, complaints, or concerns about the research, contact:
Dr. Whitney Sherman Assistant Professor School of Education Virginia Commonwealth University 1015 West Main Street P.O. Box 842020 Richmond, Virginia 23284-2020 Telephone: 804-828-8724
If you have any questions about your rights as a participant in this study, you may contact:
Office for Research
Virginia Commonwealth University
800 East Leigh Street, Suite 113
P.O. Box 980568
Richmond, VA 23298
Telephone: 804-827-2157
You may also contact this number for general questions, concerns or complaints about the research. Please call this number if you cannot reach the research team or wish to talk to someone else. Additional information about participation in research studies can be found at http://www.research.vcu.edu/irb/volunteers.htm.
Date
Dear first name, last name:
I am a doctoral candidate at Virginia Commonwealth University in the Educational Leadership Program. My dissertation study is entitled "An Analysis of Specialized Reading Instruction in High School English Classes for Students with Disabilities Included in General Education." In order to collect my data, I need to conduct observations of and interviews with collaborative high school English teachers in your school because on last year's tests your school had the smallest achievement gap on pass rates on the End of Course Reading Standards of Learning Tests between students with disabilities and all students. I would appreciate your assistance in this research.
Within the next two weeks, I will call you to ask for an appointment to meet with you. By inviting you to participate in this study I am asking you to:
1. allow two observations to be conducted in your classroom during English
2. give me permission for me to interview you and your collaborative partner and to audiotape the interview
3. give me permission to use the data collected as a basis for a research dissertation
All information is confidential and any information used will not disclose names, specific schools, or specific school systems.
Your assistance is greatly appreciated and information specific to you will be shared upon completion of this research. Your participation will be strictly voluntary and you will have the right to withdraw from the research at any time during the study. If you would have any questions, please contact me at firstname.lastname@example.org.
Thank you in advance for your participation.
Sincerely,
Appendix B
Teacher Information Letter
Appendix C
Classroom Observation Guide
I. Planning
II. Implementation
III. Implementation
Adapted from 1.15.06 Classroom Observation Form-DI—Used with permission Acknowledgements: This instrument was created with Carol Tomlinson by strategic Research L.L.C. as part of a program evaluation contracted by the Richland 2 School District in Columbia, South Carolina. Inquiries should be addressed to Strategic email@example.com trategic
R
S esearch
Appendix D
Interview Protocol
Each interview will be conducted in the school to which the teachers are assigned. The interviews will be tape recorded while the researcher takes limited notes on the participant's responses as well as field notes on the context, apparent attitude of the participant, overall impressions, and miscellaneous details. The researcher will make every attempt not to "lead" the participant in his or her answers to the questions being asked.
A. Briefing
The interview will begin with a briefing for the participant as to the nature and context of the study, the purpose and procedures of the interview, and the use of the tape recorder. The participant will be informed on their right not to answer any questions and to stop the interview at any time.
B. Interview Questions
The script of the interview will resemble the following as close as possible: I would like to learn about how you and your collaborative partner plan reading instruction to meet the needs of students with disabilities. I have a number of specific questions to ask. You may answer them in any way you desire, and speak for as long as you wish.
Framework Questions
1. What is your definition of differentiated instruction?
2. What do you think is important for you to know about students when planning lessons?
3. Have you attended any trainings on differentiated instruction? If so, which ones? How have they influenced your teaching? Please give an example.
Assessment: What data do teachers have access to when planning differentiated reading lessons?
4. Describe the data you use to assess student readiness levels? How do you gain access to the information? Please give an example of a time you have done this.
5. Describe the data you use to assess student interest? How do you gain access to the information? Please give an example of a time you have done this.
6. Describe the data you use to assess learning profiles? How do you gain access to the information? Please give an example of a time you have done this.
7. Describe data you use that is gained prior to instruction, data gained during instruction, and/or data gained from culminating assessments? Please give examples of each (if applicable).
Planning: How is data used to differentiate reading instruction for students with disabilities?
8. How do you use data to meet the needs of varying readiness levels of students with disabilities during reading instruction? Please give an example of a time you have done this.
9. How do you use data to meet the needs of varying interest levels of students with disabilities during reading instruction? Please give an example of a time you have done this.
10. How do you use data to meet the needs of the varying learning profiles of students with disabilities during reading instruction? Please give an example of a time you have done this.
Implementation: How do teachers differentiate reading instruction for students with disabilities?
11. Carol Ann Tomlinson's definition of content as related to differentiated instruction is what the student needs to learn or how the student will get access to the information. Based on this definition, how do you differentiate the content of your
lessons in reading to meet the needs of students with disabilities?
12. Carol Ann Tomlinson's definition of process as related to differentiated instruction is the activities in which the student engages in order to make sense of or master the content. Based on this definition, how do you differentiate the process of your lessons? in reading to meet the needs of students with disabilities?
13. Carol Ann Tomlinson's definition of product a related to differentiated instruction are the culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit. Based on this definition, how do you differentiate the required products of your lessons in reading to meet the needs of students with disabilities?
Summary Question:
14. Do you have anything else you would like to share regarding the instructional practices and routines in reading you use to meet the varying individualized needs of students with disabilities?
C. Debriefing
The interview will end with a debriefing. This will be done to ease any tension or anxiety the participant may have from sharing information and allow him or her to provide feedback on some of the information shared. The interviewer will highlight some of the main points learned from the interview and allow the participant to comment on them. The participants will be asked if there is any additional information they would like to share before the interview ends.
Appendix E Table of Specifications for Observation Guide
Appendix F Table of Specifications for Interview Protocol
Vita
Kathy Rosvold Beasley was born in Bucks County, Pennsylvania. She graduated from Cinnaminson High School in Cinnaminson, New Jersey in 1978. Ms. Beasley received her Bachelor of Arts degree in Psychology with licensure in Elementary Education from Western Maryland College (WMC), Westminster, Maryland in 1982. She continued her education at WMC (now known as McDaniel College) and received a Master of Arts in (Special) Education in 1983 with additional licensure in Learning Disabilities, Emotional Disabilities, and Intellectual Disabilities. In 1996 Ms. Beasley completed post Masters level coursework in Supervision and Administration at Virginia Commonwealth University, Richmond, Virginia. Currently she holds a Post Masters teaching license in Virginia with endorsements in Elementary Education, Learning Disabilities, Emotional Disabilities, Mental Retardation, and as an Elementary/Middle School Principal.
Ms. Beasley has been a Special Education Instructional Specialist in the Department of Exceptional Education for Chesterfield County Public Schools since 2004. Prior to coming to Chesterfield she held a similar position in Roanoke County Public Schools. Previously she was team leader and teacher of students with learning disabilities, emotional disabilities, and intellectual disabilities in Henrico County Public Schools. Ms. Beasley also taught students with disabilities in Hanover County Public Schools and for the Department of Correctional Education. | <urn:uuid:a17c5e73-953e-4c57-a39a-2a9a17bae534> | CC-MAIN-2021-04 | https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?filename=0&article=3145&context=etd&type=additional | 2021-01-23T17:49:01+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00513.warc.gz | 526,381,738 | 44,732 | eng_Latn | eng_Latn | 0.972723 | eng_Latn | 0.99731 | [
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Bullying – What Can I Do About It?
What is bullying?
It's more than just fighting with or not liking someone. It's being mean to someone over and over again.
Bullying is an ongoing or repeated misuse of power in relationships, causing harm on purpose. Bullying behaviours can be verbal, physical or social.
Bullying can happen anywhere – at home, online, with friends, in a group, on the bus or at school.
Bullying is very common
"A study reported 1 in 4 Australian students experience bullying.
So if you're being bullied, you're NOT alone."
There's always something you can do.
Here are some ideas:
* Keep your distance from bullying
* Don't bully them back
* Tell them what they are doing is not ok
* Talk to an adult you trust
* Take time to do something nice for yourself
Have someone help you report cyberbullying or assault
Kids Helpline can help!
If you're being bullied, it's really important to talk to someone you trust.
Kids Helpline is always there to help.
Give them a call, start a WebChat or email them today.
https://kidshelpline.com.au/
What if I'm the bully?
Have you been told by others that you're a bully? Are you losing friends and getting into trouble?
How to know if you're cyberbullying someone
Sometimes it's tricky to see how our behaviour affects somebody else, especially if you can't see the other person.
Sometimes you might want to lash out at someone online because you're feeling down or upset. While this might make you feel good in the moment, it's probably not going to help the situation.
It can be hard to know how to act online in a way that is respectful and caring of others, especially if you're used to seeing cyberbullying online.
Here are a few tips for recognising when you might be cyberbullying someone:
* Are you using language that might hurt somebody's feelings?
* Are you swearing at somebody? Or yelling (using CAPS) at them?
* What would your mum say if she saw it?
* How would you feel if someone sent that message to you?
* Would you say it to someone's face?
* Are you being kind and caring toward that person?
* Do you feel upset or angry?
How to have good relationships online
Here are our tips on how to have good interactions online and avoid falling into the cyberbullying trap:
* If it doesn't feel right, don't send it
* Remember that things can be misunderstood very easily online
* If you're upset or angry wait until you feel calm before posting/sending anything
* Be kind toward people and try posting/sending positive messages instead of negative ones
* Treat people online as you would want to be treated
* Get the person's permission before posting/sending photos or videos of them
* Understand that everybody is different and be respectful toward people even if you don't like or agree with them
* Think about what you're posting/sending before you do it – check with yourself using the questions above before sending anything you might regret
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Unit H - Advanced Coordinate Geometry
Overview
In this final unit, students link what they have learned in Algebra I about graphing equations to the concepts they have learned throughout this Geometry course. The work in this unit will create a smooth bridge to the work done in Algebra II.
21 st Century Capacities: Synthesizing, Analyzing
with the same solutions.
CCSS.MATH.CONTENT.HSA.REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.MATH.CONTENT.HSA.REI.C.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x 2 + y 2 = 3.
CCSS.MATH.CONTENT.HSA.REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
CCSS.MATH.CONTENT.HSA.REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
CCSS.MATH.CONTENT.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically.
CCSS.MATH.CONTENT.HSG.GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
Acquisition:
Students will know…
Students will be skilled at…
1. Slope intercept, point slope and general linear form of lines and how to fluently use the form to get information about the line
2. A system of equations has either one, no or an infinite number of solutions
3. That the graph of a system of inequalities represents the points that are a solution to all the inequalities in the system
4. Vocabulary: system
1. Verifying if a point is a solution to an equation
2. Graphing an equation, inequality or a system of equations or inequalities
3. Using geometric properties learned throughout the course to solve problems on the coordinate plane including those involving slope, distance, area
4. Writing equations of lines from given information
5. Solving a system of equations by substitution, addition algorithm, graphing
6. Identifying the center and radius of a circle given in standard form and graph it
7. Writing the equation of the graph of a circle | <urn:uuid:6124f679-6593-42c8-b847-749f97fb44ca> | CC-MAIN-2021-04 | https://www.madison.k12.ct.us/uploaded/Curriculum/stage-One/MS_HS_Math/units/Geometry_L1/Geo_L1_Unit_H.pdf | 2021-01-23T17:13:03+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00515.warc.gz | 874,533,289 | 568 | eng_Latn | eng_Latn | 0.992406 | eng_Latn | 0.99027 | [
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Chapter 11 Lesson 1 Through 3 Section Quiz
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Start studying Chapter 11 Lesson 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 11 Lesson 1 Flashcards | Quizlet
Lesson 1: Read through chapter 11 and 12 (Pages 39-46). Look up any words you do not know the meaning of or talk them through with a grown up. Lesson 2: Questions based on Chapter 11 and 12. 1. What word in the sentence below suggests Benji was running? "You dropped this, Miss!" He panted. 2.
Our Teachers are Superheroes Lesson 1
1 Now faith is the substance of things hoped for, the evidence of things not seen. 2 For by it the elders obtained a good report. 3 Through faith we understand that the worlds were framed by the word of God, so that things which are seen were not made of things which do appear.
Hebrews 11 | KJV Bible | YouVersion
Chapter 11 Answer Key. Study Guide. Summary Answers. Answers will vary, but should include 1 main idea from each Reading (2) or the summary. The word "scale" can mean (a) the tool used to measure your weight in pounds; (b) the small overlapping thin plates that cover the skin of a fish (c) the place on a model that states how much, in units, the model has been increased or decreased when compared to the original.
Teacher Guide Chapter 11 Answer Key - School Specialty
Start studying Chapter 11 Lesson 1: Growth and Expansion- A Growing Economy. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 11 Lesson 1: Growth and Expansion- A Growing ...
Chapter 11 Subpages (12): 11.10 Apply Volume Formulas 11.11 Compare Volumes 11.12 Find Volume of Composed Figures 11.1 Polygons 11.2 Triangles 11.3 Quadrilaterals 11.4 Properties of Two-Dimensional Figures 11.5 Three-Dimensional Figures 11.6 Unit Cubes and Solid Figures 11.7 Understand Volume 11.8 Compare Volumes 11.9 Volume of Rectangular Prisms
Chapter 11 - GoMath - 5th Grade
6th Grade Math Chapter 11 Lesson 3 Part 1: Measures of Variation - Duration: 12:14. ... Going Through The Same Drive Thru 1,000 Times - Duration:
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Chapter 11 Unit Notes Lesson 1: The Sun-Earth-Moon System eclipse movement of one solar system object into the shadow of another object equinox beginning of spring and fall; days on which hours of daylight equal hours of darkness lava molten volcanic material revolution orbit of one object around another object
Chapter 11 Unit Notes Lesson 1: The Sun-Earth-Moon System ...
Science Chapter 11 Lesson 1. chemical bond. valence electrons. electron dot diagram. the part of the atom that is shared, ga…. a force that holds two or more atoms together. an outermost electron of an atom that participates in chemical…. a model that represents valence electrons in an atom as dots a…. electron.
lesson 1 science chapter 11 Flashcards and Study Sets ...
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Chapter 11 Lesson 1,2 and 3 Flashcards | Quizlet
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Bride and Groom sing EPIC Thank You Song to Wedding Guests - Best Wedding speech - Duration: 14:54. Jamie and Megan 3,020,029 views
Class- 4 EV Bangladesh and global studies, Chapter- 11, Lesson- 1 & 2
John 11:1-44New International Version (NIV) The Death of Lazarus. 11 Now a man named Lazarus was sick. He was from Bethany,the village of Mary and her sister Martha.2 (This Mary, whose brother Lazarus now lay sick, was the same one who poured perfume on the Lord and wiped his feet with her hair.)3 So the sisters sent word to Jesus, "Lord, the one you loveis sick.".
John 11:1-44 NIV - The Death of Lazarus - Now a man named ...
In Chapter 11 of To Kill a Mockingbird, Scout learned what true courage looks like. After Mrs. Dubose insulted Atticus to the children, Jem "simply went mad" and beat the tops off of her camellia...
What did Scout learn in Chapter 11? | eNotes
ACTS CHAPTER 1: 6-11 Turn to Acts Chapter 1 and we will start where we left off last lesson. It always thrills us when folks write or call and tell us they are learning. They never try to make me more than I am.
193: Acts Chapter 1:6-11 - Les Feldick Bible Study
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Acts 11:2,3. "And when Peter was come up to Jerusalem, they that were of the circumcision (Jewish believers) contended with him (they put him on the spot). Saying, `Thou wentest in to men uncircumcised, and didst eat with them.'".
Copyright : miguelcantonzetina.com
194: Acts Chapter 1:6-11 - Part 2 - Les Feldick Bible Study
Chapter 11 Unit Notes Lesson 1: The Sun-Earth-Moon System Earth is moving rapidly through space 2 A(n) revolution is the orbit of an object around another object a Earth orbits the Sun once every 36525 days b The average distance between Earth and the Sun is about 150 million km, which is called a(n) astronomical unit (AU) 3 The spin of
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Chapter 11 Quiz 1 (Lessons 11-1 through 11-2) Find the area of each figure Round t 9 in 75 in 8m 450 DATE nearest tenth 10 in' PERIOD SCORE 4 Glencoe Geome 5 e height of a triangle is 10 centimeters more than its base If the area of the 'angle is 100 square centimeters, find its base and height Chapter 1 1 +20b 39
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Practice #10
Preparation
* Become familiar with the One Minute Talk Activity
* If necessary, you might need to pick up a few materials for the project presentation depending on what your team decided to do.
Beginning
5 min - Go over the plan for today's practice with the team
Explain that the team will review CORE value #6, give a short speech, continue robot programming and developing their part of the team presentation, and run through their entire research project presentation as a team.
15 min – Review Core Value #6 – We share our experiences with others
How will they do this? Teams will typically share their experiences in several different ways, but the main ones that I can think of right now are through the bake sale fundraiser and through the presentations that their team will give to different groups or 4-H clubs in the county. They can also share within their own families and through classmates.
Team Building Activity
15 min – One Minute Talk
http://www.teachthought.com/pedagogy/student-engagement/10-team-building-games-forthe-first-day-of-class/
Students are chosen to give 60 second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to topics given from teacher. Give everyone a few minutes to come up with their 1-minute talk, and then give each member a chance to give their talk uninterrupted.
This exercise is geared towards helping the team to start working on public speaking skills since they are in the middle of developing their presentation.
Main Part of Practice
60 min – Programming Robot Missions and Research Project
(30 min) Group 2 – Research Project - work in individual roles in presentation You don't have to do it this way, but I have found it helpful to divide the group in half for this next part of the practice. One group will pick a mission to work on and continue programming. The other group with work on their research project. Half-way through the main part of the practice, switch groups.
(30 min) Group 1 – Program Robot Mission
Break? - If your team is made up of mostly 4 th or 5 th graders, they might need a little break between switching from the robot programming group to the research project group. Use your best judgment
Wrap Up
25 min - Bring the whole team together for first run through of the research project presentation
This will be really rough, but it will help the team to see how much they need to work on what they are going to say and how they are going to present it. And, remember that the presentation is only 5 minutes.
Coach's Follow Up
The coaches will need to start contacting 4-H clubs, Rotary clubs, other civic organizations, or classrooms to present their presentations to. There are 10 clubs in Gillespie County who meet monthly at various times, so there is a group that would be willing to hear your presentation. You will want to make these arrangements for your team. | <urn:uuid:a489082e-9fb2-4f35-baeb-920b9cd68b68> | CC-MAIN-2021-04 | http://counties.agrilife.org/gillespie/files/2015/04/Practice-10-2.pdf | 2021-01-23T17:28:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00518.warc.gz | 24,563,997 | 617 | eng_Latn | eng_Latn | 0.998861 | eng_Latn | 0.998827 | [
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978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner Marie McCullagh and Ros Wright
Table of Contents
More information
Contents
Introduction
SECTION 1: INTRODUCTION TO COMMUNICATION
* Recognising the different elements that make up communication
page 6
page 8
* Understanding how good communication benefi ts the patient interview
© Cambridge University Press www.cambridge.org
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Table of Contents
More information
Unit
4 The social history and telephone consultations page 42
5 Examining a patient page 52
7 Planning treatment and closing the interview page 69
8 Dealing with sensitive issues page 77
Communication skills
* Enquiring about the patient's social history
* Employing good telephone etiquette
* Ensuring an effective telephone consultation
* Summarising and checking information
* Preparing and reassuring the patient during an examination
* Explaining examination procedures
* Giving effective instructions in a patient-friendly manner
Language focus
* Asking about lifestyle and environmental health
* Language for summarising and checking information
* Patient speak: common suffi xes in medical terminology
* Expressions for consulting by telephone
* Indirect language for polite instructions,
* Patient speak: verbs and prepositions for giving instructions
* Effective intonation for instructions
* Softener: just
DVD lesson 2: Taking past medical history, family history and carrying out the physical examination
6 Giving results page 60
* Language for giving a diagnosis
* Phrases used to organise information
* do for emphasis and confi rmation
* Word stress for emphasis
* Language for explaining
medical terminology
* Patient speak: colloquial questions for asking about prognosis
* Language of probability
* How to negotiate a plan of action
* Language for making suggestions
* Phrases to explain advantages and disadvantages
* Patient speak: expressing likelihood
* Language for negotiating treatment
* Language to broach sensitive issues
* Identifying non-verbal patient cues
* Techniques for contextualising, reassuring and asking permission
* Patient speak: drug culture
* Ensuring specifi c and concise notes
Reading
* Jaundice
* Acute bronchitis
* Explaining results in a way that patients can understand and remember
* Encouraging patients to express their fears and concerns
* Explaining medical terminology to a patient
* Giving a prognosis
* Explaining treatments to a patient
* Discussing options
* Describing benefi ts and side effects
* Advising on lifestyle
* Negotiating treatment
* Closing the interview
* Broaching sensitive issues without bias and remaining non-judgemental
* Reading and responding to patient cues
* Employing question techniques: CAGE
* Writing concise and accurate notes
* Updating the patient note
© Cambridge University Press
* Erythema nodosun
Listening
* Explaining test results
* Organising information
Reading
* The New Quit Guide, So You Want to Quit?
Listening
* Outlining a treatment plan
* Describing possible treatment plans for hypertension
* Negotiating treatment with the patient
* Advising on lifestyle changes
Reading
* Reading cues
* Letter of referral
* Questionnaire: Know your drink
Listening
* Broaching sensitive issues.
* Discussing sexual and reproductive health
* Asking about alcohol consumption
www.cambridge.org
Texts
Reading
* Telephone consultations Listening
* University seminar discussion on taking a social history
* Asking about occupational health
* Discussing lifestyle and environmental health
* Carrying out an effective telephone consultation
Reading
* Techniques of the trade Listening
* Giving instructions during a physical examination
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Table of Contents
More information
Unit
9 Breaking bad news page 87
11 Communicating with the elderly page 102
12 Communicating with children and adolescents page 112
Communication skills
* Delivering bad news in a sensitive way
* Reassuring a patient or relative
* Showing empathy
Language focus
* Patient speak: expressions showing level of understanding
* Softening the question
* Language to deal with emotions
* Patient speak: talking about current knowledge of condition
* Voice management when communicating bad news
DVD lesson 3: Breaking bad news
SECTION 3: INTERVIEWING DIFFERENT PATIENT CATEGORIES
10 Communicating with challenging patients page 95
* Encouraging a withdrawn patient to speak
* Calming an aggressive or angry patient
* Asserting your role as a doctor
* Reviewing question types
* Using facilitative language
* Language to respond to body language
* How to validate emotions
* Patient speak: expressions to describe different
emotional states
DVD lesson 4: Dealing with challenging patients
* Carrying out an effective interview with an elderly patient
* Showing sensitivity and respect to an elderly patient
* Communicating with depressed elderly patients
* Establishing and developing rapport with a child
* Reassuring a child
* Gaining a child's consent to be examined
* Explaining procedures to a child
* Responding to a child's verbal cues
Texts
Reading
* A time to listen
Listening
* Breaking bad news
* Preparing the patient for receiving bad news
* Dealing with emotions of an HIV patient
* Consulting with a relative by telephone
* Breaking bad news to a relative
Listening
* Receiving an uncommunicative patient
* Interviewing an irritated patient
* Dealing with a manipulative patient
Reading
* Talking to the dying patient Listening
* Visualising life as an older patient
* Interviewing an older patient
* Interviewing patients with sensitivity and respect
* Consulting patients with hearing problems
* Student presentation: tool for assessing the ability to live independently
* Dealing with a patient with depression
* Assessing a patient with mental issues
Reading
* Now I feel tall: What a patient-led NHS feels like
Listening
* Interviewing young children and their parents
* Reassuring a young child
* Examining children and
* Asking questions specifi c to
the elderly
* Patient speak: collocations to describe conditions common in the elderly
* Language to show sensitivity
* Techniques for communicating with patients with hearing problems
* Simple choice questions
* Compliments for children
* Expressions to show empathy with must
* Language for reassuring a child
* Child-friendly instructions
* Patient speak: bodily
functions and body parts
* Techniques for communicating with adolescents
giving instructions
* Communicating effectively with an adolescent
* Interviewing an adolescent patient
DVD lesson 5: Interviewing young patients and their carers
Role-play and other additional material Audio scripts Answer key
© Cambridge University Press page 121
page 137
page 152
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner Marie McCullagh and Ros Wright
Excerpt
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Unit 1
Receiving the patient
LEARNING OUTCOMES
Lead in
At the end of this unit, you will be able to:
* greet patients and put them at ease
* introduce yourself and your role
* ask the opening question and set the agenda for the interview
The way you greet a patient can determine the rest of the consultation.
Bickley (2003)
© Cambridge University Press
As a group, share your thoughts on this quotation from a celebrated 19 th -century physician:
The kindly word, the cheerful greeting, the sympathetic look – these the patient understands.
William Osler (1849–1919)
Putting yourself in the patient's shoes
1 Prior to a consultation, some patients experience strong feelings of anxiety. Discuss reasons for this in small groups. Why might patients be even more anxious when visiting a hospital as opposed to a doctor's surgery 1 ?
2a Think back to the last time you were a patient and do this questionnaire.
b In small groups, compare your responses and then answer these questions.
1 How might the factors in question 2 of the questionnaire increase or decrease patient anxiety? Make a list.
2 How might the age, gender or physical appearance of a new patient affect a doctor's relationship with that patient?
Patient questionnaire
1 How do you feel when you enter a hospital as a patient? (Circle the best answer.)
Relaxed
Apprehensive
Unconcerned
Anxious
Relieved
Scared
Mildly concerned
Other
2 What generally lessens any concerns you may have on entering a hospital?
(Place in order of importance, 1 = most important)
Administrative staff
Nursing staff
Doctor
Surroundings
Other
3 Have you ever left a consultation more confused/frustrated than when you arrived? YES / NO
4 If YES, why?
5 What qualities do you appreciate in a doctor?
1 (US English) doctor's offi ce www.cambridge.org
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Excerpt
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… how you would feel about establishing rapport with a patient in English.
b Discuss your thoughts with the rest of the group and talk about the language you would use to do these things.
3a Take a couple of minutes to think about this and then rate your ability to do the following from 1 (lacking in confi dence) to 5 (highly competent).
1 I can make the patient feel relaxed.
2 I can greet the patient appropriately.
3 I can set the agenda for the interview.
4 I can use an appropriate, welcoming tone of voice.
Establishing initial contact
The setting for the patient encounter is very important.
4a 1.1 You're going to hear a communications expert talk about the importance of seating arrangements in a consulting room. Listen and choose the best seating arrangement: 1, 2 or 3.
b 1.1 Listen again and answer these questions.
1 Why does the expert suggest this arrangement is the best option?
2 According to the expert, how far should you sit from your patient in the UK?
a 3 feet (1 metre) b 9 feet (3 metres) c 5 feet (1.5 metres)
3 What reason does the expert give for this?
c Discuss these questions with a partner.
1 What do you think about the expert's suggestion regarding the distance between doctor and patient during an encounter?
2 Why might a doctor draw his/her chair closer to a patient?
3 What should a doctor consider when interviewing a patient in bed?
© Cambridge University Press
Unit 1
Receiving the patient
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Excerpt
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5a 1.2 You are going to hear two patients talking to friends about a recent encounter with their consultants 1 . Listen and tick the relevant column (Competent, Fairly competent or Needs improvement) to show to what extent the consultants are successful in establishing rapport with their patients.
b 1.2 Listen again and note examples (positive or negative) in the fourth column.
c In small groups, compare your fi ndings and compile a list of points for the two consultants about how they could improve their technique. Share these with the group.
Greeting and putting your patient at ease
6 1.3 You are going to hear three doctors welcoming their patients. Where does each take place: in a GP's surgery, a hospital ward 2 or a specialist's offi ce? How do you know?
The initial contact with the patient sets the foundation for the relationship. Be prepared to give your undivided attention. Spend enough time and energy on your greeting and the patient's response to achieve a level of comfort on the part of the patient.
1 (US English) doctors
2 (US English) hospital department
Unit 1
Receiving the patient
© Cambridge University Press
Bickley (2003)
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Excerpt
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7a A doctor's initial contact with a patient should include four main objectives. Look at these phrases and give each set of objectives a heading.
Objective 1
Objective 2
* Good morning, [Jenny], come in, take a seat …
* Good afternoon, Mr [Hanks], isn't it?
* Hello, can I just check it's [Mr Wang]? We've not met before …
* [William Denby]? Hello. What would you prefer me to call you?
* Hello, Ms [Kavanagh] … Am I pronouncing it correctly?
Objective 3
* I've come to have a little chat with you about …
* I'd like to spend fi ve minutes with you to ask some questions if that's OK?
* I wonder if we can chat for a few minutes about …
b Compare your ideas with the rest of the group.
8
Look back at the fi rst sentence in Objective 3.
1 What effect might the phrase have a little chat have on the situation?
2 In which situation(s) might you avoid using this verb when greeting a patient?
9a 1.4 You are going to hear the beginning of a patient encounter. Listen and number the objectives in Exercise 7a in the order you hear them.
b What else does the doctor do to make the patient comfortable?
10 With a partner, practise greeting and introducing yourself to your patient.
1 (US English) medical student
2 (US English) residents
3 (US English) Dr [May], covering for Dr [Franklin]
© Cambridge University Press
* I'm a student doctor 1 working with Mr [Donaldson].
* My name is Dr [da Silva], I'm one of the registrars 2 on the ward this evening.
* I'm Dr Janowicz. My colleague, Dr [Taylor], has asked me to come and see you about …
* Dr [Murad] has referred you to me for further investigations. My name is Dr Lozano and I'm …
* Hello, I'm Dr [May], the locum with this practice 3 .
Objective 4
* If you don't mind, I'd like to take some notes as we talk.
* Do you mind if [our student doctor] is present during our chat?
* If it's all right with you, I'd like to have a listen to your heart.
Communication Skills
The following might be helpful:
'I'm Dr [name]. You've probably noticed I'm [nationality], so I apologise if I have to ask you to repeat anything. And please stop me if there's anything you don't understand.'
Unit 1 Receiving the patient
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
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Conveying warmth
11a 1.5 You are going to hear two versions of two different patient encounters. Decide if the doctors sound welcoming or unwelcoming.
b Compare your ideas with a partner. What helps you distinguish between a welcoming and an unwelcoming voice in English / in your own language?
12a 1.6 Listen to and read these greetings. With a partner, decide what the context is for each one. How do you know?
1 Good morning, Mr Barker, isn't it? Your consultant asked me to come and see you.
2 Anya Kaplinski? You've come for your six-month check-up, I see.
3 [patient knocks] Hello? Come in? Sorry for the wait, Miss Staples, we're running a little late this morning.
4 [doctor enters waiting room] Mrs Khan?
b Repeat each phrase until you are satisfi ed that your voice sounds welcoming and has the right intonation. Your voice should rise on the underlined words.
c Take turns to read the greetings. Listen and decide if your partner sounds welcoming or unwelcoming.
13 Role-play these situations with a partner.
Student A: Turn to page 122.
Student B: Turn to page 128.
Think about
… how you would ask the opening question in a patient interview in English.
14a Look at this opening question. Think of two more ways of posing the opening question. Compare your questions with a partner.
What brings you here today?
b Why is the opening question so important in the patient interview? Discuss in small groups.
c Would you use these opening questions? Why (not)?
1 So, what's the problem?
2 What's up?
© Cambridge University Press
Cultural awareness
Eye contact and a smile are generally accepted forms of greeting in the English-speaking world. What form of nonverbal greeting, if any, is considered appropriate in your country?
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Excerpt
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Asking the opening question
15a Choose the most appropriate opening question(s) (1–10) for each scenario (a–e). (There may be more than one answer in each case.)
1 Your GP has explained the situation, but I wonder if you could tell me in your own words?
2 What would you like to discuss today?
3 Am I right in thinking you've come for baby [Killian's] routine check-up?
4 How are things with the [new tablets]?
5 What brings you here today?
6 Has there been any improvement since I saw you last?
7 How are you feeling today?
8 I have your notes from your doctor, but could you tell me what's been happening?
9 So, what have you come to see me about today?
10 So, how is [little Rhana] doing?
b Discuss your choices with a partner. Why are some questions more appropriate than others for each of the scenarios?
16a 1.7 You are going to hear more of the encounter with Mr Mahoney (see Exercise 11). Listen to the interview and answer these questions.
1 Which opening question does Dr Patel use?
2 What is Mr Mahoney's presenting complaint?
3 Was Dr Patel's opening question the most appropriate for this interview? Why (not)?
b As a group, rewrite Dr Patel's opening question to ensure a more appropriate line of questioning.
Am I right in thinking ?
Note that Dr Patel could ask a follow-up question to ensure Mr Mahoney is able to express himself fully:
Is there anything else you would like to discuss today / while you're here today?
Is anything else bothering you at the moment?
Do you have any other issues you'd like to address today?
© Cambridge University Press
Scenarios
a First visit to surgery
b Hospital round
c Follow-up visit
d Check-up for newborn baby
e Following a referral
It is easy to assume the patient has come for their routine check-up … when in fact the patient has a more pressing or at least a second agenda to discuss.
Silverman et al. (2005)
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
Excerpt
More information
17 Other opening questions might also limit the patient's contribution. Look back at the opening questions in Exercise 15a and circle those which require a follow-up question.
18 Some doctors use body language instead of an opening question. Demonstrate to your group how you might open a session using body language only. Would this technique be appropriate in your country? Would you use this technique? Why (not)?
Setting the agenda
The patient's opening statement is possibly the most important part of the interview.
19 Dr Patel refers Mr Mahoney to a consultant, Mr Swift. Read the opening statement that Mr Mahoney gives to the consultant, underline the important points and explain your choices to a partner.
Mr Swift
I wonder if you could tell me in your own words what's been happening.
Mr Mahoney
Well, yes, I'm sure you've got all this information, but … my arthritis has been playing me up 1 a bit as usual – I'm having diffi culty sleeping and I'm in some pain fi rst thing in the morning. But it's the headaches that are really getting me down, they're so painful. Sometimes I've been sick 2 with them … literally. I'm starting to have time off work now because of them. My wife's really worried. She's the one that insisted I go see Dr Patel.
20a With a partner, list the benefi ts of allowing the patient to make an opening statement.
Examples: Enables doctor to hear patient's story. Signals the doctor's interest in the patient.
b Compare your fi ndings with the rest of the group.
21 1.8 Listen and complete the consultant's next phrase to set the agenda for the rest of the interview with Mr Mahoney.
Mr Swift
the headaches that are really bothering you, looking at those. the arthritis later, if that's . Is there you want to discuss today?
2 (US English) acting up, giving me trouble
2 (US English and UK English) I've thrown up, I've vomited
© Cambridge University Press
Out & About
If you are working in an English-speaking environment, listen out for the use of opening questions, as well as the speaker's tone of voice.
Compare your fi ndings with the rest of the class next time you meet.
978-0-521-75590-0 - Good Practice Student's Book: Communication Skills in English for the Medical Practitioner
Marie McCullagh and Ros Wright
More information
Excerpt
Language for setting the agenda
Shall we / Let's start with [the headaches]?
Shall we start by discussing / looking at [the headaches]?
We'll come back to [the arthritis] later / after that.
We'll talk about [the arthritis] later / after that.
If that's all right / OK with you?
Does that sound all right / OK?
22 With a partner, choose a set of symptoms (a or b) and practise setting the agenda with the patient.
a Recurrent headaches, ingrown toenail
b Eczema, diarrhoea 1
Piecing it all together
23a Choose one of the situations from Exercise 13 and role-play the fi rst part of the encounter with your partner.
b Swap roles. Choose a different situation and role-play the fi rst part of the encounter as before.
Student A: Turn to page 123.
Student B: Turn to page 129.
Progress check
1 (US English) diarrhea
© Cambridge University Press | <urn:uuid:228783ea-41b2-4ebb-8933-c0a592c28adf> | CC-MAIN-2021-04 | http://oxico.sk/lg/aj/assets/ukazky/good_practice.pdf | 2021-01-23T17:06:59+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703538226.66/warc/CC-MAIN-20210123160717-20210123190717-00517.warc.gz | 74,879,269 | 4,866 | eng_Latn | eng_Latn | 0.975887 | eng_Latn | 0.997016 | [
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QUESTION 4 (6 marks)
Meiosis occurs in the gonads of all sexually reproducing organisms and involves two divisions of the parent cell.
a) Compare and contrast Metaphase I and Metaphase II of meiosis by drawing a cell of each type that would be found in a Drosophila melanogaster fly with diploid number 2n = 6. Show the two unique processes that occur in Prophase I and are still observed in Metaphase I by clearly labelling the paternal and maternal chromosomes. Label a chromosome, a chromatid and an homologous pair where appropriate on both drawings, and any other labels that aid in comparing and contrasting the two stages.
[4 marks]
b) Explain the importance of the two processes that occur in Metaphase I to the survival of the species.
[2 marks]
QUESTION 5 (5 marks)
Salmon migrate from freshwater streams to the ocean but then return to these streams to spawn. When migrating from their stream of birth to an estuary and out into the sea, salmon tend to swim in large schools. In a study of salmon population size in a migrating school of salmon, 400 fish were caught and marked with a small snip out of their tail fin. When the fish arrived at the sea, a random sample of 400 were collected by net. In this sample, 50 of the fish were marked.
a) Use the formula for the Lincoln index, M × n m N = , to determine the estimated number of salmon in the migrating population at the beginning of the migration.
[2 marks]
b) During the migration, the salmon will be exposed to various biotic and abiotic limiting factors that affect survival of the fish.
Explain the meaning of this statement, using at least two examples relevant to salmon to support your explanation.
[3 marks]
QUESTION 3 (3 marks)
In the food web, acacia seeds and shoots come from producers and provide food, and therefore energy, for the first-order consumers pigeons and parrots. In 2014, the unusually large number of parrots would have eaten much of the available seeds and shoots, especially from the acacias.
Beetles and ants are first-order consumers that provide food for the malleefowl, a second-order consumer. With fewer available acacia seeds and shoots for the malleefowl, they would have eaten more ants and their numbers would have decreased.
The malleefowl would have then started to eat more beetles, causing the observed significant decrease in the beetle numbers.
QUESTION 4 (6 marks)
a)
equator
one chromosome
one chromatid
homologous
pair
crossing
over
one chromosome
one chromatid
Metaphase I
Metaphase II
paternal chromosome
maternal chromosome
[4 marks] Award 1 mark for drawing the two cells. Award 1 mark for appropriate labels. Award 1 mark for showing independent assortment. Award 1 mark for showing crossing over.
[1 mark]
[1 mark]
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We need people pushing the boundaries. Exploration is what we, as humans, do. Heidi Hammel
Text
spaceplace.nasa.gov/ menu/explore/
Choose 3 articles; summarise each into 1 image, 100 words and 1 big question
Thinking Focus: Space Exploration
Using advanced technology to seek out, investigate and utilise off-Earth objects.
Curriculum Focus
Space exploration is exciting, inspiring and innovative. It provides multiple opportunities for students to study a range of topics/themes - physics, advanced technology, space flight, robotics, survival, aspiration, colonisation, human values, perseverance etc. - each one a stimulus to independent study, group investigation or whole class exposition.
Knowledge, Skills & Values
Space exploration challenges us to contemplate where we are coming from, where we are going to, and why. Students will develop an expansive perspective, much broader than their day-today concerns; they will have the opportunity to inquire about topics of interest, and then connect them together. They will contemplate humanity's motivation to explore space.
Data
Map
en.wikipedia.org/wiki/ Timeline_of_artificial_ satellites_and_space_ probes
Choose 1; investigate; record a 20 second audio summary geoawesomeness.com/ the-history-of-spaceexploration-on-a-singlemap/
Zoom in (ctrl +); choose the most interesting feature; justify choice to your group
1. Basic Learning Tasks
What is space exploration? Why do humans try to explore space? Find, research and describe:
- A space ship
- A space exploration robot
- An artificial satellite
- A possible second Earth
- A space explorer
Make a model satellite, space craft or robot.
2. Deeper Learning Tasks
Make 5 links between space exploration and Earth exploration
Rank these reasons for exploring space:
- Scientific research
- Future survival of humanity
- Military/Political supremacy
- Uniting nations
- Exploiting asteroid resources
Debate whether space exploration is justified.
3. Long-term Learning Tasks
Check-in weekly with an ongoing space mission such as: voyager.jpl.nasa.gov
Define your personal understanding of 'exploration' and use this to think about your own journey in life challenges, struggles and exciting opportunities.
Revisit your learning whenever you come across new technologies, such as artificial intelligence/robotics.
Purpose
virgingalactic.com/purpose/ blueorigin.com/our-mission pacex.com/about
Compare the mission statements of SpaceX, Blue Origin and Virgin Galactic then create a combined mission statement of 20-50 words and a single, simple logo.
Thinking Focus: Space Exploration
Space exploration is a force of nature unto itself that no other force in society can rival. Neil deGrasse Tyson
Media
The Martian: book and
film
Explorers: Short
Film - youtube.com/
watch?v=WQpfUbOqIV0
Star Trek
Extend
youtube.com/ watch?v=xRFXV4Z6x8s
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Q:1 A girl picks up a hot plate. A reflex action causes her to drop it.
The diagram shows some of the structures involved in this reflex action.
Use words from the box to name the structures labelled A, B, C and D.
brain gland muscle neurone
receptor
spinal cord
A
B
C
D
(4 marks)
Q:2 The diagram shows the structures involved in the knee-jerk reflex. When the tendon is struck with the hammer, the receptor is stimulated and the lower leg moves forward.
(a) Name the structures labelled A, B and C.
A
B
C
(b) How is information passed from structure A to structure B?
(c) What is the effector in this response?
(3 marks)
(1 mark)
(a) Name two different sense organs she would use to detect when it is safe to cross the road.
1
2
(2 marks)
(b) Which sense organ contains receptors that help the child to keep her balance?
(1 mark)
(c)(i) Complete the sentence.
A car driver automatically brakes if a child dashes out into the road.
This is called a
action.
(1 mark)
(c)(ii) Draw a ring around the correct answer to complete the sentence.
effectors
In the nervous system, information passes along cells called neurones.
synapses
(1 mark)
Q:4
Reflex actions are rapid and automatic.
(a) Name the following structures in a reflex action.
(a)(i) The structure that detects the stimulus.
(1 mark)
(a)(ii) The neurone that carries impulses to the central nervous system.
(1 mark)
(a)(iii) The neurone that carries impulses away from the central nervous system.
(1 mark)
(a)(iv) The structure that brings about the response.
(1 mark)
(b) Describe what happens at a synapse when an impulse arrives.
(2 marks)
(c) Some people have a condition in which information from the skin does not reach the brain.
Explain why this is dangerous for the person.
Q:5 The diagram shows the structures involved in a reflex action.
(a) On the diagram, name the structures labelled W, X and Y.
(3 marks)
(b) The control of blood sugar level is an example of an action controlled by hormones. Give two ways in which a reflex action is different from an action controlled by hormones.
1
2
(2 marks)
(2 marks)
(a) Use words from the box to answer the questions.
brain eye nose skin tongue
Which organ contains receptors that allow a person to:
(a)(i) read the newspaper
(1 mark)
(a)(ii) smell the coffee
(1 mark)
(a)(iii) feel how hot the cup is
(1 mark)
(a)(iv) taste the coffee?
(1 mark)
(b) Smoking is banned in the café.
Name one disease that is caused by smoking tobacco.
(1 mark)
(c) A cigarette manufacturer increased the amount of nicotine in cigarettes by 11 % between 1997 and 2006. The manufacturer did not tell the public about this change.
(c)(i) Suggest one reason why the manufacturer increased the amount of nicotine in the cigarettes.
(1 mark)
(c)(ii) Suggest one reason why the manufacturer did not tell the public about the change.
(1 mark)
Q:7 A student accidentally touches a sharp object.
Her hand is immediately pulled away from the object.
The diagram shows the structures involved in this response.
(a) Use the correct word or phrase from the diagram to complete each sentence.
(a)(i) The stimulus is detected by the
(1 mark)
(a)(ii) Impulses travel to the central nervous system along a
cell called a
(1 mark)
(a)(iii) Impulses travel from the central nervous system to the effector
along a cell called a
(1 mark)
(a)(iv) The hand is pulled away from the sharp object by the
(1 mark)
(b) Where in the body are there cells sensitive to:
(b)(i) light
(1 mark)
(b)(ii) sound
(1 mark)
(b)(iii) changes in position?
(1 mark)
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Science & Living in God's World - Grade 1 Text GOD'S LAWS FOR HIS WORLD
The symbol on this page has certain definite meanings.
Man under God - Father, Son, Holy Spirit - is the ruler of Earth. The earth is God's gift to His people through His love for them.
God gave man the plan for ruling the earth. Man is God's steward of creation. "the earth is the Lord's and the fullness thereof and all that dwell therein." (Ps. 23;1)
If man follows the divine plan for the earth, he attains fullness of life for his body and soul, temporally and eternally. Man rules for his own good and that of the world when he uses the gifts of the earth to promote his neighbor's welfare as well as his own.
The discovering of the divine plan for the world by the child at various age levels is a primary objective sought in this series. Through the activities described in the text and teacher's manuals, the child acquires an appreciation of his God-given heritage of material gifts. He learns to use them in making a better life for himself and for his fellow man.
Nihil Obstat: Nicolas L. Gross
Imprimature: †Stanislaus V. Bona - Bishop of Green Bay
CHRISTIAN SOCIAL LIVING SCIENCE SERIES Monsignor E. J. Westenberger, Ph.D., Director sponsored by Diocesan Department of Education, Green Bay, Wisconsin Reverend Richard Kleiber, Ed.D., Superintendent
SCIENCE AND LIVING IN GOD'S WORLD
God's Laws for His World by
Sister M. Blanche Marie, O.S.F. Sister M. Francis Regis, S.S.N.D. Sister M. Margarita, O.P.
in collaboration with
Sister M. Aquinas, O.S.F.
Supervisor of Science
Original Illustrations by Raymon Naylor - Beth Wilson - Chryssie B. Tavrides
Original Copyright 1961by LAIDLAW BROTHERS Publishers
Reprinted in 1998 by
LEPANTO PRESS 421 S. Lochsa Street Post Falls, ID 83854
CONTENTS
1
For the teacher:
In Science and Living in God's World, Grade 1, the world around us is presented through the fascinating story of creation, and God's care for it through the operation of His laws. Abundant situations are provided for the child to observe the unfailing functioning of these laws in living and nonliving things. A study of the marvelous harmony, order, wisdom, and purpose in creation will help the learner realize the need for law and order in his own daily living. Thus the child's love for God will inspire him to do His will and make him aware of his own destiny-here on earth as well as in the next world.
UNIT 1. GOD CREATED A WORLD FOR US.
We call God's world Earth. The earth has land and water. God made many things to live on the earth.
1. What does the picture mean?
2. Why did God create the world?
3. Talk about God's gift to us.
God created Light.
God made the day and the night. We need light to live. We need the night, too.
Things to Talk About
1. What do these pictures show?
2. Tell the different ways that light helps us.
3. Why do we need the night?
God made the air.
The air makes the blue sky. Water in the air makes the clouds. Rain comes down from the clouds.
Things to Talk About
1. Where is the air? How do you know?
2. Why did God give air to us?
3. How does rain help us?
God created land and water.
God put the land in one place and the water in another. He made plants grow on the land and in the water.
Things to Talk About
1. What do you see in the picture?
2. Talk about these gifts that God gave us.
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PROGRESSION FOR DEVELOPING ALGEBRA UNDERSTANDING THROUGH GENERALIZING ARITHMETIC ACROSS GRADES 3-7:
This curricular progression is intended to develop algebra understanding through generalizing arithmetic. Generalized arithmetic involves generalizing arithmetic relationships, including properties of number and operation, representing these relationships in diverse ways (e.g., using words, symbolic representations, or pictures), and justifying and reasoning explicitly with these generalizations. In this context, generalized arithmetic entails reasoning about the structure of arithmetic expressions rather than their computational value.
SUMMARY OF DEVELOPMENT OF IDEAS ACROSS GRADES 3-7:
The following summarizes a curricular progression for the development of algebra understanding generalizing arithmetic in grades 37. The progression is based on what we know from research that children can reasonably accomplish. It is not intended to be unique in its scope and sequence, but represents one possible progression for developing algebra understanding. In grades 3-5, students explicitly attend to generalizing, representing, and justifying arithmetic generalizations. This includes a strong emphasis on the fundamental properties of number and operation (e.g., Commutative Property of Addition). Other arithmetic generalizations, such as generalizations on classes of numbers (e.g., evens and odds) are also addressed. Representation-based arguments are introduced, and the limitations of case-based reasoning is explored. Students also begin to identify fundamental properties in order to justify computational work. Finally, students examine domains for which arithmetic generalizations are true.
Third-Grade:
Students begin generalizing Fundamental Properties of Number and Operation, focusing primarily on properties involving addition and subtraction. The order in which properties are introduced progresses from those that contain a single, repeated variable to those with multiple variables. (Simultaneous work with equations includes developing an understanding of equations in these various formats.) Fundamental properties based on multiplication are incorporated near the end of grade 3 after multiplication has been introduced. Students also begin to explore other arithmetic generalizations about classes of numbers and the operations, particularly those about sums of even numbers and odd numbers. Although generalizations in grade 3 are initially expressed in words, the use of variables to express arithmetic generalizations is also introduced. Students also begin to use Fundamental Properties to simplify computations and identify these properties in use. Finally, students begin to explore ways to justify generalizations, beginning with empirical arguments and moving towards general arguments based on reasoning with representations.
Core Actions:
o analyze information to develop a conjecture about the arithmetic relationship
o develop a justification or argument to support the conjecture's truth;
o express the conjecture in words
o explore different types of arguments, including empirical arguments, representation-based arguments, and arguments based on the algebraic use of number
o identify values for which the conjecture is true
o examine meaning of repeated variable in same equation
o if appropriate, express the generalization using variables
o for properties with multiple variables, examine the meaning of different variables in the same equation
o identify generalization (property) in use when doing computational work
o examine characteristic that generalization (property) is true for all values of the variable in a given number domain
Fourth-Grade Progression:
Students review previously established Fundamental Properties, including their symbolic forms. They continue generalizing new Fundamental Properties, focusing primarily on properties involving multiplication. All Fundamental Properties are examined within a grade-appropriate number domain. Students also continue to use Fundamental Properties to simplify computations and identify these properties in use. They continue their work with other arithmetic generalizations involving classes of numbers (e.g. evens and odds). In particular, they extend their understanding of generalizations about sums of even numbers and odd numbers to include generalizations about products. Additionally, they examine generalizations that incorporate previously established generalizations (e.g., 'a + b – b = a' incorporates the Fundamental Properties, b – b = 0 and a + 0 = a, addressed in Grade 3). They also continue to develop their understanding of types of arguments used to justify generalizations, extending these forms from empirical arguments and representation-based arguments to arguments based on reasoning with previously established generalizations. Finally, in order to begin establishing the limitations of empirical arguments used to justify arithmetic generalizations, they begin to compare and contrast the strengths of empirical arguments with more general arguments.
Core Actions:
o analyze information to develop a conjecture about the arithmetic relationship
o develop a justification using, as appropriate, an empirical argument, algebraic use of number argument, representation-based argument, or argument based on reasoning with previously established
o express the conjecture in words and, if appropriate, variables
o examine the limitations of an empirical argument
o identify number domain on which conjecture is true, including extending number domains for which generalizations were previously established to examine whether generalization still holds
o examine meaning of repeated variables in same equation
o examine constraints on values of variable (i.e., a cannot be 0 to avoid division by 0)
o examine meaning of different variables in same equation
o examine characteristic that generalization (property) is true for all values of the variable in a given number domain
o identify generalization/property in use when doing computational work
Fifth-Grade Progression:
Students review previously established Fundamental Properties, including their symbolic forms. Fundamental Properties are re-examined in terms of their validity on number domains broader than those previously used. In particular, students examine whether Fundamental Properties are valid for fractions. They also continue to use Fundamental Properties to simplify computations and identify these properties in use. They continue to explore other arithmetic generalizations, extending their work with generalizations about classes of numbers (e.g., evens and odds) to include generalizations about outcomes of calculations (e.g., Does multiplying two numbers always produce a larger result?). Finally they continue to develop their understanding of different types of arguments to support generalizations and compare and contrast the strength of more general arguments with empirical arguments.
Core Actions:
o analyze information to develop a conjecture about the arithmetic relationship
o develop a justification using, as appropriate, an empirical argument, algebraic use of number argument, representation-based argument, or argument based on reasoning with previously established
o express the conjecture in words and, if appropriate, variables
o examine the limitations of an empirical argument
o identify number domain on which conjecture is true, including extending number domains for which generalizations were previously established to examine whether generalization still holds
o examine meaning of repeated variables in same equation
o examine any constraints on values of variable (i.e., a cannot be 0 to avoid division by 0)
o examine meaning of different variables in same equation
o express generalizations (equations) in different equivalent forms (e.g., a = b + c is equivalent to a – c = b)
o identify generalization/property in use when doing computational work
o examine characteristic that generalization (property) is true for all values of the variable in a given number domain
Sixth-Grade Progression:
Students review previously established Fundamental Properties, including their symbolic forms. Fundamental Properties are re-examined in terms of their validity on number domains broader than those previously used. In particular, students examine whether Fundamental Properties are valid for decimals. Students extend their work in identifying Fundamental Properties as they are used in computations to include identifying their use in transformations on simple algebraic expressions. They also continue to explore arithmetic generalizations, including generalizations about classes of numbers and outcomes of calculations. Finally they continue to develop their understanding of different types of arguments to support generalizations and compare and contrast the strength of more general arguments with empirical arguments.
Seventh-Grade Progression:
Students review previously established Fundamental Properties, including their symbolic forms. Fundamental Properties are re-examined in terms of their validity on number domains broader than those previously used. In particular, students examine whether Fundamental Properties are valid for integers. Students continue their work on developing arithmetic generalizations and identifying the Fundamental Properties in use in transforming simple algebraic expressions. They also continue to develop strategies for justifying generalizations by examining symbolic arguments for simple sums of even numbers and odd numbers. They compare the strength of symbolic arguments to other types, such as empirical arguments or representation-based arguments, appreciating the limitations of empirical arguments and the need for more general ones.
Generalized Arithemtic
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Lesson Plan
Subject: Grade 2 Math
Lesson: We Have All the Time in the World
Standards Addressed:
* Understand place value (NC.2.NBT.2)
* Build understanding of time (NC.2.MD.7)
Objectives:
* Students will count within 60; skip-count by 5s.
* Students will write the time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Materials Needed:
* Device for showing We Have All the Time in the World video
* Colored pencils
* "What Time is it Mr. Clock?" Activities
Outline:
* Prior to this lesson students should understand:
o Skip counting by 5s
o Basics of time
o What an analog clock face looks like
* Before the video, have students look over the 2 activities and review some of what you have learned about skip counting, hours and minutes.
* Watch the video with students.
* After the video, students may complete the activity sheets individually.
Take It Further: Go to https://www.scientificamerican.com/article/its-about-time-to-make-asundial/ to make and observe a sundial with the students.
Cross-Curriculum Connection: Play the group game, "What time is it Mr. Fox?" Mr. Fox starts out at one end of a field, room, or designated area with his back to the group. The group at the other end then yells out "What time is it Mr. Fox?" Mr. Fox then holds up a large clock with movable arms instead of calling out the time (on the hour). The group then takes that many steps. When the group gets to where the fox is, but not past him, and asks the time, the fox can yell "Midnight!" The fox then turns and chases the group. Those that he catches are to sit out. The last one left becomes the fox.
To add complexity, set the minute hand at :00, :15, :30 and :45 using baby steps to add to the full step that represents the hour.
What Time is it Mr. Clock?
Grade 2 Math
Name: ______________________________________
Date:______________________
What Time is it Mr. Clock?
Grade 2 Math
Name: ___________________________________ Date:________________________
Activity 2: Circle what day it is today.
Monday Tuesday Wednesday Thursday Friday
Write what time it is: ___________________
It is morning/afternoon. (Circle one.)
Activity 3: The Digital clock says 2:05 and 2:40. Draw the hands on the clocks below to show these.
2:05 pm
2:40 am
What Time is it Mr. Clock?
Grade 2 Math
Answer Key
What Time is it Mr. Clock?
Grade 2 Math
Name: ___________________________________ Date:________________________
Activity 2: Circle what day it is today.
Monday Tuesday Wednesday Thursday Friday
Write what time it is: ___________________
It is morning/afternoon. (Circle one.)
Activity 3: The Digital clock says 2:05 and 2:40. Draw the hands on the clocks below to show these.
2:05 pm
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Monday 11 th May
Hi everybody, did you have a lovely weekend? We hope so!
Thank you for another brilliant response to your home learning tasks and activities last week. We have been so impressed with your maturity in how well are coping with the amount being asked of you at home. Keep it up, we are so proud!
Miss Robertson and Mr Gubb k>
English – Must do
Our skill this week is: To use relative clauses and headings/subheadings.
Please see attached "Week 3 Compulsory Writing Task" for more information, video tutorials and detailed tasks.
Compulsory Writing Tasks:
- Purple Mash Task 1: Relative Clauses
Drop-in extra information for the reader starting with 'who'. Then create your own sentences using 'drop-in' relative clauses.
- Purple Mash Task 2: Plan your Information Text
Your task is to create your own plan using the planning template on Purple Mash. Jot down some ideas for each section. Remember to have a clear heading then subheadings for each section. You can use the ideas from the word and sentence games. Remember you are the new expert!
Save and submit as 'I have finished on Purple Mash by Friday 15 th May.
Foundation Subjects – Must do
This week the subjects are 1) History 2) Art 3) PE
1) History
In History this week we are looking at how different types of transport has impacted Surrey over time.
Task: On Purple Mash create a fact file about Brooklands museum.
Use this website to help you: https://www.brooklandsmuseum.com/explore/our-history
Here are some ideas of subheadings you could use:
- Where/ what is Brooklands Museum?
- Flying at Brooklands
- Cycling at Brooklands
- Motor Racing at Brooklands
- Motorcycling at Brooklands
- How has transport impacted Surrey?
2) Art
The artist we are studying this week is Georgia O'Keefe. Watch this video to find out more about her and her art work. https://www.youtube.com/watch?v=vyRzUii-pSc
Task: On Purple Mash, can you draw a flower freshly bloomed for the summer season?
3)
PE
Task: For PE this week have a go at one of the activities below. Then on Purple Mash tell me what activities you have been doing to keep fit and healthy this week.
https://www.youtube.com/user/thebodycoach1 (PE with Joe – Youtube – Body Coach TV)
https://www.youtube.com/user/CosmicKidsYoga (Yoga & Mindfulness)
https://www.youtube.com/user/GoNoodleGames (Games/Dances)
https://www.youtube.com/user/justdancegame (Dance)
https://www.nuffieldhealth.com/kidswellbeing (15 minute workout for kids)
Or you could try…
Orienteering: Draw a map of your garden and set out an orienteering course or a 'treasure hunt' – each station could have a letter that spells out a word or a number as part of a Maths problem for someone in your family to solve.
Circuits: Create a circuit for the family to complete – be creative if you don't have much equipment at home (tins of food make great weights!)
Gymnastics: Practise your rolls, headstands, handstands etc. There are lots of tutorials on YouTube you could use to help.
60 second challenge: How many 'keep-ups' can you do in a minute? How many bounces of a tennis ball? How many skips with a skipping rope? You could do the same challenge each day for a week and record your daily score to see how you've improved!
Maths Investigations- Optional
Optional maths investigations links or documents / powerpoint to download
Message from Mrs. Barnes about this week's optional investigation and clear instruction on how to submit on Purple Mash if they would like to submit it.
Wellbeing –Optional
The big question is: What is wellbeing? How can I look after my own wellbeing? On the school website, where the home learning year group pages are, underneath year six, you will see a link to wellbeing, click on here to find some top tips to look after your wellbeing.
Life Skill for the week –Optional
Please see the PowerPoint presentation on the class page
Other useful websites to help with your home learning
With schools closed, now is the perfect time for your child to learn something new. Follow this website link for educational live streams, covering everything from phonics to fitness. https://www.theschoolrun.com/best-live-streams-for-kids
History
https://www.bbc.co.uk/cbbc/watch/playlist-horrible-histories-songs
http://www.primaryhomeworkhelp.co.uk/history/index.html
https://www.dkfindout.com/uk/history/
https://www.bbc.co.uk/bitesize/subjects/zcw76sg
Art
https://www.nationalgallery.org.uk/
https://www.tate.org.uk/kids https://www.jumpstart.com/parents/resources/art-resources
http://www.crayola.co.uk/kids-playzone.aspx https://www.thelightbox.org.uk/
https://www.bbc.co.uk/cbeebies/curations/creative-play-for-kids https://artfulparent.com/12-kids-art-games-for-fun-and-creativity/
https://www.pinterest.co.uk/
Maths
https://whiterosemaths.com/homelearning/ (our whole school maths scheme)
https://www.stmarys- byfleet.surrey.sch.uk/attachments/download.asp?file=1532&type=pdf
http://www.maths-games.org/
https://www.mathsisfun.com/
http://www.primaryhomeworkhelp.co.uk/maths/
https://www.bbc.co.uk/bitesize/primary http://mathszone.co.uk/
http://www.ictgames.com/
http://www.kidsmathgamesonline.com/
Other useful sites...
https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/ - this website is full of free eBooks! Make sure you use the filter to find books suitable for your age.
http://www.pobble365.com/ - this website has lots of imaginative inference and writing activities all around a different picture of each day.
https://www.twinkl.co.uk/
- this website is a go-to for most teachers on a weekly basis, so it will definitely help you immensely at home.
https://wonderopolis.org/ - this is a wonderful website to inspire curiosity with an interesting question of the day. Great for developing reading skills!
https://www.tynker.com/ - great for any mindcraft lovers, this website allows you to practise your computing coding skills.
There are also many free chidlren's audiobooks on the website and app Audible which we highly reccommend.
```
https://parentinfo.org/ https://www.storylineonline.net/ https://www.onceuponapicture.co.uk/ https://www.natgeokids.com/uk/category/kids-club/ https://www.bbc.co.uk/bitesize/levels/zbr9wmn https://www.khanacademy.org/ https://www.topmarks.co.uk/ https://www.funbrain.com/ http://www.primaryresources.co.uk/ https://www.mathsisfun.com/ https://www.scholastic.com/parents/school-success/home-learning-resources.html https://www.seussville.com/ https://www.roalddahl.com/home/ http://www.ictgames.com/
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Building Relationships: Framing Early Relational Health
Month 20xx May 2020
Author's Name,
Author's Name,
Author's Name,
Author's Name,
Credentials
Credentials
Credentials
Credentials
Author's Name,
Credentials
Contents
Foreword
Dear Colleague,
Early relational health is an emergent term that has galvanized the interest of many stakeholders and leaders in child and public health sectors, drawing attention to the essential early relational experiences that contribute greatly to infant/toddler development and overall child and family well-being. Early relational health as a term and concept is understood by and matters to many health sector professionals, yet is not well understood by other sectors. The ways in which we talk with parents, community leaders, and other professionals about the importance of early relationships will be a critical element of translating the ideas embodied in the term early relational health into actions.
Early relational health, although a new term, does not designate a new field nor a series of new discoveries. In fact, early relational health builds upon decades of research from the fields of child development, infant mental health and neurodevelopment that has established the centrality of relationships between caregivers and very young children for future health, development and social-emotional wellbeing. A broadening chorus of experts, advocates and practitioners are expanding their efforts to translate the research into communication strategies that convey that healthy and positive child development emerges best in the context of nurturing, warm, and responsive early parent/caregiverchild relationships, surrounded by safe communities with strong trust and social connectedness. Champions of the term early relational health seek to use such language to galvanize the interests of many more providers, stakeholders and leaders in the child health and public health sectors in the adoption of an early relational frame, believing that there is an urgent need and an immediate opportunity. Their vision is to expand the health system's role in providing universal promotion, prevention and early intervention activities that strengthen early relational health for all infants and toddlers in order to address the rising population challenges of social-emotional and educational delays, behavioural problems, and future mental health problems.
The promise of this perspective will not be realized, however, without greater clarity of communication about the importance of early relational health for parents, caregivers, non-experts, and the public.
This FrameWorks research was undertaken to study, with the generous support of the Perigee Fund, the best framing for the child health sector's enthusiasm for expanding its activities and role in support of healthy early relationships and to explore other professionals', parents' and the public's understanding of this new commitment. As the child health sector provides a universal platform that sees all young families and their infants/toddlers in the first years of life, an expanded focus on early relationships within the child health sector provides a wide-scale opportunity to translate the science about relationships into new practices that can ultimately improve greater population and individual wellbeing.
Judy Metzler President Center for the Study of Social Policy
David W. Willis, MD Senior Fellow Center for the Study of Social Policy
4
Introduction
Early relational health matters. How we talk about it matters as well.
Experts, advocates, and practitioners believe that by making early relational health (ERH) a key piece of the story we tell about healthy, positive childhood development, we can further expand and build systems and practices that more intentionally promote early relational health.
The promise of this perspective cannot be realized, however, without communicating the importance of early relational health to non-experts. The research presented in this brief shows that it is not enough to tell people that relationships matter. We need to help people think differently about what relationships are and how they are formed and sustained. We need to remind people of our collective responsibility to make sure that everyone has what they need for strong early relational health. To build public support for change, we do not need a new term, we need to tell a new story—one that changes the dominant narrative from "relationships are nice to have" to "relationships are fundamental."
To make this shift, we need to:
1. Define early relational health in a way that puts the focus on very young children and the adults in their lives
2. Explain the systemic factors that shape early relational health
3. Connect early relational health to healthy development and healthy community ties.
This strategic brief offers a comprehensive framing strategy to accomplish this narrative shift. In sharing these recommendations, we:
— Outline the most effective ways to change perceptions and build support for reform
— Provide examples of what these recommendations look like in practice
— Review the research underlying each recommendation.
5
Research Methods
To arrive at the recommendations below, we applied Strategic Frame Analysis®—an approach to communications research and practice that yields strategies for reframing social issues in order to change public discourse. This approach has been shown to increase public understanding of, and engagement in, conversations about child development and other scientific and social issues.
The following sources of data inform the research findings and framing recommendations in this report. They were supplemented with insights gleaned from two decades of FrameWorks' research on topics related to early childhood.
Expert Interviews
To discern the key attitudes and understandings that project partners wish to promote about early relational health, FrameWorks conducted seven, one-on-one, one-hour interviews with experts in the field. Interviews consisted of a series of probing questions designed to capture experts' understanding of what early relational health is, how it develops, what influences it, and the actions that can be taken to better support it. FrameWorks identified key themes emerging from these interviews, and also held a feedback session with participants and project partners to refine them. The resulting "untranslated" expert story is summarized in the table below and is available in fuller detail in the appendices.
Untranslated Expert Story of Early Relational Health
Peer Discourse Sessions
FrameWorks' researchers conducted eight peer discourse sessions—a form of focus groups—to test communications hypotheses and ideas. These were conducted in Irvine, CA, Portland, OR, and Washington, DC between July and November 2019. Three of the sessions were conducted with parents of children under the age of 10, three sessions were conducted with members of the early childhood workforce, and two were conducted with pediatricians. These sessions were designed to meet the following research objectives:
— To identify and confirm patterns of thinking about early development and relationships identified in prior FrameWorks research
— To explore the effects of particular prompts and framing strategies on group thinking and discussion
— To identify areas in which parents', early childcare educators', and pediatricians' thinking differs from early relational health experts and from one another.
What is Framing?
Framing means making choices about what we say and how we say it. An effective frame doesn't just make an audience "feel better" about an issue temporarily, it builds a deeper understanding. When new frames are built into a sector's communications consistently and over time, support for sustained social change becomes possible.
Reframing an issue helps communicators, advocates and experts expand their reach beyond their usual audiences and to communicate more effectively with non-experts.
Section 1: Definitional Framing Work
The first part of a strategy to frame early relational health more effectively must clarify what it is for people who are not familiar with the concept. When FrameWorks researchers tested framing strategies designed to do this definitional work, we saw better understanding of core ERH principles and improved ability to think about necessary changes to policy and practice.
Based on these findings, we recommend that communicators use the following three strategies to define core early relational health principles.
Recommendation #1: Use the term "foundational relationships" to communicate that relationships are central to future development, health, and wellbeing.
Adopt "foundational relationships" as the primary term for early relationships. In peer discourse sessions, we found that the term "foundational relationships" sparked discussion about the ways in which relationships early in life set the stage for individuals' long-term health and wellbeing. This term was not perceived to be overly technical or inaccessible (or a new sub-field of practice). Instead, it focused participants' attention on the qualities and effects of the relationships themselves, rather than on the researchers and practitioners who study them.
It is important to remember that naming alone is typically not a strong enough framing strategy to yield the robust framing effects that can change public understanding and discourse. Using the term "foundational relationships" is an important reframe but no substitute for a more robust strategy that explains how early relational health can be
8
supported and why it matters. To communicate this broader conceptual understanding effectively, communicators must also adopt the other recommendations outlined below, which will be developed further in future work.
What it looks like
How to do it
Talk about building foundational relationships, rather than creating a new field.
With careful framing, people can see that relationships matter and are central to healthy development. They are less open, however, to what they hear as calls for new subsectors in an already crowded and competitive field. Avoid language that suggests experts and practitioners are starting a new field or sub-discipline within early childhood.
Flex the foundation. One of the strengths of the "foundational relationships" frame is its flexibility—the ability of a variety of linguistic "handles" to deploy the idea and use it to prime people's thinking. Our research shows that this term is highly generative and opens productive ways of thinking and talking about the issue. For example, in peer discourse sessions it led participants to speak about foundational relationships as the "building blocks" of positive development, the need for "strong and stable" relationships, the "core" role of healthy child-caregiver relationships in child development, and the "stability" that results from children's early, positive relationships with caring adults. These are all ways of implementing the "foundational relationships" narrative that extend the metaphorical power of the familiar and easily remembered idea of a foundation.
Repeat, repeat, repeat. One of the most important factors in determining whether a frame will shift thinking is the number of times that people hear it. Even the best frame will fail to work if it isn't used frequently and consistently enough. Our research shows that "foundational relationships" is a promising frame. It now needs to be repeated over and over in creative and varied ways.
Extend the frame through examples and explanations. Communicators can increase the framing effect of the term "foundational relationships" by using examples that show the central nature of relationships in children's development. The term lays the groundwork (so to speak) for communicators to use examples and explanations that further build people's understanding of the scientific evidence that relationships play a key role in child development, health, and wellbeing.
Why it works
The foundational relationships frame is clear and visual. It taps into people's existing sense that relationships are important. It communicates that everything else concerning children's development is built on top of and relies on these relationships.
The term "foundational relationships" sets up discussions about positive development and does not channel thinking in negative directions or focus attention on unhealthy relationships. Our research shows the importance and power of engaging people in discussions about the positive potential of relationships to achieve positive outcomes. The foundational frame facilitates this framing move and is an effective strategy for communicating the power of early relationships.
Significantly, when exposed to the "foundational relationships" frame, research participants were able to engage in detailed and robust discussions about how policy and practice could be changed to reflect and support the central importance of relationships to health and development. For example, many research participants discussed the importance of expanding paid family leave to support the time for relationship building in young families. Others noted how stressed young families, without supports, may struggle to find the time for positive and meaningful interactions with their children.
Recommendation #2: Make it clear that early means early.
Always define what is meant by "early." Name the age group explicitly. Say "from birth" or use visuals that make it clear that you are talking about children in the first few years of life. It's important to clarify that early means early—really early, as in, infants and toddlers—in order to keep people from defaulting to thinking and talking about school-aged children.
What it looks like
Instead of this …
Young children's relationships with the adults in their lives are important to their development. When children have positive relationships with the adults in their lives, their development is strong and positive, setting them up for a future of good health, solid relationships, and overall wellbeing. If we can support children's relationships with parents and caregivers early in life, we can strengthen their development and help to ensure positive life-long outcomes.
Try this …
From birth, infants' and very young children's relationships with adults in their lives are important to their development.
This is especially true for children ages 0–3. When infants and toddlers have positive relationships with adults, their development is strong and positive, setting them up for a future of good health, solid relationships, and overall wellbeing. If we can support children's relationships with parents and caregivers from birth, we can strengthen their development and help to ensure positive life-long outcomes.
How to do it
Be explicit about ages—provide a number or range. Our research shows that when messages define "early" as a specific age or age range, conversations are much more likely to remain focused on early childhood (0–3), rather than drift towards a discussion of older children. Communicators should provide specific reference ages or age ranges in their messages and include these cues early in their materials.
Prime thinking about early childhood with examples and stories that are clearly about infants and toddlers. Use examples that give people a clear mental image of children aged 0–3. Stories and examples that clearly pertain to babies and toddlers help people concentrate their attention on the earliest years of life. For example, stories about children that involve learning to sit up, crawl, or walk, or stories about pre-verbal children, effectively perform this "age-setting" task.
Use images to underscore that the discussion is about very young children. Images are powerful framing devices. Including images of infants and young toddlers in communications will visually support conversations about early relational health by helping audiences stay focused on the target age range of 0–3.
Why it works
Prior FrameWorks research shows that people consistently respond to questions about early childhood with responses relevant to older children, in particular, with regard to schooling and academic learning. This tendency to "age up" was also observed in peer discourse sessions about early relationships. Participants struggled to maintain their focus on the relational needs of infants and toddlers and developmental experiences in the earliest months and years of children's lives. Instead, their attention consistently shifted to preschool- or school-aged children's experiences.
Aging up keeps people from understanding that the earliest months and years of life are a critical time for the formation of relationships between children and caregivers. Consistently using the strategies explained here to direct people's attention to the earliest years can strengthen audiences' association of early relational health with very young children.
Recommendation #3: Show adults participating in, and benefitting from, relationships.
Foreground the mutually reinforcing and mutually beneficial nature of early relationships. Emphasize adults' role in positive early relational health by featuring them in stories and images and demonstrating how relationships between young children and their caregivers benefit the adults' health and wellbeing, too.
What it looks like
Instead of this …
Healthy relationships early in life are vital to young children's healthy development. These relationships shape the people they will become and the lives they will lead. In healthy early relationships, adults tune into children, provide loving care, challenge them in supportive ways to develop new skills, and foster children's sense of security by building their trust that their adult caregivers will reliably be there for them.
Try this …
Healthy relationships early in life shape the wellbeing of both the child and the caregiver. The back-and-forth, two-way nature of these foundational relationships affects adults' and children's health and wellbeing both in the moment and in the long term. In healthy early relationships, adults and children get in sync with each other. This reciprocity supports children's skills development and enables the adults and children to develop a trusting relationship and delight in the bond that builds between them.
How to do it
Always feature the adult. Messages should be careful to include the parent or adult caregiver in the picture. Name the adult participating in the relationship and make it clear that relationships exist between, affect, and benefit two people, not only the child. When adults aren't featured, audiences tend to forget about them and, consequently, have a hard time seeing why policies and programs designed to support adults are important to positive relational health.
Make sure the adult is an active participant in the relationship. Adults not only need to be named in communications, but should also be portrayed as active participants in these relationships. Give adults agency in messages and show how they both shape relationships and are shaped by them. Stories that illustrate adults' role in developing the quality and tenor of children's relationships with them should also highlight the specific ways in which adults benefit too from positive relationships with children—for example, through the joy they experience in everyday activities.
Include all caregivers to expand people's sense of the relationships that matter.
Unsurprisingly, when people focus on the adult in a developmental relationship, they picture a parent. Though parents are the primary source of young children's rich and supportive relationships, children can experience positive relationships with a wide range of adult caregivers, including childcare providers, extended family, and community members. Most people, however, don't think about this extended network when thinking about children's early relationships, so they struggle to understand why
policies, programs, and resources to support them may be necessary. Communicators can address this blind spot by intentionally including examples of non-parental caregivers' relationships with young children.
Draw attention to pediatricians' relationships with children and families. Our research shows that pediatricians think of early relationships as occurring only between parents or childcare providers and young children. In interviews, they did not talk about the quality of their own relationships with patients and their families. Yet, child health providers have a unique opportunity to model the positive value of their own relationships with their patients and their families, their clinic team members and the community stakeholders. Use communications to remind pediatricians that they themselves can develop healthy relationships with children and families in their practice that can nurture, support, and encourage caregivers, which in turn can positively benefit their young patients.
Why it works
People hone in on the importance of relationships to children, but they have a weak understanding of what these relationships mean to adults. They struggle to see early relationships as being between two people and, thus, affecting both individuals. Even when people remember that adults play a role in early relationships, they tend to assume those adults are always (only) parents.
Messages that emphasize the symbiotic nature of relationships, name the non-child participant, and clearly show how relationships affect both parties involved can shift people's perspective. In addition, featuring non-parental caregivers expands the range of individuals that people visualize as potential participants in supportive early relationships. Rebalancing people's perspective in these ways can increase the salience of early relationships by helping people to appreciate how supportive relationships affect both children and adults.
Tips for including imagery related to early relational health
— Always include the adult participant—avoid images that just feature children.
— Choose images that show adult-child pairs engaged in social interaction— avoid images of adults and children in the same space but not in tune.
— Use videos where possible. Videos are excellent ways of illustrating the two-way, dynamic nature of relationships and can tune viewers in to particular features of healthy parent-child interactions, such as "serve-and-return" patterns, joint attention, behavioral cues that provide safety and reassurance, and so on.
Section 2: Causal Framing Work
The public and even early childhood and health care professionals often struggle to understand that the wellbeing of relationships depends on many surrounding conditions, contexts and experiences beyond an individuals' capacity to care and nurture young children. Building from FrameWorks' last decade of research, the following recommendations help communicators show what contexts or conditions contribute to the support of strong relationships and how context can also impede the development of strong relationships when certain conditions are absent.
Recommendation #4: Use the value of Inclusive Opportunity to talk about equity.
Use the value of Inclusive Opportunity to orient the public to the idea that policies and programs that promote healthy relationships should be available to all. This value helps explain how relationships can strengthen the development of all children and the wellbeing of their caregivers, and points to sources of inequities for certain groups.
What it looks like
Keep in mind
When using this value, communicators should be sure to emphasize the following points:
— Demonstrate how policies that address inequities facilitate healthy relationships. Communicators should use the value to signal how environments can be set up to promote healthy relationships between children and their caregivers.
— Focus on the structural and racist barriers that can impede the formation of relationships. Give audiences a clear sense of how some families' backgrounds can determine access to resources and supports, which in turn can undermine early relational health.
— Don't use this value to suggest that disadvantaged families are helpless victims, but rather to explain how they are negatively affected by social structural barriers and inequities. People strongly reject messages that suggest individuals have no agency and are passive victims of their life circumstances. Be clear that structural disadvantage matters for healthy relationships, but it isn't all that matters.
Why it works
The Inclusive Opportunity value is effective because it counters the assumption that disparities in healthy relationships stem from deficiencies within families or communities. Instead, it focuses attention on the racist and structural barriers that prevent healthy relationships from forming. In other related projects, 1 this value has been shown to redirect public thinking toward the policies and practices necessary to support all families, including low-income families, families of color, non-English speaking families, and others.
Recommendation #5: Use the Overloaded metaphor to explain the impact of systemic inequalities on the development of healthy relationships.
Draw on the power of analogy to increase people's understanding of how social inequity affects families. Most people struggle to connect systems-level conditions to individuallevel outcomes. Communicators need audiences to see that, while responsive caregiving is a skill that can be enjoyed, further developed, and enhanced, it can also be compromised when parents are consumed by the daily, ongoing struggle of things like social and economic disadvantage. A metaphor can use what people already know—a concrete object or familiar process—to make abstract ideas like inequity easier to process and
conceptualize. In other projects, 2 the Overloaded metaphor used the image of a truck burdened with too much freight to improve people's understanding of how caregiving is affected by interconnecting systemic factors that are beyond individuals' control.
What it looks like
The weight of things like extreme poverty can overload a parent's capacity to form strong relationships with their children. Just as a truck can only bear so much weight before it stops moving forward, challenging life circumstances can slow parents down, making it hard for them to provide high-quality care and support. However, just as we can unload an overloaded truck by bringing in other trucks or moving cargo in other ways, we can provide supports and services that improve parents' ability to provide responsive care for their children. These supports can keep families moving forward, even in bad conditions.
Keep in mind
— Focus on the external pressures that hamper parents' capacity to care for their children. The conventional associations between stress and feeling overloaded, such as the idea of being "burdened" or "weighed down," can be leveraged to focus on influences that are outside of caregivers' control. At the same time, communicators should take care to preserve individuals' sense of autonomy and efficacy in the face of these stressors.
— Don't simply name stressors in families' lives, but explain how they affect relationships. Naming is not the same as explaining. Advocates should avoid just rattling off a list of stressors that may affect families' ability to form healthy relationships. Instead, they should explain how these stressors can affect caregiving capacity using a step-by-step approach. Communicators can do this by focusing on explaining the lived experience of stressful circumstances (for example, instead of citing poverty as a stressor, explain the impacts of worrying about having enough money to feed your children).
— Be specific about solutions that can alleviate stress. When using the metaphor, always explain how stressors can be offloaded from families. Introduce concrete and actionable solutions, explain how they work, identify who would be responsible for implementing them, and clarify what these policy or practice changes would achieve.
Why it works
This metaphor draws attention to the external factors that interfere with the time, resources and capacities for positive parenting—factors such as financial problems, housing instability, and unemployment. In our research, this metaphor was found to spark productive conversations about the need for community supports, (for example, resources that provide families with financial assistance or housing support.) Crucially, this metaphor helps people easily see how social factors constrain parents' ability to provide responsive caregiving for infants and toddlers, but not in a way that denies their inherent capacity, agency, resilience and intrinsic desire to do so.
Recommendation #6: Avoid deterministic language and emphasize parents' self-efficacy and resilience.
Don't feed people's fatalism. As prior FrameWorks research has shown, members of the public assume that once healthy development is derailed, it cannot be put back on track. This way of thinking leads people to reason that interventions to support healthy relationships are futile, especially for families that have already experienced adversity in their lives. To break through these deterministic and fatalistic ways of thinking, advocates must intentionally choose language that boosts parents' sense of self-efficacy and hopefulness about their own future and those of their children.
What it looks like
Building families' resilience and strength allows relationships between children and parents to thrive. Safe, stable and equitable environments, civic and community engagement, and opportunities for social-emotional development positively impact relational health.
Keep in mind
Our research findings suggest that, when talking about the systemic factors that get in the way of healthy relationships, communicators should:
— Avoid deterministic language. Don't overstate the causal relationship between life challenges and early relational health. Instead, incorporate the idea of probability into messaging, for example, explain that social and economic disadvantage may increase thelikelihood of disrupted relationships but do not guarantee their occurrence.
— Use a hopeful, efficacious tone. Avoid leading with an explanation of all the obstacles and barriers posed to healthy relationships. Instead, begin communications with an aspirational appeal to the power of resilience or the power of positive relationships for healing and growth. Use a more inviting tone and asset-based approach, rather than focusing on the harsh realities of adversity and its impacts. One way to do this is to refer to the ability to thrive in the face of challenging life circumstances, for example, through language such as "families' resilience in the face of stress."
— Be specific about the solutions you put forward. When promoting new policies, always explain how they will work, who will be responsible for implementation, and what these new policies will achieve. Vague calls for "taking steps to address the issue" are not as effective as plain-language explanations that communicate that change is possible, and how.
Why it works
A number of research participants, and especially early childcare educators, were generally attentive to the ways in which systemic inequalities such as poverty, lack of access to affordable healthcare, or lack of quality childcare can impede parents' formation of healthy relationships with their children. This discussion, however, was frequently accompanied by a deep sense of fatalism about the possibility that these barriers could be addressed (as one pediatrician put it, "it means we have to fix society—and that's so hard!"). When reasoning from this perspective, people are more prone to conclude that many families are destined to struggle and that there is little that can be done to support them (and, by extension, children's development).
When communicators and advocates focus on families' capacity for resilience and self-efficacy, they are able to bypass the deeply engrained belief that "damage done is damage done" and foster a more productive, "can-do" attitude about promoting relationships.
Section 3: Framing Why Early Relationships Matter
Early relational experiences, especially during the first 1,000 days of life, are key drivers for building physical and mental health, development, early learning, and future wellbeing. They also establish trajectories of social and emotional development, playing an important role in shaping children's relationships throughout their lives.
Members of the public also understand that relationships matter, but they struggle to articulate why and how they matter. Communicators can use the following set of recommendations to tell a fuller story about how adopting an early relational health perspective can improve a range of outcomes for both children and their caregivers.
Recommendation #7: Tell stories about what changes when relationships are central.
Share a concrete vision for positive change. Experts are clear that changes to systems that serve children and families, such as pediatrics, early care and education, child welfare, and family support services, are vital to advancing early relational health. It is difficult, however, for non-experts to grasp what these changes look like and what they mean in practice. People need very detailed and concrete examples of how systems can incorporate a relational perspective and what outcomes would result.
Communicators should therefore offer examples and case studies about the systems changes they would like to see. These should: first, highlight the status quo (in essence, that relationships are typically not centered in existing systems and practice), and
second, emphasize that we can make changes to these systems, both big and small, to better support and facilitate strong relationships. These stories should include three parts:
1. Current state: Description of an existing system or practice where relationships are not taken seriously or are not central
2. Action: Explanation of how the implementation of an ERH perspective would change that system or practice
3. Outcome: Statement about how outcomes will improve once an ERH perspective is adopted into an existing system or practice.
What it looks like
Keep in mind
— Avoid jargon or technical terms. Although word choice will depend on audience, avoiding insider language is one way communicators can make messages more concrete. Even terms like "services" or "programs" may not be familiar to people outside of the early childhood field. Instead, opt for explanations that are specific and easy to visualize. For example, instead of just mentioning a "program," explain the program as a place or opportunity for parents to get coaching and practice building strong relationships.
— When talking to pediatricians, try to also include examples outside of the healthcare system. Pediatricians understand that relationships matter, but they often struggle to think and talk about how they can be supported by other systems outside of healthcare. Opening up their thinking to other systems will deepen understanding.
— Where possible, extend the benefits of applying an early relational health perspective to systems and practices beyond children and families. Show how outcomes might be improved at the educational, community, or societal level.
Why it works
Parents, pediatricians, and early childhood educators know that relationships are important, but they struggle to understand how relationships can be supported or impeded by contextual factors beyond an individual's willingness and capacity to "care" about others. Concrete stories about how to implement an early relational health perspective can help audiences understand how changes at the level of system and practice can positively shape caregivers' abilities to form and sustain relationships with children, especially in the critical first 1,000 days of life.
These concrete, "before and after" stories are perhaps even more important when communicators are engaging with pediatricians or other healthcare providers, who perceive themselves to be already centering relationships in their work. Without specifics about exactly how existing practices could look different, calls to adopt an early relational perspective may be dismissed as redundant, or just another burden. When exposed to these types of stories, healthcare professionals are better able to see how a specific practice is not supporting relationships and how a proposed change might improve them.
Recommendation #8: Emphasize that relationships are intrinsically rewarding and gratifying.
Don't shy away from focusing on immediate outcomes and the pleasure of being deeply connected to other people. Communicators often speak about early relational health just as a means to an end—as a way of promoting individual (such as health, development, early learning, and future wellbeing) or collective (such as a productive future workforce or engaged citizenry) outcomes. Such utility-based messages lose sight of the ways in which strong relationships are intrinsically rewarding and deeply gratifying for both children and adults.
In our research, parent, pediatrician, and early childcare educator groups responded more productively to messages that acknowledged the immediate joy and pleasure of building relationships with young children, in addition to the more instrumental benefits. Make room in communications for appreciating human connection and shared emotion as ends in their own right.
What it looks like
Keep in mind
Focus on the positive early and often. While communicators need to talk about the barriers that can limit early relational health, this should be balanced by messages that include the joyful and immediate impacts of strong early relationships.
Use images and videos to communicate joy and delight. Videos powerfully express the immediate positive impacts of interactions between young children and their caregivers. By inviting audiences to connect to the issue on an emotional level, these images can build people's will for collective action to support early relational health.
Conclusion
Champions of early relational health can be leaders in a shift in talking about the conditions that foster or impede the healthy development for infant, toddlers and very young children. These leaders are already poised to make a tremendous difference at every level of current practice and supports across early childhood systems. Champions of early relational health want to be able to talk successfully about promotion, prevention and the support of resilience in face of trauma and risk. They want to elevate new insights about the healthy and developmental outcomes of positive experiences, the key ingredients of which are relational and social support. They also know that success in advancing policy and practice change to support early relational health requires clarity of communication and better framing for the public, for parents, and for early childhood and child health professionals that broadens understanding and can galvanize change. Hence, all champions should see the value of framing communications about the early relational health for many audiences, beyond the health sector, as "foundational relationships." Without careful attention to framing and communication, any new initiative focused on strengthening early relationships is vulnerable to dismissal as just another fad in early childhood services and programming.
This brief, and the research that underlies it, was intended to provide initial guidance to those who wish to build public, professional, and parental support to advance early relational health. As a next step, champions of early relational health must now develop and test new narratives, stories and messages, mindful of the discoveries and recommendations in this brief. As these are developed, it will be important to further explore the nuances of framing across additional segments of the general public, community leaders, professionals, and particularly parents.
Appendix A: Evidence Base
FrameWorks' researchers conducted eight peer discourse sessions (a form of focus group) to explore how frames work in conversational settings, in order to refine them and generate specific recommendations for their use. The frames tested included those that worked effectively on other, related projects including Developmental Relationships, School, Community and Family Engagement, Toxic Stress, child and infant mental health, among others.
Sessions were held in Irvine, CA, Portland, OR, and Washington DC, in July– November 2019. The groups included three sessions with early childhood educators, two sessions with pediatricians and three sessions with parents of children under the age of 10. Participants were recruited to represent variation across demographic characteristics, including race/ethnicity, gender, age, and political identification. Sessions were video recorded with written consent from all participants. Sessions include a variety of discussion prompts and roleplaying activities designed to evaluate which frames are most easily understood by the public, which allow them to most productively use new information, and which were most easily used during conversation with peers.
Appendix B: The Untranslated Story of Early Relational Health
This document summarizes the main themes that emerged from seven, one-hour interviews and a feedback webinar with experts in the field of child development and child and maternal health. Interviews with participants were conducted in July 2019. These themes comprise the "untranslated" story of early relational health: the content that experts want to communicate to others in their field (and related fields) and to members of the public. It is organized around five overarching questions:
1. What is early relational health?
2. What are the characteristics of healthy early relationships?
3. Why do healthy relationships matter?
4. What affects or threatens these relationships?
5. What needs to be done to support more/better relationships?
What is Early Relational Health?
Relational health is defined as the capacity for, and ongoing engagement in, growthfostering, empathetic and empowering interpersonal interactions. Early relational health from positive, nurturing and stimulating early relationships builds the foundations for a lifetime of relational health. On the other hand, poor relational health leads to socialemotional impairment, and psychological distress.
What are the Characteristics of Healthy Early Relationships?
— They are dyadic, responsive and contingent. They include the child and adult caregiver and depend on back and forth, dynamic interactions. They are not unidirectional or static or just about the teaching the child.
— They are positive and supportive. They are not mean, disrespectful or stress-inducing.
— They are consistent and stable. Healthy relationships are consistent and predictable, helping children acquire a sense of trust and mastery of the world around them, and the people within it. They are not unpredictable.
— They are secure and safe. Healthy relationships provide the safety required for children to explore, experiment and take risks. They do not leave children or adults vulnerable or exposed.
— They are essential and core to our evolved biology. Nurturing relationships are developmentally-expected and children actively seek and expect social interaction from the earliest moments of their lives. They are not peripheral, modern or nice to have, but essential to build capacities.
— They are resilient, can withstand adversity and—if ruptured—can be healed. They are not brittle but they are also not unbreakable.
— Their form and dynamics vary across development, culture, and individuals, but there appear to be consistent themes. They are not one-size-fits-all.
— They can involve a range of individuals. Children benefit from developmentallynurturing relationships with non-parental adults, including early childhood professionals, neighbors, grandparents, and other extended family members. They are not just about mom and not just about parents.
— They begin to form early. First, prenatally as parents prepare for the birth and thereafter from the earliest moments of infancy. From the moment of birth, young children can begin to form relationships with caregivers in ways that do not depend on language alone. They do not wait until the child can talk but rather develop by complex non-verbal, imitative, and sensory interactions.
Why do Healthy Relationships Matter?
— They build the foundations for future health, development and wellbeing. Healthy early relationships affect virtually everything in life that follows. They serve as the foundation for an individual's cognitive, social, emotional, physical, and behavioral development, during childhood and across the lifespan. They also play a key role in shaping future relationships.
— They are meaningful and enjoyable. Above and beyond their instrumental effects on development, engaging in healthy relationships is intrinsically meaningful and satisfying for both children and adults. Both parties derive in-the-moment enjoyment and reward from these relational experiences.
— They buffer adversity. Resilience develops through healthy relationships. Relationships can provide the personalized protection that buffers children from developmental disruptions associated with adversity. They also directly build the core capacities (such as the ability to manage and regulate emotions and behavior) that enable individuals to respond to challenges.
What Affects and Threatens These Relationships?
— Challenges to the health and wellbeing of caregivers. While healthy and positive relationships are possible even in situations of adversity and challenges to wellbeing, factors that affect the health and wellbeing of the adult affect their ability to engage in healthy relationships. Mental health challenges are a prime example—unstable mental health puts a strain on developing and maintaining healthy relationships.
— Significant adversity in the lives of the caregiver/s or child. Things like poverty, taxing work schedules, racial discrimination, unstable housing, other relationship difficulties, or congenital health/behavior issues of the child, affect the care, attention and focus that can be brought to a relationship. These can be attention disrupters (things that reduce relational energy, for example, dealing with the intense stress from domestic abuse) or attention diverters (things that direct attention elsewhere, for example, dealing with the scheduling challenges caused by low wage work).
— Systems, structures, policies and practices. Systems and the policies that shape them can facilitate, passively impede, or actively block the ability to form and maintain healthy relationships. For example, work leave polices, child welfare programs, criminal justice policies, and healthcare systems currently do not leave space for relationships and are built in ways that impede their formation and maintenance. Current work
leave policies (or the lack thereof) passively impede relational health by not providing sufficient time or attention with which these relationships can be formed. Child welfare policies and family justice practices more actively block relational health by positioning separation as the system's default response. On the other hand, health systems that treat the family rather than separating children and adults can foster and more actively support relational health.
— Structural inequities that affect health, wellbeing and the opportunities for healthy relationships (racism, discrimination, poverty). Experiencing racism and other forms of discrimination can negatively impact health and wellbeing and represent a significant drain on capacity to engage in healthy relationships. These effects may come from the systems level (systemically excluding certain groups from quality healthcare for example) or the interpersonal level (experiencing discrimination in one's everyday life can drain the energy and attention available for healthy relationships).
— American cultural norms that value individualism and undervalue relationships and interpersonal connections. In emphasizing the individual and de-emphasizing relationships, current American culture creates a context in which relationships are undervalued and systems are built in ways that don't acknowledge their importance or make room for them, let alone actively support them, nor develop them from the start.
What Needs to Be Done to Support Healthy Relationships?
1. Infuse systems with a relational perspective and create space and support for healthy relationships. Systems can be changed to facilitate rather than impede healthy relationships. Paid family leave, lower caregiver-child day care ratios, family healthcare, and changes to insurance systems that incentivize early support to relational health rather than later remediation of health and behavior problems are examples of such changes.
2. Support adult health and wellbeing. Actions that build wellness and resiliency in adults have a positive impact on healthy relationships. For example, higher quality and more affordable mental health services create wellness in the adult which can transfer to the child through healthier relationships. When adults are healthy, resilient and thriving, they are positioned to have healthy relationships with children.
3. Address sources of stress in caregivers' lives. Policies that address sources of stress in the lives of caregivers—such as poverty, racism, mental and physical illness, domestic violence, and lack of employment opportunities can facilitate
the formation of healthy relationships. Examples of such policies might include affordable/healthy housing policies and a higher minimum wage.
4. Acknowledge and leverage cultural and community strengths to foster close, caring, stable and responsive relationships. Many communities that are marginalized by the dominant culture (and often are living on low incomes), face structural challenges, but they are also invested with considerable social strengths when it comes to healthy relationships. Strong values around the importance of close and supportive bonds as well as cultural norms and practices that provide space for healthy relationships are assets that are currently not fully realized to promote relational health, but should be.
5. Provide support and training across agencies for both staff, caregivers and families to improve their ability to engage in healthy relationships. Programs (video coaching, childcare provider training, home visiting) can increase the capacity of adults to engage in healthy developmental relationships and improve relational health.
Endnotes
1. O'Neil, M., Volmert, A., & Gerstein Pineau, M. (2019). From Caring to Conditions: Strategies For Effectively Communicating About Family, School, And Community Engagement (A FrameWorks Framing Brief). Washington, DC: FrameWorks Institute. O'Neil, M., Volmert, A., Pineau, M.G., & Levay K. (2018). Reframing Developmental Relationships. Washington, DC: FrameWorks Institute.
2. The FrameWorks Institute. (2019). Strategies for effectively communicating about toxic stress. Washington, DC: FrameWorks Institute.
About FrameWorks
The FrameWorks Institute is a nonprofit think tank that advances the mission-driven sector's capacity to frame the public discourse about social and scientific issues. The organization's signature approach, Strategic Frame Analysis®, offers empirical guidance on what to say, how to say it, and what to leave unsaid. FrameWorks designs, conducts, and publishes multi-method, multi-disciplinary framing research to prepare experts and advocates to expand their constituencies, to build public will, and to further public understanding. To make sure this research drives social change, FrameWorks supports partners in reframing, through strategic consultation, campaign design, FrameChecks®, toolkits, online courses, and in-depth learning engagements known as FrameLabs. In 2015, FrameWorks was named one of nine organizations worldwide to receive the MacArthur Award for Creative and Effective Institutions.
Learn more at www.frameworksinstitute.org
Building relationships: Framing early relational health
May 2020
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the FrameWorks Institute.
Please follow standard APA rules for citation, with the FrameWorks Institute as publisher.
FrameWorks Institute. (2020). Building Relationships: Framing Early Relational Health. Washington, DC: FrameWorks Institute.
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Parent Handbook
DYNAMITE MONTESSORI, INC.
CELEBRATING 22 YEARS OF SERVICE – 1998 TO 2020
(480) 563-5710 28807 N. 53 rd Street Cave Creek, Az 85331 www.dynamitemontessori.com
MISSION STATEMENT
Dynamite Montessori is a safe, peaceful, joyous learning place for children to optimally construct themselves, to sort out and clarify their impressions of the world, to build their characters and grow in a "natural" way – becoming independent and interdependent, expressing their love and spontaneity while developing a sense of responsibility, respect and gratitude so as to become contributing members of society.
Dynamite Montessori aspires to expose children to Spanish in context with their normal daily work so as to achieve fluency in this language by age 12.
DYNAMITE MONTESSORI SCHOOL
Dear Parents:
Please take the time to read this handbook thoroughly; then keep it in a handy place for frequent reference. All parents are expected to be familiar with the school polices and abide by them.
Sincerely,
Paula Fabian-Leach
Responsibilities of the School
* To provide an environment that is safe, clean, and attractive.
* To provide a program that is stimulating, developmentally appropriate, and the best possible.
* To maintain the standard and licensing requirements by State, County and City Agencies.
* To provide teachers who are exceptional in their capacities for observing, guiding and caring, and who are pursuing excellence in their professions.
* To remain committed to professional growth and open to new ideas.
Responsibilities of the Parents
* To bring and pick up child/ren on time. To ALWAYS sign your child/ren in and out on our clipboard with full first and last name.
* To support both child and school
* To fulfill financial and legal obligations to the school promptly.
-by attending parent meetings and conferences, and parent Montessori educational opportunities
-by keeping informed on policies of school,
-by volunteering time, effort and talent as possible.
Responsibilities of the Child
* To construct the adult s/he will become.
* To respond to direction and correction.
Admission Requirements
* The child must be between 2 and 12 years of age except those entering our toddler program may be younger based on individual evalutation.
* Manageable behavior and obedience are expected.
* The child must be toilet trained and weaned except those entering our toddler program will be toilet trained as required.
Enrollment Procedure
Dynamite Montessori's enrollment procedure is based on an initial interview with the child and the parents. Dynamite Montessori is equipped to accommodate children with certain special needs. It is our policy that classroom placement is contingent upon a child meeting with the school director and/or the head teacher. A child is admitted after an interview has been conducted with the parents and a contract has been signed. A non-refundable enrollment fee is also required to complete registration. Parent and child orientations will then be scheduled. Children may be disenrolled for incorrigible behavior, medical reasons, failure to pay tuition, or at the parents' request.
When a child is enrolled, proper forms are completed, including:
1. Tuition Agreement
2. Enrollment form
3. Emergency form
4. Parent consent form
5. Medical Waiver
6. Parent Handbook-Policies and Procedures Agreement
Fees Paid Upon Enrollment
* A non-refundable registration fee
* Yearly AMI fee / licensing fee
* First and last month's tuition payment
Orientation
Children are eager, spontaneous learners, curious about the world around them. And you, the parent, are your child's first teacher. In your presence, your child spoke his or her first words, took the first step, heard the first story. The Montessori School is an extension of the education you have begun at home. We at Dynamite Montessori School view education as an aid to life, as a process. Our role is to preserve and nurture your child's natural curiosity and to promote an awareness of the limitless possibilities of life.
Dynamite Montessori is founded upon the traditions of the educational philosophy of Dr. Maria Montessori, an Italian physician and pioneer in child development who observed that children have a natural, progressive aptitude for acquiring knowledge about their world. Building on this natural aptitude, Dr. Montessori developed a philosophy which embraces the whole child. She found that by placing children in specially prepared environments that meet their physical, cognitive, emotional, and social needs, children not only learn but thrive.
Like Dr. Montessori, We Believe That Children:
* have within them a natural urge to explore, discover and learn.
* thrive in an enriched environment that provides opportunities for academic, social, physical, and emotional growth.
* are in a crucial stage of development from birth to six years when intelligence itself is being formed.
* benefit from heterogeneous age grouping that fosters peer teaching and natural social development.
* profit from having repetitive, successful experiences in a noncompetitive environment.
* learn best when they are actively involved in the learning process.
* grow when they can choose from materials that engage all of their senses.
* mature when they are free to make choices, developing independence and self-confidence.
At Dynamite Montessori School, this philosophy is expressed in classrooms where children work individually or in small groups at developmentally appropriate tasks. The children progress at their own pace. The curriculum follows the child rather than the child fitting into a set curriculum where all children are doing the same work at the same time. Our rich curriculum offers children freedom of choice in a dynamic classroom where learning is fun.
A Montessori Classroom Is A World Specially Prepared For Children
Children move about and choose materials from easily accessible shelves. They work on floor mats or at small tables. One child might paint, another place beads into groups of ten to perform a mathematical function, a third prepare a snack while the teacher works with a small group of children on a word game. At any given moment of the day one may find a variety of work being done, and one may hear a busy hum of activity - signs of concentration.
Respect Is A Key Element In The Montessori Classroom:
Adults respect each child as an individual, a unique learner with specific strengths. Children learn respect for each other and for the learning materials through lessons of grace and courtesy and from positive role models.
Remaining in the Same Class for 3 Years:
Once enrolled, a child shall remain in the same primary class until elementary readiness. It is our policy NOT to move a child into a different primary class. The dynamic of the group with the teacher and the peers evolves uniquely in each class during the 3 year cycle, and it is generally not in the best interest of the child to disrupt the process of education, socialization, and maturation.
Staying in the same primary class with the same teacher and many of the same peers for 3 years is the design of Montessori.
Only in the RAREST of occasions, i.e. if a child is not thriving in said environment, would a change be considered. Our actions must always be dictated by the needs of the child.
Communication:
Email is our preferred method of communication. Please send an email directly to the lead teacher of to the director.
Complaints:
If a situation arises, PLEASE make an appointment and go straight to the director to voice your concerns. Please refrain from discussing problems with other parents before addressing them with the director. We are a drama-free school that endeavors to be transparent and avoid intrigue. We request the chance to remedy any situation with the least amount of upset to others.
Accreditation, Licensing and Insurance
* The Association Montessori Internationale (AMI) is the organization founded in 1929 by Dr. Maria Montessori to serve two purposes: to protect her life's work in its original integrity and completeness, and to guide its further development and application in the interest of all children. From its headquarters in Amsterdam, The Netherlands, AMI monitors training centers around the world and functions as a center for research and development. Our head teachers are all AMI certified, as are the primary and elementary classes.
* Dynamite Montessori School carries the State required Liability Insurance on its premises.
* Dynamite Montessori School is licensed by the State of Arizona Department of Health Services. We are inspected annually as is required to certify our operation. Inspection reports are kept on file in our office and are available upon request. Parents may contact the Department directly at any time for further information at: 150 N. 18 th Avenue, 4 th Floor, Phoenix, Az 85007 or call (602) 364-2539.
Tuition Payment Policy
* Tuition is due by the 1 st day of each month.
* Returned checks will incur an additional NSF fee in addition to the late fee.
* A late charge may be applied to payments received after the 5 th day of the month.
* Sibling enrolled concurrently, full day-five days a week, will receive a 10% discount.
Hours Of Operation
* 8:00am - 4:00pm - full day
* 8:00am - 1:00pm - half day
* 7:30am – 8:00am and 4:00pm – 5:30pm (extended daycare is available)
Parent Involvement
The Montessori Method is one which involves the parents, the teachers and the child. The learning environment overlaps as do the duties of the parents, teacher and child. We ask that you consider our prepared environment as an extension of your home and contribute to maintaining its beauty and ordered richness in whatever "special" way you see fit. Parents are encouraged to volunteer their time and talents towards making the learning experience of their children optimal. You may volunteer to come in and read with some children or teach a special craft lesson, or talk about your ethnicity or help us celebrate a holiday, help maintain the conditions of the materials, assist in playground supervision, teach sewing, make materials, sing songs, eat lunch with us, etc. "Nuestra casa es su casa!" You are always welcome!
If you wish to visit with other parents while at school, please do so. But, please be considerate of the the children's need to work quietly. Have your conversations outside. Thank you for your understanding.
Discipline Policy
Maria Montessori believed that if we install a good sense of right and wrong in the child, the child will develop a sense of inner discipline. This means that all adults in the classroom have to be a good example to the child, because the child will absorb anything we show him/her.
We encourage the child to follow all the rules we have and we use positive reinforcement. If a child deviates from the rules, we will assume that the child does not know the rule and we will instruct the child. If the child continues, we will issue a verbal warning and an explanation to the child that s/he will be removed to a place apart from the group, but within the same room if possible, to watch the other children doing their work in the appropriate manner. The child may rejoin the children and continue work once s/he is ready to conform. Children like to do their activities and to remove a child from an activity is normally all that is necessary to bring about the appropriate behavior. When a child purposefully injures another student or commits an act of severe inappropriate behavior, he may be asked to remain at home for 1 day. If there is a continuing discipline problem, we will notify the parents for a conference. Consistent methods of discipline will be discussed. Parents are encouraged to always avoid spanking or using abusive methods of discipline. When no apparent progress is made with unacceptable behavior, professional counseling with a psychologist is recommended. If all efforts fail to help the child and s/he is a negative influence on the classroom, parents are asked to remove the child from the school. Alternative placements may be suggested.
Basic rules explained to the children:
* Touch only your own work
* Talk softly and walk slowly so not to disturb another child's work
* Use a rug for floor work and sit down to do work
* Walk around rugs
* Replace materials where you found them
* Place hand on shoulder and say "excuse me" when you want the teacher's attention
* Listen to speaker and wait turn to speak
* Say "please" and "thank you" often
* Care for self, friends, and school
Illness
Any child who appears to be ill upon arrival will not be allowed to attend class. If you notice signs of illness before bringing your child to the school such as a new cold, elevated temperature, runny nose, ear ache, sore throat, inflammation, fever, rash, diarrhea, vomiting, sleepiness, etc., please keep your child home. If your child develops any of the above symptoms while at school, they will be sent home. This is an Arizona State Department of Health regulation, which is enforced not only to protect the ill child, but all children and staff at the school in case of communicable disease. The observation of this policy will lessen your child's risk of illness and allow a faster recovery in the home environment. In the event of communicable disease in the school, we will notify all parents immediately of its presence and of symptoms to watch for. A call to the school is expected if your child will be absent. In the case of certain diseases (whooping cough, RSV, etc.) your child will require a written doctor's note stating that he/she may return.
In the case of pink eye or strep throat – a child may return to class after being on appropriate meds for 24 hours.
Children must remain fever and symptom free for 24 hours without meds before returning to school.
In the event of lice – we have a "no nit" policy. This means, that parents must undertake the tedious task of removing all nits each day from their child's hair before allowing him/her to attend class.
If your child becomes ill during the day or is unable to participate in normal activities, we will isolate him/her from the group, and you will be notified. You are expected to come and take your child from the school. The Emergency Information Card that you have completed provides us with information regarding persons who can be reached in this type of emergency if you are unavailable. If your child should be injured and require medical attention, you will be notified immediately.
The Emergency Information Card with your signature gives parental permission for medical and hospital care.
Please help us reduce the rate of illness at our school by cooperating fully in keeping an ill child home! Plan ahead for alternative child care in the event of illness. Thank you.
Our school will communicate health notices to parents via email and via notes on the sign-in sheets.
Immunizations:
The State of Arizona permits parents to choose whether to vaccinate their children fully, partially, or not at all for medical and religious reasons.
Our school is regulated by the Arizona Department of Health Services and the Maricopa County Health Department.
In the case of an outbreak of a vaccine-preventable disease, UNIMMUNIZED children may not be permitted to attend school for a period of time – as directed by our regulatory agencies.
Medication:
We administer medicine ONLY for life-threatening conditions (e.i. epipen). Parents are required to come in to administer medication if needed.
Health Habits
In keeping with good health habits, we teach the children to wash their hands with soap every time they use the toilet, blow their nose, and before eating. This can be enforced at home until it becomes a life long habit. Teach your child how to blow his/her nose, discard used tissue, wash hands and cover mouth when coughing or sneezing.
Parent Visits
You are free to come any time to observe. As we will be working, it will be necessary for you to enter the classroom unobtrusively and sit down while you quietly observe. You may want to take notes for further reference. Please refrain from engaging the teacher in conversation during lesson time. If you wish to have a lengthy talk with the director, or the head teacher, please schedule a meeting after 4:30pm or on a Saturday morning.
Rules For Observing
1. Enter classroom quietly and sit in designated chair provided for you.
2. Observe, write down observations for discussion later at your appointed conference time.
3. Please refrain from directing the children in their activities or encouraging the children to visit with you.
Conferences
Conferences to discuss your child's work and development will be held each semester. Conferences will be held on weekday afternoons for a period of 30 minutes. We will share with you our observation of your child's development with regards to his/her social skills, perceptual motor behavior, activity patterns, and verbal development. We will also let you know which of the activities s/he is currently working on and which of the materials s/he has mastered.
Procedures For Unforeseen Events
Police will be called in case of any threat to the safety of the children or staff caused by civil commotion, riot, or any other
threatening behaviors. Children will be kept in the safest possible location on the school premises and protected by the staff until the police arrive and pronounce that the threatening event has passed.
In the event children are to be sent home due to school closure for any reason, the parents will be notified and the children will be kept in the safest location possible on the school premises until the children can be picked up by parents or other authorized persons. When the children are picked up, the school's responsibility for the child ceases.
In the event of fire, the fire department will be notified. The children will be kept in the safest location on the school grounds until the Fire Chief declares that the fire danger has passed. If necessary, parents will be notified to pick up the children as outlined above. For emergency evacuation due to flood, toxic cloud, or any other dangerous event, the children will be transferred to the cul-de-sac on Roy Rogers Road West of the school.
* A monthly fire drill is conducted as required by the State Fire Department.
* All children will be instructed on emergency evacuation procedures.
State Law
Our staff members are advocates for children. We must, by law, report child neglect/endangerment/abuse. It is considered child endangerment to transport a child in a vehicle while under the influence of drugs or alcohol. Please DO NOT PUT US IN THIS SITUATION!
Thank you.
Sharing
We encourage children to share items of educational value with classmates. We request they be clearly marked with the child's name. These materials include rock or leaf collections, bird nests, books, tapes
or postcards. Animals will not be allowed for this sharing period unless first discussed with the teacher. Instead, a photo of a pet is welcome and your child may verbally share in this way. We cannot accept toys or personal treasures. This includes money, or toy guns. Please discuss this policy in advance with your child to avoid disappointment.
We have items in our classroom that may look like "toys" that are used for language exercises. If anything should accidentally be carried home in a pocket, please return it immediately to the school. In addition, we also have very small block-like materials and puzzle pieces that are very attractive and also extremely expensive and difficult to replace. Please help us keep these items at school!
The children learn quickly about the "community" of a Montessori school and the need to protect all these items for everyone's use and enjoyment.
Clothing
Your child should wear washable and comfortable clothes. Clothes that can easily be managed by the child are necessary. Your child is learning to, or has learned to dress him/herself and we want the children to feel independent and not frustrated about clothing that will require adult assistance. Your child should have a change of clothes to leave at school. These should be LABELED with the child's name, as should all sweaters, sweatshirts, and jackets. Shoes should be comfortable but give good support. Sandals may be worn inside, but tennis shoes are needed for outside play.
Birthdays
Most children enjoy sharing this special event with their classmates. We encourage you to come and join in the "Celebration of Life." You may bring a treat* to share with the class. Many children enjoy donating a book to the classroom in honor of their birthday.
The Celebration of Life is information that you and your child can write and illustrate with photographs on a poster board. This short story of a child's life will be read while s/he walks around a circle with a globe in hand. A lighted candle is placed in the center of the circle to represent the sun. Each rotation or year of your child's life is represented by a photo from that year.
Each year the child is in the school we ask the parents to add to this brief history. The children love to show and tell on this very special day and we appreciate your help and participation.
*This treat should be non-edible, eg. a pencil, a keychain, stickers, etc. In addition to this, a fresh fruit salad served in paper cups is also VERY welcome!
Snacks
The staff at Dynamite Montessori appreciates the support and cooperation of parents as the primary teachers of good nutrition, proper manners and good eating habits.
We have many opportunities for children to continue this education at school. Young children need healthy food for growth and energy. Small children also have small stomachs that can't hold much food but need to be refilled frequently. In keeping with this pattern of physical need and development, we offer an opportunity for children to prepare and eat their own snack daily. The snack table is set up for children to come and enjoy their food with a friend. This is available to children during their work time. They choose the time and frequency of snack. If we observe patterns of eating outside the "normal" range of behavior for any length of time we will notify the parents.
The guidelines of snack foods provided are those suggested by the Arizona Department of Health Services. Please see our menu which is posted on the bulletin board. Although we will be providing the snack foods for the children, we do welcome contributions made by
parents. Please check with the staff if you would like to help in this manner. We serve mostly organic fruits and veggies.
Lunch
Lunch and recess occur between the hours of 11:00 to 1:00 – depending on the class.
All lunches are stored in the refrigerator unless clearly marked that they contain a hot thermos. We will not allow, nor provide, microwaving for reheating or cooking of foods. This takes too much time away from the staff's lunch time and necessary supervision of children.
Children want and need to be independent, so please think carefully about the foods you prepare and the containers they are sent in. We ask that you please place all foods into containers that can be resealed. For example, yogurt and applesauce could be transferred into Tupperware. Many children are unable to finish their lunches and we want them to return all unfinished food to their lunch bags. If they should want something later in the afternoon they will be allowed to retrieve their lunch bags and finish their lunches. We have found this is to be the best way to avoid food being thrown away as well as letting parents know exactly what their children do eat and how much.
Good eating habits started early in life will stay with children their lifetime. Please pack nutritious lunches. No candy or gum is allowed at school. Please go easy on the cookies! No sodas or cool-aid are allowed, only 100% fruit juices, milk, soy beverages, etc. We encourage you to have your child help in the preparation of his/her lunch. The more involved they are in the process, the better the eating habits.
Our policy is a LOW SUGAR one.
Accident Policy
If a child has a minor injury while in school, he/she will be treated with 1 st aid. If a more serious injury occurs, 1 st aid will also be given and the parent notified. A written incident report will be filed. Accidents of a very serious nature will be handled as a 911 Emergency call. There-after the parents will be notified immediately. If a child needs to be transported to a hospital, he/she will be taken to the one the medical professionals decide upon.
Empower Program adapted by the Arizona Department of Health Services
Our school adheres to the Empower Pact standards as outlined below:
Standard 1 – We provide at least 60 minutes of daily physical activity including adult-led and free play. Screen time is mostly non-existent and children have frequent breaks in sedentary time.
Standard 2 – We practice sun safety by alternating between shade and sun activities during recess and afterschool, and apply sunscreen when requested.
Standard 3 – Our environment is breast-feeding friendly. Mothers may request a blanket and a seat in our lounging area.
Standard 4 – Our school is not eligible for the USDA Child and Adult Care Food Program.
Standard 5 – We serve water, not juice throughout the day and promote low sugar snacks and lunches.
Standard 6 – We eat meals family-style and do not use food as a reward.
Standard 7 – Monthly education on oral health and tooth brushing is provided.
Standard 8 – Staff members receive 3 hours of training annually on Empower topics.
Standard 9 – Az Smokers' Helpline (ASHLine) educational info is available here.
Standard 10 – Our school is a smoke-free campus. This includes the parking lot. | <urn:uuid:ffb0fbb9-4481-4fdf-bca4-b60187d5a9ab> | CC-MAIN-2020-45 | https://dynamitemontessori.com/wp-content/uploads/2020/09/Parent_Handbook_Revised-09252020.pdf | 2020-10-19T15:52:01+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00299.warc.gz | 295,080,883 | 5,311 | eng_Latn | eng_Latn | 0.996721 | eng_Latn | 0.99858 | [
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War of 1812 Friends and Family
by Wendy Kail, Tudor Place Archivist
This essay appeared in an abridged version in the Fall 2012 Tudor Place Times, a quarterly publication for members.
A State of Alarm Turns to War
Generations of men and women were raised on stories of the glory of the Revolutionary War. Tall tales, bright and shining, were told by evening firelights or overheard in taverns along the roadside. The horrors of war were forgotten in the triumph of victory as presented by the victors. But by 1812 young people considered the Revolution old-fashioned and covered with dust. The country had changed: fashions were different, transportation was improved, and new methods of warfare had been introduced. The time was ripe for adventure when tyranny reared its ugly head, and backlash from the Napoleonic Wars reached American shores.
France and Britain each set forth to prevent the United States, a neutral country, from trading with her enemy. If Americans sailed
for an European port, the British navy attacked them; if they sailed for Britain, the French barred their way. But it was Britain, America's old foe, who was the worst offender. It was common knowledge that the British navy abused its sailors with inhuman shipboard conditions and flogging. Many British sailors deserted and freely boarded American vessels. The British government boldly claimed the right to halt American ships to impress deserters; in truth, however, they impressed both deserters and native-born Americans.
In 1807 the American naval frigate Chesapeake sailed from Norfolk. She encountered the British shipLeopard. The American commander refused the British order to search his ship, and the Leopard opened fire. The Chesapeake surrendered, and the Leopard seized four men. Americans went wild for revenge. President Jefferson instructed his minister in England, James Monroe, to demand the British government to renounce impressment. The British complied by denouncing the action of the Leopard but would not renounce impressment.
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In response to this, President Thomas Jefferson recommended commercial warfare; Congress passed the Embargo Act on December 21, 1807, which prohibited American ships from leaving the United States for a foreign port. American merchants succeeded in circumventing this law, but it still created a serious depression in the country, especially for ship owners and mercantile dealers in the northeast, many of whom were Federalists. Jefferson's Secretary of State, James Madison (1801-1809), believed that neutral countries should be able to trade with warring powers but had to support Jefferson's embargo. James Madison won the presidential election of 1808 for the DemocratRepublicans [later Democrats], although the Federalists who opposed him exhibited a strong showing. A few days before leaving office, Jefferson asked Congress to approve the Non-Intercourse Act on March 1, 1809, which allowed trade with all nations except Britain and France. Eventually President James Madison reopened trade with these two countries because of the economic depression.
This and other factors contributed to war with Britain. During these years, the country was in a continual state of alarm from reports of conflicts on the Canadian frontier and fear of British attack. At home, native tribes had historically turned to Britain for protection against western expansion. After the incident of theChesapeake, British colonials in Canada expected an invasion by the Americans. In need of an ally, they renewed their friendship with the American "Indians." There was much bloodshed along our western border encouraged by British agents in Canada. The United States knew that the British must be driven out of Canada; our western population had long supported this goal, and even suggested annexing Canada.
Believing our troops ready for action, President Madison declared war on Britain on June 18, 1812, but an American invasion of Canada through Detroit ended in retreat. Other American invasion efforts failed, and in Chicago, Fort Dearborn fell in an attack by the Powatomi tribe. In October 1813, William Henry Harrison won a decisive victory with the death of Shawnee warrior Tecumseh, who served as a British brigadier general, but not until March 1814, when Andrew Jackson's men broke the resistance of Creek warriors in a frighteningly bloody battle, did that tribe retreat westward.
The British, familiar with the ravages of war, were not discouraged. No longer occupied with Napoleon, they were ready to invade enemy territory. By 1813 her navy had gathered its strength and imposed a blockade on the United States. Her armada sailed boldly up the Patuxent River from the Chesapeake Bay and her army marched to Bladensburg, where it easily scattered a poor force of American militiamen. On August 24, 1814, the British proudly entered Washington, and in retaliation for American troops burning the Canadian capital at York [Toronto], set fire to public buildings. Here history books with hindsight are left behind and we turn to letters of Martha Custis Peter (17771854), who reported these events first-hand as she saw or heard of them at her home in Georgetown, and wrote about them in letters to her friend Eliza Quincy in Boston, Massachusetts.
Friends
Eliza Susan Morton [Quincy] (1773/4-1850) was born in New York, the daughter of a merchant of Scottish descent. 1 When New York was occupied by the British during the Revolutionary War her family, staunch patriots, moved to New Jersey, where they always welcomed American officers. 2 As a young woman Eliza witnessed George Washington enter New York on April 23, 1789 on his way to his inauguration, and when Washington took the oath of office she stood on a rooftop on Broad Street to hear him speak. 3 She never forgot these events. All the ladies of the city visited Mrs. Washington, including Eliza's mother Mrs. John Morton, and Mrs. Washington returned the visit as was the custom of the day. 4
The Capital removed to Philadelphia. During a visit there Eliza Morton attended a reception given by Martha Washington, where she was introduced to Mrs. Peter of Georgetown, a granddaughter of Mrs. Washington, who had just arrived in Philadelphia as a bride. 5 Thus their friendship began.
Eliza married Josiah Quincy (1772-1864) of Boston in 1797. Quincy was elected to Congress in 1804. 6 A staunch Federalist, he opposed the Embargo Act and the war with England, but he did not go so far as to refuse to support the administration. His wife was often present with him in Washington, where she and Martha Peter renewed their acquaintance. Eliza Quincy described her friend Martha Peter as among her favorites: "Mrs. Peter is a woman of high-toned sentiment and principles. A staunch Federalist, she manifests the energy of her character by decided expressions of political opinions." 7 Josiah Quincy shared his wife's view of Martha Peter; he later recalled,
Among the notable matrons whom I met in Washington, perhaps the first place must be accorded to Mrs. Peter, of Georgetown. She was a granddaughter of Mrs. Washington, an intelligent and ardent Federalist, and from the heights of Tudor Place looked down upon the democratic administrations of Jefferson and his successors in a spirit of scornful protest. She was accustomed to speak of them as 'our present rulers', much as a French Republican under the Second Empire might have spoken of the men who had seized his country . . . 8
On February 22, 1810, Eliza Quincy attended a grand ball in Georgetown to celebrate George Washington's birthday, where the majority of citizens were Federalists of the old Washington school. She noted, "There was a grand ball given in this city, to which we had invitations; and also to another at Georgetown which we preferred. Our sympathies attracted us there, and we passed a very agreeable evening." 9 Miss Phoebe P. Morris of
Dumbarton House in Georgetown described the birthnight ball to her sister Rebecca Morris, probably the very ball Eliza Quincy attended:
It was arranged by Mrs. Custis [Eliza Custis Law, Martha Custis Peter's sister], one of the nearest relations of Genl. Washington – she is certainly very eccentric . . . The walls were covered with musquets (sic), pistols—colors, etc., & and had more the appearance of a Tent than a Ballroom & at the feet of the Musicians was placed a Portrait though not a likeness of the poor General . . . Mrs. Custis was decorated with miniature pictures of her illustrious relative, some round her neck, & others round her arms –while her sister, Mrs. Peter, wore two as large as warming pans, one representing the General, which rested upon her bosom, & the other his Lady, which dangled below her waist. 10
Tudor Place holds a locket with the hair of George and Martha Washington within it presented to Eliza Quincy from Martha Peter, dated February 22, 1810. 11
Their intimacy grew, and they wrote of family matters. Martha Peter told Eliza on August 19, 1810, of a recent visit to Mount Vernon where she had taken her children, some of whom had never seen Mount Vernon, although they had often heard of it, ". . . the place where I had spent the happiest years of my life." Her daughter, either Columbia (born 1797) or America (born 1803), however, was disappointed as ". . . it did not answer her expectations . . ." 12 On a more solemn note of February 15, 1812 Martha Peter mentioned the death of her mother, Eleanor Calvert, at Tudor Place. Martha Peter admitted to her friend that she was devastated by this loss, which ". . . deprived me of a wish to go into company." 13
On July 27, 1812, the correspondence between the two women turned decidedly political. Martha Peter confessed, "It is delightful to us to meet with those who think and dare talk as we do. I am resolved to express my sentiments . . ." 14 The Sedition Act of 1798 passed by John Adams allowed the government to prosecute a citizen who criticized the president, congress, or the government. In theory only libelous or
treacherous activities were liable to prosecution, but as these activities were vaguely defined, the law was used in subsequent years to stifle opposition. The Sedition Act was protested by citizens who interpreted it as a violation of freedom of the press and freedom
of speech. In 1812 Martha Peter told her friend, ". . . in our little village, we have dared, in the very face of the President [Madison] and all the secretaries, to publish the 'Federal Republican [and Commercial Gazette]'", which was sent by express to Baltimore to be guarded by friends of the Federalist Party. Martha Peter explained,"It excited great consternation in the town, and threw everything into confusion . . . The house from which it was issued is strongly guarded . . ." 15
In the midst of writing this letter, however, Martha Peter was informed that the office in Baltimore was attacked during the night, and that the mob was still rioting. She had not yet learned that this storming cost the life of a well-known citizen of Georgetown, General James Lingan (1752-1812), a Revolutionary War hero. 16 The first Collector of the Port of Georgetown and a tobacco shipper, Lingan was a vocal advocate of freedom of speech and spoke against censorship. On July 17, 1812, the Baltimore office at Gay and Second Streets of Alexander Contee Hanson (1786-1819), editor of the Federal Republican, was besieged and burnt by an angry mob who resented the fact that Hanson was anti-war. Hanson then relocated to publish his paper on South Charles Street, but there another mob as described by Martha Peter was formed. General James Lingan, Alexander Hanson, and General Henry [Light Horse Harry] Lee III tried to quiet the outbreak, but were arrested and thrown into jail. 17 All three were severely beaten and left for dead; Hanson and Lee survived, but Lingan was killed. On September 1, 1812, a funeral service was held for him at Montrose Park in Georgetown. George Washington Parke Custis, Martha Peter's brother, gave the oration; her brother-in-law, Major George Peter, escorted the funeral cortege. 18
In 1813 Martha Peter gave the Gorget of Washington to the Washington Benevolent Society in Boston. The Society had been formed in 1808 by the Federalist Party to promote the principles of Washington as declared in his Farewell Address and was active in the War of 1812. It offered aid to the distressed, labored on fortifications, and helped raise the morale of the population. The Society noted the receipt of the gift of "The Gorget of George Washington" from Martha Peter on April 13, 1813 in the minutes of their meeting; the President of the Society, and five vice-presidents of which Josiah Qunicy was included, wrote her a formal letter of thanks. 19 On July 13 Martha Peter asked her friend Eliza Quincy to tell her husband that she had received thanks from the Society, ". . . flattered by the approbation of so respectable a portion of your community. Mr. Quincy's friendship for the giver has caused him to represent her in too favorable a light." 20 She disparaged remarks in the National Intelligencer which had disapproved of her gift, and added sarcastically that she was sorry her conduct did not meet with their approval. She resented what theIntelligencer wrote, but not their freedom to do so.
Then she turned her attention to matters at hand. The Federal City had been alerted that British ships were in the river, and that the British were expected to land ashore at any moment. Suddenly, "The drums began to beat, the military to parade; and in a moment all was bustle and alarm." Men were posted to Fort Warburton opposite Alexandria. They were soon joined by Secretary of War John Armstrong (1813-1814), and Secretary of the Navy William Jones (1813-1814), whose main concern, Martha Peter observed, was their own "dazzling appearance," which they assumed would strike fear into the enemy's heart. 21 Martha Peter's dismay with the current administration was apparent: "I am glad Mr. Peter has no fancy for a military life; as I should much regret to
have him hold a commission under our present rulers, or draw his sword in so unjust a cause . . . " 22
On Friday, August 26, 1814, Martha Peter described the state of affairs in the Federal City as she observed it. A state of apprehension and alarm existed throughout the country, including Georgetown. The citizens had been expecting the British at any moment, and went to John Armstrong, Secretary of War, and President Madison for protection. Martha Peter incredulously noted that Madison's reply was that everyone was begging him for protection and that the Federal City must take care of itself. Finally Secretary Armstrong announced that an invasion was imminent and assured the people that the large military force would easily defeat the British. The local banks loaned the Cabinet $200,000 for defense. By Friday the troops were finally assembled and ordered to march the 45 miles from Washington to where the enemy was landing in larger numbers than expected: "Unfortunately we never shut the stable-door until the steed is stolen." 23 Our men marched but evidently were not enough to scare the British, so the American troops encamped to wait for reinforcements. Meanwhile the enemy landed, "refreshed themselves with the fat of the land," and marched with new energy to Upper Marlborough.
Martha Peter then gave Eliza Quincy a day-by-day account of what had happened. The British troops were in no hurry for a confrontation; they rested for the weekend and on Monday, August 22nd, began their march to Washington. The troops and the enemy had a slight skirmish, but the American generals decided to return to Washington and wait for the British there; they arrived in the city Monday night. The lucky ones who had families nearby took leave to visit, as they had not had food for forty-eight hours and were in no state to fight.
On Tuesday the 23rd American troops marched again to battle, this time accompanied by the President who thought he might inspire confidence just by appearing and at five o'clock that evening deigned to visit the encampment with two secretaries and a few interested friends. On his return to Washington that night he assured his distressed citizens that there was no danger, although all this time horses were waiting for Mrs. Madison's escape and two cannons were placed at his house and two placed opposite the Capitol.
By Wednesday the 24th the troops were assembled in battle array between Bladensburg and Washington, but according to Martha Peter, "From what I can learn, nothing was ever worse ordered." 24 The General in charge, William Henry Winder (17751824), could not be found. 25 The Cabinet ran away. The President, our commander in chief, stayed a short while, but then ". . . he fled so swiftly that he has not been heard of since." The citizens vowed they would hang Secretary of War Armstrong when and if he ever returned. The cavalry actually never drew a sword and the fighting that day was accomplished by the light artillery, marines, and Commodore Joshua Barney's men. American troops did not hesitate to retreat and did not stop running until they passed Georgetown, assuming the British would kill all of them and take the city. Martha Peter noted that the day was very hot, and "the roads ankle-deep in dust." 26 Many of the men fainted from the heat and some were trampled to death in the hurry of retreat. The officers, she continued, were so panic-stricken that they forgot to look behind them to see if the British were actually coming. For they were not! The British returned to
Bladensburg, ate dinner, and then decided to return and burn Washington City at their leisure. That very night they burned the Navy Yard, dynamited the magazine, set fire to the Capitol, the Treasury Office, and the President's House.
Years later Britannia Peter, Martha Peter's youngest child, recalled:
When the British captured Washington, in 1814, Father had the gout and Mother did not care about leaving home, so she sent brothers [George Washington Peter and John Parke Custis Peter] and Sister America over the ferry into Virginia. From the parlor window (it is now the diningroom, the main building of "Tudor" not being completed at that time), Mother saw the British burn the Capitol. Dr. and Mrs. Thornton, who were intimate friends of father and mother, were staying at 'Tudor" during those stirring times . . . 27
Anna Maria Thornton, wife of Dr. William Thornton who designed the first United States Capitol and Tudor Place, confirmed that she spent the night of the 24th at Tudor Place. She wrote in her diary: "Dr. T.[hornton] having gone round by Mr. peter's (sic) we did not know what step to take but decided to go to Mr. peter's (sic) . . . We staid (sic) all night at Mrs. peter's (sic) . . . and there witnessed the conflagration of our poor undefended and devoted city." 28
The War Office did not go up in flames until the next morning, Thursday, the 25th, as the British had overlooked it the previous night. Dr. Thornton begged them not to burn the Patent Office, pleading against the destruction of many important models; the British obliged but did not hesitate to burn two ropewalks in the city and to set fire to both ends of the Long Bridge over the Potomac. The mayor of Georgetown, John Peter, a nephew of Thomas Peter, bravely approached the British commander, Rear Admiral George Cockburn of the Royal Navy, and told him bluntly that Georgetowners would not make resistance and he hoped the city would be spared. 29 Martha Peter noted that Cockburn politely replied:
. . . as [the] President would not protect us, they would. They said it gave them pain to destroy our property; but as long as we supported Madison, we must expect it, as their nation was resolved never to make peace with a President who was so much under the influence of Bonaparte; that they had a force on our coast of one hundred and odd thousand men; and that, as we wished for war, they would give us enough of it. 30
The British left Washington on Saturday the 27th without desecrating Georgetown, and did no harm to its citizens. Martha Peter was astonished that although everyone knew the British would burn public buildings, there was no effort to save these buildings from destruction, nor were their contents protected. The mayor of Washington, James H. Blake (1813-1817), disappeared with the rest of the public officials, and vagabonds ravaged the remains. President Madison eventually returned from Frederick, Maryland, with a large escort of horses to a ruined city. But Martha Peter noted that in every instance private property was respected, and in this the British ". . . have proved themselves . . . to be a noble enemy." 31
In a postscript Martha Peter added that she and Thomas Peter rode into Washington to observe firsthand the destruction. Rumors ran rife that the British had not set fire to the Navy Yard, but that it was burned by order of the President and Secretary of the Navy Jones because there were supplies there that the British could confiscate. Rumors also flew that it was Washington townspeople who set fire to the Long Bridge to impede transportation of the British. Martha Peter concluded, "I know not who burnt the Navy Yard; but the destruction of public property there is shameful . . . the fire began on Wednesday night, and has been burning ever since; and I still see the smoke." 32
Martha Peter wrote one more letter on August 28, this time to an old family friend, Timothy Pickering. 33 She suffered the defeat of Washington, and yet she understood and respected the attitude of the British, who had waged the war within the strict rules of military courtesy toward a President "under the influence of the Emperor of Elba." But she had not been raised to understand or even contemplate the word retreat, and yet in the capital "the word of command was, retreat –the President and Secretaries led the way . . ." She added, "Every act that they [the British] have done proves, that their enmity is to our rulers & not to the People."
Ever mindful of her family background, she told Pickering:
A Gentleman in the city asked [Rear Admiral George] Cockburn if they would have undertaken such an expedition had Washington been President. His answer was No –if Washington had been President he would have made a different provision for the City . . . the name of Washington preserved our City . . . 34
Eventually a peace treaty between the United States and Great Britain was signed on December 24, 1814, and ratified by James Madison on February 17, 1815. The correspondence between Eliza Quincy and Martha Peter ends here, but Eliza Quincy's memoir has the last word on the subject of the war: "On the morning of the 14th [17th] of February 1815, when the bells began to ring, it was supposed to be an alarm of fire. That peace was the joyful intelligence they proclaimed, was at first doubted; but inquiry proved that the announcement was correct . . . It was a day never to be forgotten." 35 Those who survived had a memory for life.
Family
As his wife stated, Thomas Peter had no fancy for a military life, but his younger brother George Peter did! Born in Georgetown on September 28, 1779, George Peter was still a student at Georgetown College when he tried to join the Maryland troops ordered to put down the Whiskey Rebellion of 1794. 36 Because he was only fifteen years old George Washington sent him home. But this did not deter his enthusiasm, and through
the influence of his brother Thomas, George Peter obtained a commission in the army at Washington's request. 37 Peter was commissioned a 2nd Lieutenant in the Ninth United States Infantry on July 20, 1799 by President John Adams. 38 He was discharged in June 1800, but in 1801 reentered the army as a 2nd Lieutenant in the Corps of Artillerists and Engineers; he was promoted to captain in 1807 and eventually assumed command of what is known today as the army's Fourth Battalion, Third Air Defense Artillery. 39 By Act of Congress on February 26, 1808 a light artillery regiment was authorized. In May 1808 Peter was transferred to the new Regiment of Light Artillery, the senior ranking captain with Winfield Scott next senior captain. 40
Before the War of 1812 only Peter's company of light artillery was mounted. This battery consisted of two 6-pounder guns, one ammunition wagon, and one light-horse wagon, which carried four cannoneers and one wagoner. Two battery officers and one sergeant were mounted, and sixteen horses were provided for the guns and wagons. 41 For this new regiment, however, special state-of-the-art equipment was manufactured at Fort McHenry in Baltimore based on the French Gribeauval pattern, second to none of the European systems. The guns were supplied with fifty rounds of grape, canister, and round shot. In May of 1808 Peter and his men tested their equipment by marching from Baltimore to Washington at a speed of six miles per hour, a dazzling speed by the standards of the day! Peter's company proudly conducted a series of military demonstrations for Congress on July 4, 1808 in a parade so successful that the authorities decided to increase the battery's horses and guns.
The company was "definitely a show-horse outfit." 42 Secretary of War Henry Dearborn (18011809) specified that the light artillery uniform include the usual blue coat laced with red, with yellow buttons, but with skirts nine inches shorter. 43 The cocked hat was replaced with a
leather cap with two wings, front and rear, and a small visor, and a red plume. Blue pantaloons with yellow buttons were authorized for winter wear. Dearborn especially requested that the buttons be stamped "L.A." [Light Artillery] but this proved difficult to obtain, so plain buttons were approved. These uniforms were completed in time for the July 4 parade, and created a military sensation. George Peter, who stood six feet tall and straight as an arrow, must have been a sight to behold! 44
In December 1808 Secretary of War Dearborn ordered Peter's company to march to New Orleans to test his equipment. Peter and his men traveled overland and by river flatboat and arrived in New Orleans in March 1809. But by then Dearborn had been
replaced by William Eustis (1809-1813), and Eustis ordered the company's horses sold as an unnecessary expense. On June 11, 1809 Peter resigned his commission in protest.
When the British attacked Washington in August 1814, Peter was a District of Columbia military major in command of a light company equipped with six pounders. His company of Georgetown Artillery was one of the few units to return fire at Bladensburg. On August 22nd he and his men were sent to Nottingham, Maryland, to harass the British. On August 23rd a force of 1300 men under Peter was sent to Upper Marlborough; they skirmished with the British advance guard but were driven back toward Old Fields, [Forestville], Maryland.
On August 24th Peter's men supported the troops in the defense line covering Turncliffe's Bridge. Peter was originally directed to a firing position by Francis Scott Key, a quartermaster lieutenant in his company. Peter saw he had no room to maneuver and ignored Key's instructions and situated his guns as he saw fit:
On my arrival on the ground which we occupied during the battle, a position was shown me by F.S. Key (acting aid to General Smith), difficult of access, being isolated by numerous and large ravines on one side and a stream on the other, as one of three positions I might occupy with my artillery. This being no position for light artillery, such as I commanded – for, if once placed there, it could not in any way be maneuvered so as to be of any service – I selected a commanding spot on the left side of Barney as the second best situation for artillery to command the road . . . 45
He covered the left flank of five naval eighteen-pounders under the command of Commodore Joshua Barney (1759-1818), and held the middle of the road to Washington. 46 The British troops tried to cross Turncliffe's Bridge, and were caught in terrible crossfire from Barney's and Peter's batteries, whose guns repulsed the British frontal attack.
However, General William Henry Winder arrived. He did not support Commodore Barney's effort and decided to halt the flight of our defense lines. He did not believe that Barney could hold his ground and saw that Peter struggled; he ordered retreat. Peter refused but eventually was forced to leave Barney's naval battery on the field. As a result Washington fell into the hands of the invaders. Bladensburg was an inglorious field where no luster fell on American arms. Descendants of men who had stood the shock of battle on the fields of the Revolution and pushed back the invader, were panic stricken. Formation after formation wavered, broke, and fled.
Throughout the war, however, Major George Peter had two lieutenants who served him so well, that he named two of his sons in their honor. 47 Lieutenant George Armistead of Virginia became the general in command of Fort McHenry in Baltimore, where he was brevetted Lt. Colonel for gallant conduct in defense of the fort; he died in 1818. 48 Lieutenant James Gibson of Maryland succeeded George Peter in command after Peter resigned his commission in 1809 in protest when Secretary of War Eustis sold the horses of his company. Gibson remained with the battery until it was absorbed by an Act of Congress in February 1812. He was ordered to the Niagara frontier; he was killed in action at Fort Erie in 1814. 49 These two names have become part of the heritage of the Peter family of Tudor Place.
But ultimately our troops were victorious. To this day Tudor Place holds a Visitors Book with a bold signature: Andrew Jackson, Washington City, January 8th 1837. 50 This was an anniversary of the Battle of New Orleans, and a visit from the hero of that battle on such a day could not be accidental. Although the details of that visit are lost to us, the significance of the event is not. On what has been described as the horizon line of our history, the War of 1812 occupies a very small space. 51 Its fate was to be overshadowed by the glory of the Revolutionary War and by the sorrow of the Civil War. Yet to slip through this small window of history we as a nation shed the burden of regional
differences, which fell as shackles behind us. Sectionalism was at least temporarily defeated. The North, East, and South joined hands, and all our eyes looked westward. Manifest Destiny beckoned. No longer would the land define us; we were ready at last to define the land.
NOTES
1 Charles Dick and James E. Homans, eds., The Cyclopaedia of American Biography, Volume V (New York: The Press Association Compilers, Inc., 1915) up, see Eliza Susan Morton Quincy.
3 Quincy, 51.
2 Eliza Susan Quincy, ed., Memoir of the Life of Eliza S. M. Quincy (Boston, Massachusetts: J. Wilson and Son, 1861) reprint, nd, 24. Eliza Susan Morton Quincy states: "In compliance with the request of my children, I have written from memory . . . the following narrative of some events in the lives of my maternal ancestors and of my own early life. (Quincy, Massachusetts, July 12, 1821)," up. First editions of this book are held in the collections of the University of Wisconsin, Memorial Library, Department of Rare Books and Special Collections, Madison, Wisconsin, and Harvard University, Houghton Library, Special Collections, Cambridge, Massachusetts [Inscribed to Mrs. Allston by Eliza Susan Quincy].
4
5 Ibid., 58. Thomas and Martha Peter were married on January 6, 1795.
Ibid., 53.
6 Dick and Homas, Volume V, up, see Josiah Quincy.
8 Josiah Quincy, Figures of the Past (Boston, Massachusetts: Little, Brown, and Company, 1926), 230.
7 Quincy, 131.
9 Ibid.
11 Collection of Tudor Place Historic House & Garden. This locket is inscribed: Obverse, "Hair of General Washington/From Mrs. Peter to Mrs. E. S. Quincy Feb. 22, 1810."; reverse, "Hair of Mrs. Washington/From her grand daughter (sic) Mrs. Peter to Mrs. E. S. Quincy Washtn. City Feb 22 1810 (sic)" Museum Purchase, 1995, accession no. 95.7019.
10 Phoebe P. Morris to her sister Rebecca Morris, February 28, 1812. Excerpt printed courtesy of Dumbarton House/ The National Society of The Colonial Dames of America, Washington, D.C. Gift of Mrs. Charles J. Nourse (1991.002.484). We thank Deputy Director and Curator Scott Scholtz for permission to quote from this letter.
12 Quincy, 139.
14 Ibid., 165.
13 Ibid., 145.
15 Ibid. The Federal Republican and Commercial Gazette began publication on July 4, 1808 in Baltimore. Publication was suspended on June 22, 1812, for the reasons described by Martha Peter. Publication resumed in Georgetown July 27, 1812. It was
published twice weekly until 1813; see guide to Maryland Newspapers, Maryland State Archives, Guide to Special Collections.
17 Francis B. Heitman, Historical Register and Dictionary of the United States Army. Volume I (Washington, D.C.: Government Printing Office, 1903), 624. See Henry Lee; Dick and Homans, Volume III, up, see Alexander Contee Hanson.
16 Dick and Homans, Volume III, up, see James Maccubin Lingan.
18 Grace Dunlop Ecker, A Portrait of Old George Town (Richmond, Virginia: The Dietz Press, Incorporated, 1951), 90-92, 306.
20 Quincy, 174.
19 Tudor Place Archive, Papers of Thomas and Martha Peter, MS 2, Box 1, F 3: "At a quarterly Meeting of the Washington Benevolent Society of Massachusetts, at Boston, on Tuesday Evening, April 13th 1813. - The Hon. Mr. Quincy delivered to the President The Gorget of George Washington being a part of his uniform, when, as a Colonel in the service of the State of Virginia, he served under General Braddock, in the War of 1756; having the Arms of that State engraven thereon."' Signed, William Cochran, Secretary. A letter of thanks accompanies this notice of presentation signed by Arnold Welles, President and Wm. Sullivan, Josiah Quincy, Daniel Messinger, John C. Warren, Benj.n Russell, Vice Presidents, to Mrs. Martha Peter, April 30, 1813. Today the Gorget is in the collection of the Massachusetts Historical Society, Rm. 401, Acc. No.: Washingtonia 0224.01-03.
21 Quincy, Ibid.; Heitman, 170, see John Armstrong.
23 Ibid., 175-176.
22 Quincy, 175.
24 Ibid., 176.
26 Quincy, 177.
25 Heitman,1049, see John Henry Winder.
27 Tudor Place Archive, Papers of Armistead Peter, Jr., MS 14, Box 69, F 24. Britannia's Reminiscences, up.
29 John Peter (1783-1838) was a clerk at the Bank of Columbia and was mayor of Georgetown 1813-1818; eventually he removed to Jefferson County, Va.
28 W.B. Bryan, ed.,"Diary of Mrs. William Thornton. Capture of Washington by the British." Records of the Columbia Historical Society. Volume 19 (Washington, D.C.: Columbia Historical Society, 1916), 175. The Diary of Anna Maria Thornton is in the Manuscript Division of the Library of Congress.
30 Quincy, 178.
32 Ibid., 180.
31 Ibid., 179.
33 This letter courtesy the Massachusetts Historical Society: Martha Peter to Timothy Pickering, August 28, 1814, Timothy Pickering Papers, MS 30:288. Dick and Homans, Volume V, up, see Timothy Pickering. Pickering was Secretary of State (1795-1800) under George Washington; after Washington's death he sent Martha Washington a copy of an Act of Congress extending the privilege of franking letters and packages. Tudor Place Archive, Papers of Martha Washington, MS 2, Box 2, F 23, Timothy Pickering to Martha Washington, April 7, 1800.
34 Ibid.
35 Quincy, 181-182.
37 Tudor Place Archive, Papers of Armistead Peter, Jr., MS 14, Box 69, F 20. Heitman, 786, see George Peter.
36 Coleman Nevils, Miniatures of Georgetown 1634-1934: Tercentennial Causeries (Washington, D.C.: Georgetown University Press, 1934), 6. George Peter and his brother David Peter were students at Georgetown University.
38 Tudor Place Archive, Papers of Major George Peter, MS 4, Commission Box, Presentation Letter, Secretary of War James McHenry to Mr. George Peter, July 20, 1799.
40 David S. Heidler and Jeanne T. Heidler, eds., Encyclopedia of the War of 1812 (Santa Barbara, California: ABC-CLIO, 1997), 414. This and much of the following information on George Peter was forwarded to us from Fort McHenry National Monument, Baltimore, MD, by Scott S. Sheads, Historian, National Park Service Weapons Officer. We thank Mr. Sheads for his thorough reply to our inquiry. Heitman, 870, see Winfield Scott.
39 Tudor Place Archive, Papers of Major George Peter, MS 4, Commission Box, Presentation Letter, Secretary of War Henry Dearborn to Captain George Peter, Fort McHenry, May 4, 1808; Commission as Captain signed by Secretary of War Henry Dearborn and President Thomas Jefferson, to take rank November 3, 1807, dated February 23, 1808.
41 Tudor Place Archive, Papers of Armistead Peter, Jr., MS 14, Box 58, F 10, excerpt from The Journal Military Service Institution (March-April 1905, Vol. XXXVI, No. 134), 316.
43 Heitman, 363, see Henry Dearborn.
42 John R. Elting, Col, U.S. Army, ed., Military Uniforms in America. Volume II: Years of Growth 1796-1851 (San Rafael, California: Presidio Press, 1997), 4.
44 Ecker, 151.
46 Dick and Homas, Volume I, up, see Joshua Barney.
45 John S. Williams, History of the Invasion and Capture of Washington and of The Events Which Preceded and Followed (New York: Harper & Brothers, Publishers, 1857), 363. Williams wrote an apologia for the American troops who were defeated when Washington fell to the British. He believed that the information issued by the Congressional investigation of the defeat was not true, and that the Committee protected politicians who "will not hesitate to sacrifice or jeopard (sic) the interests and honor of their country in order to advance themselves or ruin a rival." (ix) Williams wrote a strong defense to remove the blame cast by officials and officers on our own militia, who were almost entirely without previous military experience as opposed to the British. It is important to note that at Williams' request a letter from Major George Peter of May 24, 1854 is included as an appendix. Peter confirms Williams' theory. See Williams, 357367.
47 Tudor Place Archive, Papers of Armistead Peter, Jr., MS 14, Box 69, F 20. Note in hand of Armistead Peter, Jr., August 26, 1929.
49 Heitman, 454, see James Gibson. Tudor Place Archive, MS 14, Box 58, F 10, J. P. Farley, Brig. Gen. U.S.A., "Types and Traditions of the Old Army," The Journal Military Service Institution, (Vol. XXVI, No. 134, March-April, 1905), 315-317.
48 Heitman, 169, see George Armistead.
50 Tudor Place Archive, Papers of Thomas and Martha Peter, MS 2, Box 1, F 27. Inscribed: Andrew Jackson/ Washington City/ January 8th 1837.
51 Andrew Sarris, late film critic of The Village Voice, first described "the horizon line of history."
BIBLIOGRAPHY
Bryan, W.B., ed. "Diary of Mrs. William Thornton. Capture of Washington by the British." Records of the Columbia Historical Society. Volume 19. Washington, D.C.: Columbia Historical Society, 1916.
Ecker, Grace Dunlop. A Portrait of Old George Town. Richmond, Virginia: The Dietz Press, Incorporated, 1951.
Dick, Charles and James E. Homan, eds. The Cyclopaedia of American Biography. New York: The Press Association Compilers, Inc., 1915.
Elting, John R., Col., ed. Military Uniforms in America. Volume II: Years of Growth 1796-1851. San Rafael, California: Presidio Press, 1997.
Farley, J.P., Brg. Genl. "Types and Traditions of the Old Army." The Journal Military Service Institution. Vol. XXVI, No. 134, March-April 1905.
Heidler, David. S. and Jeanne T. Heidler, eds. Encyclopedia of the War of 1812. Santa Barbara, California: ABC-CLIO, 1997.
Heitman, Francis B. Historical Register and Dictionary of the United States Army.
Volume I. Washington, D.C.: Government Printing Office, 1903.
Nevils, Coleman. Miniatures of Georgetown 1634-1934. Tercentennial Causeries.
Washington, D.C.: Georgetown University Press, 1934.
Quincy, Eliza Susan, ed. Memoir of the Life of Eliza S.M. Quincy. Boston,
Massachusetts: J. Wilson & Son, 1861, reprint, nd.
Quincy, Josiah. Figures of the Past. Boston, Massachusetts: Little, Brown, and Company, 1926.
Williams, John S., Maj. History of the Invasion of Washington. New York: Harper & Brothers Publishers, 1857.
REFERENCE WORKS
Blum, John M, Bruce Catton, Edmund S. Morgan, Arthur M. Schlessinger, Jr., Kenneth M. Stampp, C. Vann Woodward, eds. The National Experience. New York: Harcourt, Brace & World, Inc., 1963.
Brinkley, Alan. American History: A Survey. Volume I. New York: McGraw Hill, Inc., 1995, reprint, 1991.
Frost, John. The Book of the Navy; Comprising a General History of The American Marine. New York: Appleton & Company, 1842.
Magruder, Caleb C., Jr. "The Incidental Cause of the Authorship of the Star-Spangled Banner." Records of the Columbia Historical Society, Washington, D.C. Volume 22. Washington, D.C.: Columbia Historical Society, 1919.
ARCHIVES & SPECIAL COLLECTIONS
Fort McHenry, Library, Baltimore, Maryland
Harvard University, Houghton Library, Special Collections, Cambridge, Massachusetts
Massachusetts Historical Society, Boston, Massachusetts
The National Society of The Colonial Dames of America, Dumbarton House, Archive, Washington, District of Columbia
Tudor Place Historic House & Garden, Tudor Place Archive, Washington, District of Columbia
University of Wisconsin, Memorial Library, Department of Rare Books and Special Collections, Madison, Wisconsin
The War of 1812 was fought between the United States and Britain and lasted from June 18, 1812 until February 18, 1815. Americans had various grievances against Britain: Suppressing American trade with France, impressing (seizing) sailors with U.S. papers, and supplying and inciting hostile Indian tribes in the West. The specific grievances counted for less than the feeling that many Americans had that Britain did not respect U.S. sovereignty. It was "a war for honour, like that of the Greeks against The volunteers of the Friends of Maryland's War of 1812 improve our awareness of the role of the United... See more of Friends of Maryland's War of 1812 on Facebook. Log In. or. Create New Account. See more of Friends of Maryland's War of 1812 on Facebook. Log In. Forgot account? | <urn:uuid:71a89491-f43c-4550-bf0b-806a3c31ca37> | CC-MAIN-2020-45 | https://ugeb.pw/795100_page.pdf | 2020-10-19T15:48:06+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00299.warc.gz | 568,290,676 | 9,654 | eng_Latn | eng_Latn | 0.927802 | eng_Latn | 0.997792 | [
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Disaster Preparedness Calendar
Week 1
Week 2
Week 3
Week 4
Week 5
Make a plan
* Identify a storage area for your emergency supplies
* Date perishable supplies
Build a kit Gather:
* Container(s) to store and easily transport your emergency supplies
* 2 gallons of water**
* 7 cans of nonperishable food*
* 1 manual can opener
* Permanent marker
pet food,
Additional:
diapers, baby food
* One per person ** One per person and pet
Week 13
Make a plan • Perform a home hazard safety check; secure hot water heater, bookshelves, pictures, mirrors, etc.
Build a kit Gather:
* 2 gallons of water**
* 6 cans of nonperishable food*
Additional: sign up for CPR/First Aid/ AED training.
* One per person ** One per person and pet
Make a plan
* Identify an outof-state contact to coordinate information for separated family members
Build a kit Gather:
* Roll of duct tape
* Two heavy duty/ LED flashlights with batteries
* Pen and paper
* Map of your local community
* Compass
Additional: Extra pet leash and/or pet carrier, duplicate ID for pets, photos of pet(s)
Week 14
Make a plan
* Ask about your children's school and/or daycare emergency plans.
* Arrange for someone to help your children if you are unavailable or at work
Build a kit
Gather:
* Pliers
* Screwdriver
* Hammer
* 1 box of heavy duty garbage bags
Prepare!
A Resource Guide
Make a plan • Identify at least two places to meet after a disaster; one immediately outside the home, and a second outside of the neighborhood
Build a kit
Gather:
* 2 gallons of water**
* 6 cans of nonperishable food*
* 2 weeks of feminine hygiene products and/or adult incontinence supplies
* Hand sanitizer
* One per person
** One per person and pet
Week 15
Make a plan • Identify additional supplies to create emergency kits for work and your vehicle(s)
Build a kit Gather:
* 6 cans of nonperishable food*
* Antacid tablets
* One per person
Make a plan
* Develop a home fire escape plan (see p. 30)
* Test your smoke alarms and verify they are working and less than 10 years old
Build a kit Gather:
* Premade first aid kit or
* Make your own kit (see p. 24)
Week 16
Make a plan
* Review your insurance agent to verify you are covered for events that are possible in your area
Build a kit
Gather:
* Cash in small denominations ($1 and $5 bills)
* Matches in a waterproof/childsafe container
* Crank and/or battery-operated NOAA Radio
* Assorted containers with lids
Make a plan
* Practice your home fire escape plan
Build a kit Gather:
* 2 gallons of water**
* 8 cans of nonperishable food*
* 1 package of toilet paper
* Toothbrush* plus 1 extra
* Toothpaste
* One per person
** One per person and pet
Week 17
Make a plan
* Photograph or video of all contents of home and send to a trusted out-oftown friend or family member.
Build a kit Gather:
* 7 cans of nonperishable food*
* 5 rolls of paper towels
* Comfort food
* One per person
Week 6
Make a plan
* Identify safe location(s) where you and your pets can evacuate to
* Develop a plan to transport pets and/or livestock
Build a kit Gather:
* Emergency ladder for each bedroom higher than the ground level of your home
Week 18
Make a plan • Setup a neighborhood preparedness meeting to learn about neighborhood readiness to respond when a disaster occurs
Build a kit Gather:
* Extra cords for electronics
* Extra battery for cell phone
* Sleeping bag*
* Two changes of clothing*
* Seasonal jacket*
* One per person
Use this calendar to get Two Weeks Ready
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Make a plan
* Develop a household earthquake plan, including safe locations to drop, cover and hold-on in each room of the home
Build a kit
Gather:
* 2 gallons of water**
* 6 cans of nonperishable food*
* Selection of favorite spices in containers or zip-lock bags
* Plate, cup, and bowl*
* Knife, fork, and spoon*
* Food preparation utensils (spatula, large spoon, and kitchen knife)
Additional: Extra baby bottles
* One per person ** One per person and pet
Week 19
Make a plan
* Download the Red Cross Emergency App and set it up on your smart device
* Sign-up for local community emergency notifications/alerts
Build a kit
Gather:
* 8 cans of nonperishable food*
* 2 large cans of juice*
* Box of facial tissues
* One per person ** One per person and pet
Make a plan
* Identify an outof-state contact to coordinate information for separated family members
Build a kit
Gather:
* 2-weeks of prescription medications*
* Extra pair of prescription glasses or readers*
* Contact lens*
* Contact lens solution
Additional: Verify all pet vaccinations are current and obtain copies of pet's medical records. Gather 2 weeks of prescription medications for pets.
* One per person
Week 20
Make a plan
* Develop a sanitation plan for your household to address hand washing and toileting
Build a kit Gather:
* 2 five-gallon buckets with lids
* Plastic sheeting or tarp
* Activity box with games, books, puzzles, etc.
* Bleach and an eye-dropper
Make a plan
* Identify utility shut-off and teach household members how to turn off the utilities
Build a kit
Gather:
* 2 gallons of water**
* 6 cans of nonperishable food*
* One per person
** One per person and pet
Week 21
Make a plan
* To help emergency responders locate your home, make sure your driveway and home is visible and your house number is clearly marked
Build a kit Gather:
* 8 cans of nonperishable food*
* 1 bag of nuts
* One per person
Make a plan
* Practice your home earthquake plan, including evacuating your home.
Build a kit Gather:
* Pry bar
* Wrench to turn off utilities
* Whistle
* Emergency blanket*
* Extra batteries for flashlights
* One per person
Week 22
Make a plan
* Prepare your home for the change in seasons. Make sure fire places/heaters are cleaned before winter and remove flammable material away from the perimeter of your home
Build a kit Gather:
* Plastic cling wrap
* Aluminum foil
* Utility knife
* Durable work gloves*
* Disposable dust mask*
* Safety goggles*
* One per person
Make a plan
* Create a written list of important contacts
Build a kit
Gather:
* 2 gallons of water**
* 6 cans of nonperishable food*
* 1 box of high-energy snacks
* One per person
** One per person and pet
Week 23
Make a plan • Identify alternative sources for accessing, sanitizing or filtering water and add to your plan.
Build a kit Gather:
* 8 cans of nonperishable food*
* 2 rolls of paper towels
* 1 box of high energy snacks
Make a plan
* Make copies of important documents and put them into the waterproof container
Build a kit Gather:
* Portable waterproof container with lid
* Small sewing/ mending kit
* Disinfectant spray
Week 24
* Begin rotating water and food that was purchased in week 1.
* Check the storage area for your supplies is safe and dry. Continue rotation of supplies each month to keep supplies fresh.
* Review planning steps and update plan as appropriate.
* One per person
American Red Cross
Cascades Region | <urn:uuid:53d180d0-9f4a-43f9-a6ec-feff47cd0423> | CC-MAIN-2020-45 | https://oregonask.org/wp-content/uploads/2020/09/cascades-region-prepare-guide-calendar.pdf | 2020-10-19T15:26:07+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00298.warc.gz | 490,074,176 | 1,924 | eng_Latn | eng_Latn | 0.989729 | eng_Latn | 0.990256 | [
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To keep your property toad free:
3 Remove as much free standing water as possible.
3 Cover swimming pools where appropriate.
3 Turn off as many outside lights as possible.
3 Maintain your fence to ensure there are no gaps, using anything from shade cloth to mesh with a minimum size of 25 millimetres square.
3 Do regular toad busts in your yard.
For native frog identification download the Cane toad app through iTunes.
For more information and assistance contact:
For Kimberley residents and visitors please call the Department of Parks and Wildlife's Kununurra office on (08) 9168 4200
For all other areas of WA please call 1800 44 WILD (9453)
Poisons Information Line 13 11 26
Kimberley Vet Centre on (08) 9169 1229
www.dpaw.wa.gov.au/canetoads
Information current at July 2013.
This publication is available in alternative formats on request.
20120460 0713 PDF
Safety and cane toads
Cane toads secrete a toxin that is poisonous to humans and animals. This brochure provides information about managing symptoms caused by cane toad poison but it does not replace the need to consult with your doctor, healthcare professional or veterinarian.
Cane toads are poisonous at all stages of their life cycle, including the egg and tadpole stage. The toxin is secreted and possibly squirted when the animal is roughly handled or feels threatened. The toxin is produced on the toad's shoulder glands and is present on the skin of its back.
To have an effect the venom needs to be swallowed or absorbed through mucous membranes such as those of the eye, nose or mouth.
What you can do
Treatment for people
When the toxin is squirted onto the skin or into the eyes, first aid should be performed immediately. Poisoning advice is available on 13 11 26 anywhere in Australia, 24 hours a day, 7 days a week.
Cane toad toxin can cause pain and severe irritation to the eyes and temporary visual disturbances. First aid treatment includes washing the eyes, mouth and nose with lots of water. Seek medical attention.
Prevention
To avoid coming into contact with cane toad toxin treat the animal with respect, wear gloves and wash your hands thoroughly with an antiseptic wash after touching frogs or toads.
Supervise and teach children the correct way to handle a cane toad and the potential dangers.
Treatment for pets
Cane toad poisoning occurs when dogs and cats pick toads up in their mouths. After coming into contact with cane toad toxin, your pet may:
If toxin is squirted into the mouth, immediately flush the mouth with water and take the patient to the nearest hospital that has an emergency department. When swallowed, the toxin may affect the heart, blood pressure and breathing and can cause paralysis, salivation, twitching and vomiting. Death is possible in severe cases through cardiac arrest, sometimes within 15 minutes.
* Drool and shake its head. Due to its corrosive and irritant nature, the poison will cause profuse salivation soon after your pet bites the toad. Following this, vomiting often occurs, especially in cats. Cats also show hindquarter weakness and adopt a fixed trance-like stare.
* Experience severe muscle trembling and shaking, which occurs rapidly.
* Stagger and appear to lack coordination.
* Have difficulty breathing.
If your dog is poisoned, it will usually suffer from seizures or convulsions. These convulsions are usually fatal unless you seek urgent veterinary attention.
The poison can also affect the heart of dogs and cats, causing immediate cardiac arrest. The animal will then lapse into a coma and rapidly progress to death.
Management
If your pet mouths a cane toad, it is vital that you remove all traces of the poison from its teeth and gums. Flush your pet's mouth and face with lots of running water by pointing a hose forward out of your pet's mouth, not down its throat. Tilt the animal's head down so you do not cause your pet to choke. Wash its eyes as well. Seek urgent veterinarian assistance.
Prevention
Cane toads are mostly active at night. To prevent your pets from being poisoned, place them in an area of your yard that you can keep free of cane toads. Check this area for cane toads regularly, especially at night.
For more information about identifying native frogs visit www.museum.wa.gov.au/frogwatch | <urn:uuid:af7a88c6-5aa6-41bd-82c5-e48022e97dc5> | CC-MAIN-2020-45 | https://www.dpaw.wa.gov.au/images/documents/plants-animals/animals/canetoads/20120460_Safety_and_cane_toads_v10.pdf | 2020-10-19T15:20:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00298.warc.gz | 722,037,729 | 922 | eng_Latn | eng_Latn | 0.998251 | eng_Latn | 0.998771 | [
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Making Limits Exist
Student Activity
Problem 1 – Linear Piecewise Function
Graph the piecewise function f (x) = a , x ≥ 1 1,x < 1 ⎧ ⎨ ⎩ where a is a constant.
Step 1: Press o and enter the two equations you see at the right into your device. The inequality symbols can be found by pressing y». Note that we have begun with an avalue of 5.
Note: To set the domain for piecewise functions, each piece must be entered into its own equation line and be divided by its restricted domain.
Step 2: Set the viewing window to standard by pressing q and selecting ZStandard.
Step 3: Press r and use the left/right arrow keys to move along the domain of each piece. Press the up/down arrows to move between the pieces.
1. Graphically, what do the following one-sided limits appear to be?
Name
Class
Making Limits Exist
Student Activity
Step 4:
Try other values for
a
in our piecewise function
exist. Remember, Y1 is the function that has the a-value we are changing. In the screen to the right, a has been changed to 2. After changing the a-value, press s to see the resulting changes in the graph. Try different values for a. Graph it to see if f(x) appears continuous.
Step 5: Check your answer numerically to determine if your a-value is correct. Set up the table by pressing y p and changing the settings to those on the right.
Class
Step 6: Now, press y s to view your table. Use the up and down arrows to move through the table. The table will show ERROR for any x-value that is not in the domain of the Y2 or Y2.
2. After checking graphically and numerically, what value of a resulted in f(x) being continuous?
Problem 2 – Linear and Quadratic Piecewise Function
Repeat the steps from earlier for the function g(x) = a ⋅ x 2 , x ≥ 1 x + 2,x < 1 ⎧ ⎨ ⎩ ⎪ starting with an a-value of 5.
3. Graphically and numerically, what do the following one-sided limits appear to be?
Making Limits Exist
Student Activity
Name
Class
4. a. After checking graphically and numerically, what value of a resulted in g(x) being continuous?
b. Show calculations of the left hand limit and the right hand limit to verify that your value for a makes the limit exist.
Problem 3 – Trigonometric Piecewise Function
$$Repeat the steps from earlier for the function h(x) = a + 3sin x − 4 ( )π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x ≥ 2 2sin (x − 1) π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x < 2 ⎧ ⎨ ⎪ ⎩ ⎪ starting with an a-value of$$
5.
5. Graphically and numerically, what do the following one-sided limits appear to be?
$$h(x) = 5 + 3sin x − 4 ( )π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x ≥ 2 2sin (x − 1) π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x < 2 ⎧ ⎨ ⎪ ⎩ ⎪$$
6. a. After checking graphically, and numerically, what value of a resulted in h(x) being continuous?
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TIphysics.com
Forces on Point Charges – ID: 9359
Topic: Electricity and Magnetism
* Use Coulomb's law to solve problems of force between electric charges.
* Solve problems involving point charges and force using vector addition.
Activity Overview
In this activity, students explore interaction between charged point particles. They first explore graphical vector addition and then use vector addition rules to explore the net forces on charged particles. The preconstructed templates used in this activity include charged particles, represented by points, and forces of interactions between the particles, represented by vectors. When students change magnitudes of charges or distances between the particles, the vectors representing the forces of interaction change correspondingly.
Materials
To complete this activity, each student will require the following:
* TI-Nspire ™ technology
* pen or pencil
* copy of student worksheet
TI-Nspire Applications
Graphs & Geometry, Notes
Teacher Preparation
Before carrying out this activity, you should review Coulomb's law with students. Students should also be comfortable with the concept of a vector and the rules of vector addition before beginning this activity.
* The screenshots on pages 2–9 demonstrate expected student results. Refer to the screenshots on page 10 for a preview of the student TI-Nspire document (.tns file).
* To download the student worksheet and .tns file, go to education.ti.com/exchange and enter "9359" in the search box.
Classroom Management
* This activity is designed to be student-centered, with the teacher acting as a facilitator while students work cooperatively. The student worksheet guides students through the main steps of the activity and includes questions to guide their exploration. Students should record their answers to the questions on notebook paper. If time allows, a wholeclass discussion of the activity would be useful for the students.
* The ideas contained in the following pages are intended to provide a framework as to how the activity will progress. Suggestions are also provided to help ensure that the objectives for this activity are met.
* In some cases, these instructions are specific to those students using TI-Nspire handheld devices, but the activity can easily be done using TI-Nspire computer software.
Time required 45 minutes
The following questions will guide student exploration during this activity:
* How do the positions and charges of particles affect the forces acting on the particles?
* How can a preconstructed scenario be used to solve electrostatics problems?
The purpose of this activity is to provide students with an opportunity to explore the interactions between charged particles when three or more particles are present in the system. TI-Nspire technology provides students with a dynamic environment for explorations and tools for graphical and numerical analysis for a variety of situations.
This activity consists of three parts. The preconstructed templates can also be used by the students in and out of class to verify solutions of various problems dealing with point charges and forces between them.
Problem 1 – Graphical vector addition
Step 1: In this part of the activity, students use TINspire features to practice graphical methods of vector addition. First, students should open the file PhysWeek05_PointCharges.tns and read the first two pages. They should then proceed to page 1.3, which contains an empty Graphs & Geometry page. Students should change the page to the Plane Geometry view (Menu > View > Plane Geometry View) and hide the scale (Menu > View > Hide Scale). It is recommended that students change the document settings for the angle measurements to be in degrees for this activity. To change the document settings, students should press /© to enter the page sorter view, press b to select the menu, and then select Document Settings.
Step 2: Next, students use the Vector tool (Menu > Points & Lines > Vector) to draw two coterminal vectors, AB and AC, on page 1.3.
Step 3: Next, students should use the Translation tool (Menu > Transformations > Translation) to translate vector AB to point C. They should label the image of point B as D using the Text tool.
Step 4: Next, students construct vector AD, the sum of AB and AC. They then find the magnitude and direction of vector AD using the Length and Slope measurement tools from the Measurement menu. They should then answer questions 1 and 2.
Q1. How does the length of vector AD compare with the lengths of vectors AB and AC when AB and AC are collinear?
A. When AB and AC are parallel, AD is equal to the sum of the lengths of AB and AC.
Q2. How does the direction (slope) of vector AD compare with the slopes of vectors AB and AC?
A. The slope of AD is partway between the slopes of AB and AC. Students can use the Slope measurement tool to observe the direction of the resultant vector, or they can find the angle of the vector to the horizontal. Since the slope of the line is equal to the inverse tangent of the angle, students can use the Text and Calculate tools to find the angle of the resultant vector. The instructions for using this method are given below:
* Choose the Text tool (Menu > Actions > Text).
* Click on a blank space anywhere on the screen. The text box will open in the edit mode.
* Enter the expression tan -1 (s) and press · .
* Choose the Calculate tool (Menu > Actions > Calculate).
* Click on the expression. When Select s? appears on the screen, move the cursor and click on the value of the slope. Press · and the value of the slope should appear. Drag the expression to the desired location and press ·again.
Remind students that, when the angle is in the second or third quadrant, they need to add 180º to the angle calculated using the inverse tangent.
Step 5: Next, students explore the addition of three coterminal vectors. They first construct vector AE, which should point in a different direction than vector AB, AC, or AD. Then, they use the Translation tool to add vector AE to vector AD. They label the endpoint of this vector F and construct vector AF, which is the sum of vectors AB, AC, and AE.
Step 6: Next, students explore how vector AF changes as they move points A, B, C, and E around the screen. They should then answer question 3 on the student worksheet.
Q3. Describe the lengths and positions of vectors AB, AC, and AE that are required to make AF become as small as possible.
A. There are several combinations of vectors AB, AC, and AE that will make vector AF extremely small. Encourage students to compare their results with one another and discuss the different solutions.
Problem 2 – Interaction between three similarly charged particles
Next, students should move to page 2.1 and read the text there. Page 2.2 shows three positively charged particles. The vectors attached to each point show the forces on that particle that are produced by the other two particles. Students can drag each point and thus vary the distances between the particles. The numbers on the right-hand side of the screen give the magnitudes of the charges on the particles. Students can click on these labels and vary the magnitudes of the charges. The charges are given in units of coulombs (C), and distances are in meters.
Step 1: Next, students should find the net force on each particle using head-to-tail vector addition. They should then hide the individual force vectors on the particles, so only the net forces are visible, as shown to the right.
Step 2: Next, students should vary the locations and charges of points Q1, Q2, and Q3 and observe the results. Then, they should answer questions 4–9 on the student worksheet.
Q4. Describe the changes you observed in the net force on each particle when you varied magnitudes and positions of the particles. Did you notice any patterns?
A. Due to the open-ended nature of the question, many different responses are possible. However, students should note that the net forces on the particles decreased as the particles got farther apart and increased as they got closer together. Students should also note that the net forces on the particles are directly related to the charges on the particles (i.e., the larger the charges, the larger the net forces).
Q5. What happens to the net force on a particle when its charge is much larger or smaller than the charges on the other two particles?
A. When the charge on one particle is much larger than the charges on the other particles, the net forces on all three particles increase significantly. As the charge on one particle approaches zero, the net force on that particle also approaches zero. Note that students may think that the force on a particle can never go to zero if the other two particles have non-zero charge. Guide them to understand that electric forces affect only charged particles, so a particle with a zero charge will experience no net force.
Q6. What happens to the net force when one of the particles moves very close to one of the other particles?
A. The forces on the particles become very large.
Q7. What happens to the net force on a particle when it is moved far away from the other two particles?
A. The forces on the particles become very small.
Q8. What happens to the net force on a particle when it is located exactly between two equally charged particles?
A. The net force on the central particle is zero because the vectors acting on the central particle have equal magnitudes but opposite directions.
Q9. Three particles, each with a charge of +11 μC, are located at the corners of an equilateral triangle with sides of length 1 m. Calculate the magnitude and direction of the net force on each particle. (Hint: Use the template on page 2.2, adjust the scale if needed, and reproduce the conditions of the problem. Then calculate magnitude and angle for each net force.)
A. Students can use the template on page 2.2 to solve this problem graphically. They can place the three charges, for example, on the points
display the coordinates of points Q1, Q2, and Q3 using the Coordinates and Equations tool (Menu > Actions > Coordinates and Equations). They can use the Length and Slope measurement tools to determine the magnitudes and directions of the resulting forces. They should find that the magnitude of the force on each particle is 1.9 N and the directions are as follows:
to adjust the scale of the graph (Menu > Window > Window Settings) to see the net magnitudes and directions analytically, using Coulomb's law and vector addition rules. Coulomb's law yields the net force on each particle, as shown on the next page (make sure students convert μC to C):
2 2 ; and for (–1, 0), θ = 210° . Students will probably need forces clearly. Students should also calculate the
Students can use the law of cosines to determine the direction of each vector.
Problem 3 – Interaction between particles of opposite charge
In this part of the activity, students explore the interactions between positively and negatively charged particles. Note that in each template, the sign of the charge cannot be changed. Students should read page 3.1 before moving on to the simulations. (Note: To save time, you may construct the net force vectors for this problem ahead of time in the .tns file, before transferring the file to the students' handhelds or computers.)
Step 1: Students should first move to page 3.2, which shows two positively charged particles and one negatively charged particle. They should use head-totail vector addition to find the net force on each particle, and then hide the individual force vectors on each particle so only the net forces are visible. They should change the positions and charges of the particles and observe the results.
Step 2: Next, students should move to page 3.3, which shows two positively charged particles and two negatively charged particles. They should again find the net force on each particle and hide the component forces. After exploring the effects of position and charge on these forces, students should answer questions 10– 14 on the student worksheet.
Q10. What happens to the net forces when oppositely charged particles move very close to one another?
A. The magnitudes of forces on the oppositely charged particles increase significantly and approach infinity. Their directions become opposite. At the same time, the net force on the third particle approaches zero.
Q11. What happens to the net force on a negatively charged particle when it is located exactly between two particles of equal positive charge?
A. When a negatively charged particle is located exactly between two equally positively charged particles, the net force on the negatively charged particle is zero because the two force vectors acting on the central particle have equal magnitudes but opposite directions.
Q12. Explore other symmetrical arrangements of the particles, and describe any patterns that you observe.
A. Encourage students to explore different symmetrical arrangements of particles and discuss their results with the class. Encourage them to predict the net forces resulting from various symmetrical arrangements, and then use the templates on pages 3.2 and 3.3 to test their predictions.
Q13. A particle of charge +100 μC is located at (–2, 0), and a particle of charge +200 μC is located at (2, 0). Where should a negatively charged particle with charge –50 μC be placed so that the net force on this particle has a magnitude of 2 N and is directed at –135°? (Hint: You can see the coordinates of a point by choosing Menu > Actions > Coordinates and Equations and then clicking on the point.)
A. Two possible coordinates are (7, 5.6) and (–0.385, 0.082). This particular problem is too advanced for analytical solution. It is sufficient if students verify their graphical solution by calculations. In order to do that, they will need to measure the magnitudes and angles of all forces and show that the net force in the system is zero. Note: If students struggle with this problem, you may first ask them to explore a simpler problem, such as determining the magnitude and direction of the net forces on the particles when they are placed at specific locations.
Q14. A right isosceles triangle is formed by the charges Q1 = +150 μC, Q2 > 0, and Q3 = –120 μC located at points (0,10), (0, 0), and (–10, 0), respectively. The fourth charge, Q4 = –145 μC, is located at the midpoint of the hypotenuse. The net force on charge Q4 is 10 N in the positive xdirection. What is the charge on Q2?
A. The charge on particle Q2 should be approximately +270 μC. Once again, students should verify that the net force in the system is zero after they find their solution. If you wish, you may assign additional problems or explorations to student pairs or groups for homework or independent projects.
TIphysics.com
Force on Point Charges – ID: 9359
(Student)TI-Nspire File: PhysWeek05_PointCharges.tns
TIphysics.com
Forces on Point Charges
ID:
9359
In this activity, you will
* explore the effect of charge and distance on interaction of three or more charged particles
* solve problems involving finding net forces of interaction between three or more charged particles
Open the file PhysWeek05_PointCharges.tns on your handheld or computer, and follow along with your teacher for the first two pages. Move to page 1.2 and wait for further instructions from your teacher.
Remember that Coulomb's law describes the force between two point charges, as follows:
In this equation, k is defined as Coulomb's constant ( 2 9 2 N m = 9×10 C i k ), q and Q are the magnitudes of the charged particles, and r is the distance between the particles.
In a system of three or more charged particles, each pair of particles interacts according to Coulomb's law. When two or more forces act on a particle, all charges and distances affect the strength and direction of the force of interaction. In order to explore this effect, we need to be able to determine this net force of interaction on a given particle due to all charged particles. Since forces are vectors, you will need to use vector addition rules.
Problem 1 – Graphical vector addition
Step 1: Page 1.3 contains a blank Graphs & Geometry page. Change the view of this page to Plane Geometry view (Menu > View > Plane Geometry View) and hide the scale (Menu > View > Hide Scale).
Step 2: Draw two vectors, AB and AC, using the Vector tool (Menu > Points & Lines > Vector). To draw vector AB, first select the Vector tool. Then, click once on any point on the page. Press gA to label the starting point of the vector A. Then, drag the cursor to another point, single-click again, and label the ending point of the vector B. To draw vector AC, click again on point A and create another vector that points in another direction. Label the endpoint of this vector C.
Name ____________________________
Class ____________________________
Step 3: Next, you will explore the head-to-tail rule of vector addition. According to this rule, you can add two vectors by placing the head of one vector at the tail of the second. The sum of the vectors is then the vector from the tail of the first vector to the head of the second vector. To explore this rule using vectors AB and AC, you must first translate vector AB so that its tail is aligned with the head of vector AC (point C). You can use the Translation tool to copy vector AB so that point A is aligned with point C. To do this, choose the Translation tool (Menu > Transformation > Translation). Click on vector AC and then on vector AB and press ·. Vector AB will be translated to point C. Draw a point (Menu > Points & Lines > Point) at the end of this new vector and label it D.
Step 4: Use the Vector tool to construct vector AD. Vector AD is the sum of vectors AB and AC. Drag point B around the screen to observe how vector AD changes as the magnitude and direction of vector AB changes. Then, use the Length and Slope tools (Menu > Measurement > Length and Menu > Measurement > Slope) to measure and label the lengths and slopes of vectors AB, AC, and AD. To use the measurement tools, first select the appropriate tool from the menu. Then, click once on the vector you wish to measure. The measurement will appear on the screen. Drag the measurement to where you want it to be, and then click again to place the measurement there. To label a measurement, double-click on the number, and then type the label next to the number.
Q15. How does the length of vector AD compare with the lengths of vectors AB and AC when AB and AC are collinear?
Q16. How does the direction (slope) of vector AD compare with the slopes of vectors AB and AC? (Hint: The angle of the vector is equal to the inverse tangent of the slope. You can use the Text and Calculate tools to calculate the angle from the slope measurement you have made.)
Step 5: Next, you will explore the addition of three vectors. To add three vectors, you must first add two of the vectors, and then add the third vector to the sum of the other two. Use the Vector tool to construct vector AE pointing in a different direction than vectors AB, AC, and AD. Adding vector AE to vectors AB and AC is equivalent to adding vector AE to vector AD. To add these vectors, open the Translation tool. Click on vector AD and then on vector AE. Vector AE will then be translated to point D. Add a point at the end of this vector, and label it F. You can then construct vector AF, the sum of vectors AB, AC, and AD.
TIphysics.com
Step 6: Move points A, B, C, and E around the screen, and observe how vector AF changes. If you wish, you may hide vectors CD, AD, and DF by choosing Menu > Tools > Hide/Show and clicking on each vector in turn. This will make it easier to see how vector AF is related to vectors AB, AC, and AE.
Q17. Describe the lengths and positions of vectors AB, AC, and AE that are required to make AF become as small as possible.
Problem 2 – Interaction between three similarly charged particles
Page 2.2 shows three charged particles. Because all three particles are positively charged, the forces between them are all repulsive. The vectors attached to each point show the forces on that particle that are produced by the other two particles. You can drag each point and thus vary the distances between the particles. The numbers on the right-hand side of the screen give the magnitudes of the charges on the particles. You can click on these labels and vary the magnitudes of the charges. The charges are given in units of coulombs (C), and distances are in meters.
Step 1: Find the net force on each particle using head-to-tail vector addition. Then, hide the individual forces on each particle (the original vectors present on the page).
Step 2: Vary the locations and magnitudes of the charges. Observe the effects of charge magnitudes and distances between the charges on the magnitude and direction of the net force on each particle.
Q18. Describe the changes you observed in the net force on each particle when you varied magnitudes and positions of the particles. Did you notice any patterns?
Q19. What happens to the net force on a particle when its charge is much larger or smaller than the charges on the other two particles?
Q20. What happens to the net force when one of the particles moves very close to one of the other particles?
Q21. What happens to the net force on a particle when it is moved far away from the other two particles?
Q22. What happens to the net force on a particle when it is located exactly between two equally charged particles?
Q23. Three particles, each with a charge of +11 μC, are located at the corners of an equilateral triangle with sides of length 1 m. Calculate the magnitude and direction of the net force on each particle. (Hint: Use the template on page 2.2, adjust the scale if needed, and reproduce the conditions of the problem. Then calculate magnitude and angle for each net force.)
TIphysics.com
Problem 3 – Interaction between particles of opposite charge
In this problem, you will explore how interactions between oppositely charged particles differ from the interactions between particles with the same charge.
Step 1: Move to page 3.2, which shows two positively charged particles and one negatively charged particle. Find the net force on each particle using head-to-tail vector addition. Then, hide the individual forces on each particle (the original vectors present on the page). Move the particles around and observe the effects on the resultant forces.
Step 2: Next, move to page 3.3, which shows two positively charged particles and two negatively charged particles. Find the net force on each particle using head-to-tail vector addition. Then, hide the individual forces on each particle (the original vectors present on the page). Move the particles around and observe the effects on the resultant forces.
Q24. What happens to the net forces when oppositely charged particles move very close to one
another?
Q25. What happens to the net force on a negatively charged particle when it is located exactly between two particles of equal positive charge?
Q26. Explore other symmetrical arrangements of the particles, and describe any patterns that you observe.
Q27. A particle of charge +100 μC is located at (–2, 0), and a particle of charge +200 μC is located at (2, 0). Where should a negatively charged particle with charge –50 μC be placed so that the net force on this particle has a magnitude of 2 N and is directed at –135°? (Hint: You can see the coordinates of a point by choosing Menu > Actions > Coordinates and Equations and then clicking on the point.)
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Improving outcomes for children and families in the early years
A key role for health visiting services
Case studies
Improving outcomes for children and families in the early years
1
Contents
Improving outcomes for children and families in the early years
3
Foreword
Health visitors have a long history. The role dates back to the 1860s – and over the years they've been there for many millions of families, providing valuable support in those early years. That continues today with parents now guaranteed five visits before their child turns three. 1
In 2015 health visiting was brought into the local government fold for the first time since 1974. It gives councils a unique opportunity to build on what has been achieved and help make progress in key areas of public health.
Just consider the four domains of the current public health outcomes framework: improving the wider determinants of health, health improvement, health protection and reducing premature mortality. Health visitors can have an impact on all of them through their work in supporting families in the early years, identifying those in need of extra help and ensuring good uptake of immunisations programmes.
The result of such support cannot be underestimated. It builds resilience, encourages healthy lifestyles and aids social and emotional development. So it has been welcome that we have seen a significant investment in health visiting in the past five years. The numbers were increased and the service has been transformed. But what can councils do to continue and build on this momentum?
As with so much of public health, the move into local government offers fresh opportunities. By integrating health visiting with other services, such as children's centres, early help, safeguarding and public health teams, we can provide better support to children and their families.
1 At the time of writing the regulations which mandate that health visitors must deliver five checks were under review.
4
Improving outcomes for children and families in the early years
But of course times are tough. Austerity is biting hard and public health funding is being squeezed. Councils have to juggle competing demands and deliver with scarce resources.
Make no mistake, though, what happens at the start of life has a major impact on the life chances of children. Health visiting services, working in partnership with other health and community services, can help ensure that start is positive. What could be more important than that?
Councillor Izzi Seccombe Chair, Community Wellbeing Board
Councillor Richard Watts Chair, Children and Young People Board
What do health visitors do?
Health visitors are registered nurses or midwives who have completed extra training in specialist community public health nursing. They lead or form part of a wider health visiting team that can also include nursery nurses, health care assistants and other specialist health professionals.
They lead and deliver the Department of Health's healthy child programme (HCP) for children aged 0 to five along with other health and social care colleagues, including family nurse partnership teams. The HCP goes on to cover those aged five to 19, but this element involves school nurses rather than health visitors.
At the heart of the plan was improved access, experience and outcomes for all families. To enable this to happen the government promised to increase the health visiting workforce, to make up for an earlier fall in staff numbers and an increase in the birth rate. Although the target of 4200 extra health visitors was (just) missed, the workforce increased to the point of enabling a 'minimum floor' of one full time health visitor for each 300 children under five years to be employed.
The HCP is offered to all families and the core elements include health and development reviews, screening, immunisations, social and emotional development, support for parenting and health promotion.
The National Institute for Health and Care Excellence describes health visiting as a "vital service" which can "build resilience and reduce costs later in life, tackle inequalities and promote healthy lifestyles". It says the service offers a unique opportunity to reach out to families because it is "valued and accepted" as a universal service.
The HCP and health visiting became the responsibility of councils in October 2015, completing the transfer of public health functions from the NHS to local government.
The vision for health visiting was set out five years ago with the launch of the Health Visitor Implementation Plan in 2011, a joint initiative between the Department of Health, NHS England, Public Health England and Health Education England.
Credits: Institute of Health Visiting
Improving outcomes for children and families in the early years
5
Why is health visiting important?
The six areas 1 below have a high impact on improving the health and wellbeing outcomes of children and families. Health visitors through their delivery of the 0-5 Healthy Child Programme make a significant contribution to each of these.
Transition to parenthood and the early weeks
* Transition to Parenthood and the first 1001 days from Conception to age 2 is widely recognised as a crucial period in the life course of a developing child.
* We know that 80% of brain cell development takes place by age three.
* There is a significant body of evidence that demonstrates the importance of sensitive attuned parenting on the development of the baby's brain and in promoting secure attachment and bonding.
Health visitors are trained in a variety of parenting programmes, targeted and universal and they can signpost to a wide range of information and services.
Maternal mental health
* Mental health problems in the perinatal period are very common, affecting up to 20% of women.
* Perinatal mental illnesses cost the NHS and social services around £8.1 billion for each annual cohort of births. A significant proportion of this cost relates to adverse impacts on the child.
Health visitors undertake additional training and are skilled in assessing mental health.
Breastfeeding (initiation and duration)
* Breastfed infants have a reduced risk of respiratory infections, gastroenteritis, ear infections, allergic disease and Sudden Infant Death Syndrome.
* Breastfed infants may have better neurological development and be at lower risk of tooth decay and cardiovascular disease in later life.
* Breastfeeding can be protective against obesity, particularly in those who are genetically predisposed ; breastfeeding for 3 months in the first year of a baby's life reduces the risk of obesity by 7%.
* Women who breastfeed are at lower risk of breast cancer, ovarian cancer and hip fractures from reduced bone density.
Health visitors are able to provide practical help and advice to mothers on how to breastfeed, help with managing and resolving breastfeeding problems and building community capacity to support breastfeeding by working with communities to establish peer support and programmes.
1 www.gov.uk/government/publications/commissioning-of-public-health-services-for-children
6
Healthy weight, healthy nutrition (including physical activity)
* Children who are overweight are at increased risk of poor health outcomes such as type 2 diabetes and poor mental health.
* Childhood obesity is a significant health inequality with higher rates amongst children in disadvantaged areas and some ethnic groups.
Health visitors during routine contacts have the opportunity to support health promotion and healthy lifestyles, using evidence - based techniques such as promotional and motivational interviewing.
Managing minor illnesses and reducing hospital attendance/admissions
* Illness such as gastroenteritis and upper respiratory tract infections, along with injuries caused by accidents in the home, are the leading causes of attendances at Accident & Emergency (A&E) and hospitalisation amongst the under 5s.
* Unintentional injuries are also a major cause of morbidity and premature mortality for children and young people in England.
* Dental extractions are one of the most common reasons for anaesthesia in under 5s and tooth decay is now a leading cause of parents seeking medical help and advice.
Health visitors are able to provide help and support to new parents on a range of common minor childhood illness such as fever, cough and colds, vomiting and diarrhoea and also oral health.
Health, wellbeing and development of the child aged 2: Two year old review (integrated review) and support to be 'ready for school'
* Age 2-2½ is a crucial stage when problems such as speech and language delay, tooth decay or behavioural issues become visible and good quality evidence based early intervention improves outcomes.
Health visitors can intervene to address additional need, providing evidence based support and work with early years' providers, school nurses and other community resources to support children to be ready for school.
Improving outcomes for children and families in the early years
7
How is the service delivered?
As part of the Health Visitor Implementation Plan, a new model of service organisation was developed so the additional staff would be delivering a well-evidenced and improved service. Across the country, the health visiting service has adopted what is known as the '4, 5, 6 model'. This encompasses 4 levels of service, 5 mandated elements and 6 high impact areas.
Levels of service:
* Community (broad knowledge of local resources, including children's centres and self-help groups)
4 Level Health Visiting Service model
5 Universal HV reviews*
* Your Community
* Universal
* Universal Plus
* Universal Partnership plus
* Universal (the five key visits)
* Universal Plus (provide families with access to expert advice and support on issues such as postnatal depression, weaning and sleepless children)
* Universal Partnership Plus (support families with children with complex needs, such as long-term conditions – both themselves and linking them with local services)
6 High Impact Areas
* Antenatal health promoting visits
* New baby review
* 6-8 week assessment
* 1 year assessment
* 2 to 2 ½ year review
* Transition to parenthood and the early weeks
* Maternal (perinatal) mental health
* Breastfeeding
* Healthy weight
* Managing minor illnesses & reducing accidents
*mandated until March 2017
* Health, wellbeing and development of child age 2 and support to be 'ready for school'
Improved Access • Improved experience • Improved outcomes •Reduced health inequalities
Local government's new role
The Institute of Health Visiting (iHV) described the move of health visiting into local government as a "significant landmark", which has the potential to be a "springboard for future development".
Top tips:
* give health visiting staff autonomy and flexibility – research by King's College London suggests this enables delivery of effective services
So what has been happening since responsibility for commissioning the service was transferred from the NHS in October 2015? Some councils have started moving services in-house to help the process of integrating them with existing council services. Others have not taken that step – or not yet anyway – but have still managed to pursue an integration agenda, particularly in terms of delivering the two-year review in more family-friendly settings such as nurseries.
There are plenty of other examples of innovation – as the case studies later in this brochure will demonstrate. But there have also been challenges. Concerns have been raised that in some areas health visitor posts are being cut as a consequence of the reductions to local government funding.
The cuts to local authority public health budgets make it more important than ever for health visitors and commissioners to work together to monitor and evaluate the impact of the service. Data is collected for key performance indicators, but these mainly focus on the number of core contacts achieved. However, this does not capture the "breadth or depth" of the health visiting service. IHV has produced a toolkit to help commissioners and providers evaluate what is being done, a report on the economic benefits of health visiting and documents about the six high impact areas, published by PHE, include suggested measures of success and outcomes that could be audited.
* whether the service is being brought inhouse or not, explore opportunities for integrated working with other council teams
* look at how health visitors can do more to promote healthy lifestyles – whether it is physical activity or health eating
* invest in specialist health visitor roles as they can make a huge difference working with vulnerable groups such as the homeless, refugees and those with mental health problems
* consider how digital technologies can extend the reach of health visiting
* ensure there are clear pathways for health visitors to refer children and families into other support services for extra help
Case studies
Universal
Birmingham: improving uptake of the core service
Birmingham has made great strides in providing a comprehensive universal health visitor service to its local population. Before the national programme was started in 2011, the city's health visitors had to focus largely on providing support to families referred to them by GPs and social care with a limited universal offer. But the national investment allowed it to increase the number of staff working in the service from 135 to 264.
Jane Powell, head of the city's 0 to 5 service, which is run by Birmingham Community Healthcare, says: "Previously we were doing a lot of fire-fighting, but the increase has allowed us to start providing a good universal service with the five mandated visits. That has had a major impact - we're seeing fewer children being placed on care plans because of the early help they get."
However, Ms Powell says it is not just about providing a service – she says you have to work hard to encourage good take-up. You've got to make sure parents know what we do and why it's important. We've thought carefully about the letter inviting them and we try to make sure the same health visitor is used for the first three visits to help build a relationship.
"When the health visitor leaves they explain when the next visit is going to be so the mum is ready and aware. The important thing is taking your time with parents. You can visit a new mum and they can be in tears – you may have to go back the following week. The other issue, which is not always acknowledged, is how difficult it is to get some families to engage. Health visitors have to be quite tenacious – for some you have to try three or four times."
To help, the mandated visits are promoted at the well-baby clinics, which is a dropin service for parents with concerns on everything from sleep problems and nappy rash to speech and language. And last year a communications campaign to promote the service was run in Birmingham and across the Black Country. It involved adverts being placed on Mumsnet and Netmums websites and posters and cards being printed for health visitors to hand out and put on display. GPs and other health and care workers were also engaged with to make sure they were providing consistent messages.
It seems to have helped. Latest figures show uptake of the one-year review is over 70 per cent and the two-year check over 60 per cent - up from just over 40 per cent in some teams three years ago. But Birmingham continues to seek to build on what has been achieved. It is currently carrying out a pilot to test the impact of the new ages and stages questionnaire for the two-year check. It involves questions on social and emotional wellbeing.
Ms Powell says its introduction is being carefully road-tested to make sure the complexity does not put people off. "One group are sent the questionnaire then seen at home, one carry on with the old questionnaire and a third receive help at a clinic to fill it in. It means we can make sure when we roll it out we are giving parents the best support."
Contact:
firstname.lastname@example.org
West Sussex: integrating the two-year review
The good working relationships between the healthy child programme managers and early years commissioners in West Sussex has allowed them to launch a new integrated twoyear review.
The review is one of the five mandatory contacts in the HCP and has traditionally been carried out in a children and family centre or health clinic. But the council and health visiting service, provided by Sussex Community NHS Foundation Trust (SCFT), have started changing that in response to national policy change.
The reviews are now being done at local nurseries and childcare settings along with the staff and parents. "It is a much friendlier, relaxed and familiar environment," says Julie Warwick, the healthy child programme manager. "That is better for the child and it helps us carry out a much more holistic assessment. Sometimes the child will do things in a nursery setting that they don't do at home. What is more, the early years nursery staff member is familiar with the child and that brings a different perspective and means the parents and two professionals can learn from each other."
The concept was first piloted in the summer of 2015 in Crawley, but after being well received the idea has now been rolled out across West Sussex. To help develop integrated working, a series of half-day workshops were run for health visitors, child minders and nursery staff. These enabled different practitioners to network as well as learn about the new initiative.
At present, a fifth of two-year-old reviews are carried out in this new way and there are plans in place to incrementally increase the number of integrated two-year reviews, with a specific focus on those who are entitled to free nursery provision at age 2. Feedback from parents has shown that they really appreciate the way the check is done and staff feel the project has been extremely beneficial too.
Allie Wood, one of SCFTs health visitors, says the traditional way of carrying out the reviews only gave a "snapshot" of the child's development. "It was done in a strange environment for the child. I maybe had not met the child before. But the presence of the early years nursery staff has changed all that", she says. "It's nice for the child to see someone he or she recognises and relaxes in front of. That helps with the assessment."
She also says by doing it together they can learn from each other and discuss other health promotion aspects, such as immunisations and oral health, which will be important in the future.
Beckie Smith, a senior child care practitioner who has worked with Allie, agrees.
"In the past we might have brought up an issue with the parents where other professionals involved may not have been made aware, as information was not always shared."
Leicester City, Leicestershire and Rutland: moving into the digital age
health visiting across Leicester, Leicestershire and Rutland is moving into the digital age with a text messaging service for parents and carers. ChatHealth makes it easy for parents to ask health visitors questions about their child's health, wellbeing and development. It builds on a highly successful messaging service developed by Leicestershire Partnership NHS Trust (LPT) to enable teenagers to contact a school nurse for support and advice.
The ChatHealth service was initially launched in 2013 for 11 for 19 year olds locally, and is now being offered by more than 20 other organisations, meaning it is now accessible to an estimated 725,000 young people across the country. The version of the service for parents and carers was launched in October 2016 in six test areas in Leicester City, Leicestershire and Rutland. It is also targeting two specialist services - travelling families and families who are in contact with the early start service.
LPT is commissioned by Leicester City Council, Leicestershire County Council and Rutland County Council to deliver health visiting and school nursing services. Nicy Turney, LPT's professional health visiting lead, says: "We live in a digital world and know from our service user evaluations that they want to access services in different ways using a range of digital platforms. The professional advice that health visitors will be able to provide through the new digital offer will be evidence based and provided in a way that suits our parents and carers. If a family needs to see a health visitor, they will be signposted to the relevant team."
a rota basis, which means staff take it in turns to respond to the messages as part of their normal working day.
LPT is also looking to set up a dedicated website for parents and carers of children under five. This follows the success of the Health for Kids (www.healthforkids.co.uk) and Health for Teens (www.healthforteens.co.uk) websites, which offer age-appropriate advice and information.
The new 'Health for Under Fives' site will provide information about developmental milestones, advice from health professionals such as dieticians, speech and language therapists and physios. There will also be links to local authority information such as children's centre and library events.
Design and specification work on the site is well under way and content is being written with a planned launch date of September 2017. Jimmy Endicott, LPT's mobile media development manager, says: "Delivering care through digital platforms is not about replacing face-to-face care, it's about successfully enhancing parental reach, giving choice and encouraging service users to take ownership of their family's health through professional interaction. There are plenty of times when a parent may want to find out more information, but would not consider booking a face-to-face contact. Our digital offer provides an alternative to that."
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ChatHealth service users receive an immediate, automated response to let them know service provision and emergency contact details if required. They are guaranteed a personal response from a member of the team within 24 hours Monday to Friday 9am from 5pm. The service is run on
Universal Plus
Nottingham City Council: encouraging healthy eating
With growing concern about child obesity rates, health visitors in Nottingham have been trained to provide healthy eating advice to the parents they work with. This is done through the First Foods Education Programme, which is run in partnership between health visitors and the nutrition team, both of which are commissioned by Nottingham City Council but delivered by community health service provider Nottingham CityCare.
The training gives the health visitors the knowledge and skills to broach the topic of food in all their contacts. They also run groupbased weaning sessions where mothers receive advice about how to prepare food for their babies when they are ready for solids. It comes after it became clear local infants and toddlers were eating high sugar, high salt foods, having low vegetable intakes, relying on too much milk as a toddler and having poor routines.
Vicki Watson, the specialist public health dietician involved in developing the First Foods programme, says: "Obesity is obviously a major problem so we wanted to look at helping families develop good habits early on.
During the group sessions mothers get to taste homemade baby food and compare it to manufactured products. There are sometimes practical sessions on how to prepare baby food – emphasising how cheap it can be to produce.
Mothers are also given advice about gagging. "Some are really worried about babies choking so we explain how gagging is a normal reflex and what to do if a baby does choke," says Ms Watson. "We also teach them about responsive feeding – getting them to recognise the signals that babies make. When a baby cries it might be because they are hot or want a cuddle, it is not necessarily a sign of hunger".
Parents who have taken part in the sessions are full of praise. Recent feedback has described them as "excellent" and "very informative".
Health visitors can also refer families on to other support that is offered in the city, including Eatwell for Life, a cook and eat course designed to increase the consumption of fresh fruit and vegetables and promote healthy cooking skills.
Paediatric nurse Alison Barnett, who works as part of the health visiting team, says: "It's really important to offer this advice and support. If we can help mothers adopt healthy eating habits at this age it can make a real difference for the rest of the child's life."
"Health visitors are in a privileged position. They are invited into people's homes and are really trusted so we have encouraged and helped them to promote healthy eating during their contact with mothers and their babies. They will talk with parents about the sort of food they have in their cupboards and their plans for introducing solid foods, as well as about family eating habits. They have to tailor the messages depending on the people they're dealing with. Some parents don't even know what avocado is or how to prepare broccoli, while others are up to date with all the latest healthy eating advice. Health visitors have to be ready for anything".
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Improving outcomes for children and families in the early years
13
Hull City Council: a focus on improving oral health
Whilst children's oral health has improved over the last 20 years nationally, tooth decay continues to be the main oral health problem affecting children in Hull.
Hull is within the five per cent most deprived local authorities in England. Children living in more deprived areas often experience the biggest burden of poor oral health. Poor oral health can affect children's ability to sleep, eat, speak, play and socialise with other children. As well as causing pain, infections can also interfere with children's nutrition and growth and results in absence from nurseries and schools. For children aged between five and nine years old, the most common reason for hospital admissions is having teeth removed under general anaesthesia.
Latest oral health data illustrates that nearly 38 per cent of five year old children in Hull experience tooth decay, which is significantly higher than the figures for England and Yorkshire and the Humber. For those children with decay, they will have on average four teeth affected.
In 2015, the City's Oral Health Action Plan recognised the importance of health visitors in supporting families ensure that their children's oral health was a priority. Health visitors now distribute dental packs at four and nine months and 2.5 years to all children across the city. In addition, free flow beakers are provided at four months to promote the transition from bottles and prevent prolonged exposure to drinks containing sugar. The packs contain fluoridated toothpaste, a toothbrush and evidence based information for parents/carers to help them look after their child's teeth.
Carolyn Rabaud, the Senior Operations Manager for Children and Young People at City Healthcare Partnership says "Health visitors now provide the right prevention information consistently and confidently to all parents and carers across the city. The dental packs have been welcomed by families in a city where we know that many children do not have a toothbrush or share one. Also, with the help of the local dental committee, being able to signpost families to local dentists more accurately has made a huge difference in helping families make that first important appointment".
For the first time in Hull, oral health is part of mandatory training requirements for health visitors and the option to complete the new oral health promotion module of the Royal College of Paediatrics and Child Care Healthy Child Programme on Health Education England's e-learning for Healthcare is now available. The training supports the dissemination and implementation of the key evidence based prevention messages to promote children's oral health, provision of key resources and accurate signposting information to local NHS dental services.
The inclusion of oral health promotion, including the specific evidence based programmes was a key priority is the recommissioning of 0-19 public health nursing services in Hull in 2015/16.
The council also has an Oral Health Advisory Group, where key stakeholders including the council's public health leads, 0-19/health visiting provider leads, NHS England, the Chair of the Local Dental Network, Local Dental Committee and Public Health England continue to ensure an integrated and coordinated approach to help drive oral health improvements locally.
Tim Fielding, Deputy Director of Public Health at Hull City Council says "We are working hard in the city to make sure that local children have the best start in life. I am delighted that the role of local health visitors in supporting the oral health improvement agenda has been strengthened. Good oral health contributes to school readiness and more of our children will enter school with the right literacy, numeracy and social skills to help them achieve and reach their full potential".
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Enfield Borough Council: helping mums with mental health problems
The early months of motherhood can be very difficult. One in five women suffer some kind of mental health problem during pregnancy or in the first year of their child's life. In recognition of this, Enfield's health visiting service, run by the Barnet, Enfield and Haringey Mental Health Trust, has invested in a specialist health visitor for perinatal mental health.
There are two parts to the service. A parttime health visitor works with the Enfield Parent Infant Partnership, which incorporates the local CAHMS service, the London borough's children's service and voluntary sector partners. This provides direct mental health support to mothers. Referrals are made by health visitors, GPs, midwives and children's centres and provides the mother with psychotherapy support or help from the specialist health visitor.
Kathy Soderquist, the trust's children's service manager, who oversees the health visiting team, says: "The specialist health visitor works with the named health visitor. The focus is on providing help to the mother in bonding with their baby and helping them to learn how to respond to their baby's cues.
"We know the first 1,001 days are critical to the development of the child and so having this extra support can prove invaluable in building the relationship between mother and baby and improving the mother's mental health and the child's future mental health and wellbeing. The level of support varies depending on the mothers circumstances. For some the specialist health visitor may go in each week, while for others it may just be about providing the named health visitor with some help and access to further support if required."
The caseload for the specialist health visitor varies, but is typically around the 25 mark. Those who have been helped are full of praise. One mother, Kim (not her real name), believes the support helped her "bond with my baby in a way that I thought I wouldn't".
Meanwhile, another, Rachel (not her real name), says thanks to the input she became "more confident and less anxious". It was really helpful to have someone to listen and reassure me when I was going through a very difficult time," Rachel adds.
A further element of the work is focussed on training. A second health visitor spends part of their time providing training on mental health issues to the other health visitors as well as key staff, including those working in children's centres. She combines that role with day-to-day health visitor duties.
"We wanted to make sure all our staff can pick up on the signs of post-natal depression and mental health problems, know how to help and where to refer too," says Ms Soderquist. "As we employ new health visitors or as new advice is available we can provide training to our team. Mental health problems are so common it is something that everyone needs".
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Credits: Institute of Health Visiting
Universal Partnership Plus
Norfolk: helping with child protection
For the past two years health visitors and social workers in Norfolk have been carrying out joint assessments for children under five deemed in need or at risk of harm. The idea is that by working together they can share the professional analysis and pool understanding of the child and family's situation.
The joint assessments are also seen as a way of reducing the "fear factor" of social worker reviews – as the health visitor is often a friendly face – and ensure the assessments are rooted in child development.
Carol Manning, Norfolk's head of services and partnerships, says: "Two pairs of eyes are clearly better than one, but what really makes this work is the different skills each brings. It means we have a much fuller picture of the family. The health visitor will know the family, whereas the social workers have the expertise and confidence to judge the risk to the child. They complement each other well. In fact, it has worked so well that early help assessments are now carried out jointly between early years practitioners and health visitors too."
Charlotte Driver, the HCP lead for the west of the county, agrees. She says by working together they can be "much more effective". In her area the joint working has been taken a step further with health visitors, early years practitioners and social workers working side-by-side on the planning, preparation and writing up of the assessments as well. This has been done through the creation of a hotdesking zone in the health visitors' offices in King's Lynn.
When assessments are being prepared the social worker or early help practitioner visits the offices to go through the planning stage with the health visitors and any other relevant staff.
"It gives the health visitor and social worker or early years practitioner a real chance to work together," says Ms Driver. "Before they would be dealing with each other by email and on the phone and then just meet up in cars outside the family's house. This is a much more effective way of carrying out these assessments. They can properly plan who will do the observations, who will ask the questions and so on. That is important – and makes a real difference to the quality of the assessments. They then return to the office and write the report together rather than going back and forth."
The assessments decide whether the child is judged to be "in need" (section 17), "likely to suffer significant harm" (section 47) or if early help is required. Support can then be put in place to help the family, with the health visitor again playing a key role. To help coordinate the work a fortnightly meeting is held between senior members of the relevant teams.
The work is part of a wider programme of integration across Norfolk. Early help hubs have been created in each locality bringing together key partners from health visiting, children's services, police, the voluntary sector and housing to discuss cases. Regular meetings are held to discuss cases and decide what each agency can do to support families.
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Solent: working with children with disabilities
Southampton City Council and Portsmouth City Council have made supporting families with children with disabilities a priority for health visiting. Across the two cities there are six locality teams with a specialist health visitor for disabilities in place for each. It means if a child is born with disabilities they can be referred to the team early on. Families are provided with all the universal services as well as extra support tailored to their individual needs.
Carol Stevens, the lead for the service, which is run by the Solent NHS Trust, says: "Parents are likely to need more support – whether it is with feeding problems, sleeping problems or just coping with the complexities of the condition. At the start it can be pretty regular contact, perhaps once a month, and then as things settle contact with the family is reduced."
As well as providing direct support, the specialist health visitor also helps coordinate input from other agencies, such as CAHMS, physiotherapy and speech and language.
"The evidence shows families with children with disabilities are much more likely to experience issues like financial hardship – so it is not just about meeting the needs of the child. There is a lot of different help that can be needed," says Ms Stevens.
The contact with the health visitors is for longer than normal too. It can last all the way through to reception year at primary school to help with the settling in period.
The service was first launched in Portsmouth seven years ago, before being expanded to Southampton in 2015.
Caseloads vary, although each specialist health visitor can be working with up to 45 families. Only those with the most complex needs, such as severe autism, cerebral palsy and genetic conditions, are referred to the service. Children with less severe disabilities remain under the supervision of the mainstream health visitors, who can ask their specialist colleagues for help and advice if need be.
"Families say they find the help invaluable," says Mrs Stevens. "When babies with disabilities are born or an initial diagnosis is made it can be a very difficult time. These health visitors can make a real difference." The sentiments are, unsurprisingly, echoed by those parents who have received the support.
Pam moved to the area when her son Ryan was two years old. He had been diagnosed with severe developmental delay and hearing loss. "I was relieved when the specialist health visitor contacted me as I didn't know the area or have any family living nearby," she says. "She quickly put me in touch with all the services and followed things up to make sure that we were getting the right support."
Pam also received support managing Ryan's behaviour as he was hitting her. The health visitor worked alongside the other professionals involved to improve the behaviour problems and the communication between her and Ryan. "She has always been there to help and give advice. She makes me feel that I am a good mum," Pam adds.
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Wolverhampton: working with the homeless
Trudi Law tends to work with mothers intensively over short periods. But the support she provides can help make all the difference as it is provided when they are arguably at their most vulnerable – when they are homeless.
Her specialist post – health visitor for the homeless – is one of three funded in the city and provided by the Royal Wolverhampton NHS Trust. The other two focus on teenagers and travellers and asylum seekers. In her role, Ms Law works closely with local refuges, hostels and temporary shelters to ensure pregnant women or those with young children get the support they need straight away.
"A lot of my clients are extremely fragile," says Ms Law. "They could have been evicted or have fled domestic abuse so they may not be registered with a GP. They have little money and are trying to put their lives back together. In those situations they need support as mothers. At first a lot of it is about fact finding. They normally don't have the parent-held record so we need to go through everything from immunisations to the child's development needs."
When permanent accommodation is arranged Ms Law makes a home visit to assess the environment. "They are often really proud of their new home. They want to show it off, which gives me a chance to have a nosey. I look for those safety risks again and go through them with the mother."
If risks are identified, Ms Law can arrange a visit from the home safety team, which can fit equipment such as stair gates and bath mats. It is then at this point that she hands over her clients to the mainstream health visitor service. The whole process normally only takes three or four months, although she has found herself working for longer with some families. It means there is a high turnover. During an average month she will get 30 new clients and see 30 move on.
"It's really humbling working with these families," says Ms Law. "They are so resilient and so grateful just to have a safe space – it is the sort of things the rest of us take for granted."
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But the support she provides goes much further than that. She also works closely with other agencies from benefits advice to housing, signposting and coordinating support that is needed. She also focuses heavily on the safety of the child. For most parents when a baby arrives they have spent months planning everything, making their home child-friendly. But the women I care for haven't had that luxury. They maybe living in shared accommodation with communal areas where there are all sorts of risks – older children's toys, cups of tea left unattended, staircases and bunk beds. You have to make sure these things are taken into consideration and the mother is alert to them."
Credits: Institute of Health Visiting
Community
Walsall: getting mothers active and socialising
Physical activity and socialising are known to be two of the best things for the emotional wellbeing of new mothers. The Institute of Health Visiting encourages health visitors to promote both of these through its Ready Steady Mums scheme.
The concept is pretty simple. Health visitors work with groups of mothers to help them set up regular weekly meets where they take their babies for a walk in groups.
There are about 50 schemes in the country – with the number growing all the time.
One of the most successful has been in Walsall.
Jayne Hollinshead, who worked as part of the health visiting team there until recently, helped local mums to get one up-andrunning at the end of last year. "We really try to support mums in Walsall. We have a local postnatal group called First Steps where we talk to them about all sorts of different things – breastfeeding, preventing accidents and nutrition. And when it came to getting a Ready Steady Mums group going I was fortunate to find two mums who really wanted to do it."
Between them the mothers and health visitors agreed that the arboretum in the town centre would be an ideal location as it is central to bus routes and has a visitor centre and café with changing facilities. The women agreed to meet up at the same time the First Steps group had been held once the six-week course was finished.
The walk around the arboretum takes between 45 minutes and one hour, after which the women enjoy lunch in the café.
A year on, the group continues to flourish. There are now two separate groups – one for new-borns and one for slightly older babies. Each week sees at least 10 to 12 women meeting up in each group. The centre has even started to let them use one of the large rooms free-of-charge so the children and mothers can play and socialise.
"It has been wonderful to see how it has grown," says Ms Hollinshead. "The health visitors went to the first meeting just to help the mums settle, but they have taken it on from there. It has become self-sustaining. So now during the First Steps group we tell them all about Ready Steady Mums. We have flyers and posters and it has become a natural thing for the mothers to go on to after First Steps. Socialising and getting some physical activity is so important – that is what we tell them during the groups – so to have a group they can move on to and build on their friendships is great."
Emily is one of the mothers who has benefited. She says she was so "grateful" to have the support of the Ready Steady Mums group at what was a difficult time. "I made four very valuable friends and we still meet up every week. I struggled with post-natal depression, but the ladies really helped me. It helped me so much."
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Integration
Haringey Council: tackling recruitment and retention problems
The health visiting service in the London borough of Haringey had been struggling to achieve the five mandated visits vision. Due to a shortage of health visitors it had transferred to a targeted offer in 2009 whereby it concentrated on safeguarding and visits immediately post birth.
But the move into local government in October 2015 helped Whittington Health NHS Trust, which delivers the service, turn that around. In April 2016 the one-year and two-year health reviews started being offered and by the autumn the rest of the universal offer followed – a full year before the extended deadline commissioners had given the service.
Key to the success was the close working relationship with the public health team. A secondment in public health was created for an experienced health visitor to oversee the implementation of the healthy child programme (HCP), while a public health officer was appointed to work with them.
paying a premium to cover that shortfall. That has made all the difference."
Before October 2015 the service had just over 25 full-time equivalent health visitors, but a year later that number had increased to 42. The number of nursery nurses and community nurses also increased from under 10 to nearly 25 during the same period.
The increase has also allowed Haringey to revamp its teams moving from four large teams to ten smaller to mirror the council's early help locality teams and children's centre services creating a "virtual team" around the family.
It means the two-year reviews can be done in nursery settings where appropriate.
Investment had also been made in mobile working with health visitors issued with laptops. It all seems to have had an impact. Feedback from parents has been positive, showing they have a good understanding of the HCP offer.
Uptake of the new checks has been pleasing too. The one-year and two-year reviews achieved uptake rates of 60 per cent and 50 per cent within the first six months.
Geraldine Butler, the health visitor who became the HCP lead, says: "This made a huge difference. It helped us to understand about commissioning and the way local government works, while providing them with a good insight into the problems we are facing. One of the major obstacles to us achieving the five mandated visits was a recruitment and retention problem. That was linked to the fact that we are classed as an outer London borough, but our neighbours are inner London so are funded to pay their health visitors an extra £2,000 a year. That is a lot of money – and meant we were continually losing health visitors to other boroughs. So public health funded us to start
Ms Butler says: "It has been very pleasing. We have come a long way very quickly and look forward to helping make a difference to all families with our new universal offer."
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Redcar and Cleveland Borough Council: the benefits of moving health visiting in-house
The changes in commissioning arrangements were seen by Redcar and Cleveland Borough Council as an opportunity to integrate health visiting with existing early years and children's services. The first step taken by the council was to bring health visiting - as well as school nursing – in-house from the local health trust.
This was done first for school nursing in September 2015 and then for health visiting in April 2016 with staff moving across under TUPE. The two services now sit within the people services directorate and are led by the head of service for early help and partnerships.
But this is "just the start", according to health visiting and school nursing service manager Susan Walton. "Opportunities have already been identified for the development of integrated pathways with local authority early years colleagues to improve the ways services are provided to children, young people and their families."
The health visitor service will continue to be based upon the 4, 5, 6 model and deliver all elements of the healthy child programme. But work has also begun between health visiting and early years to develop an integrated pathway. The vision is that the mandated heath visitor contacts from the healthy child programme will be the universal arm of the pathway and a targeted arm will be developed where both services will work together to ensure that children and families receive the required support in a coordinated way.
In addition to this, an infant feeding lead post has been created to bring together health visiting and early years services. Prior to this move, an interim specialist infant feeding health visitor worked 15 hours a week.
This new role will be full-time and enable the health visiting service to provide training and support to children's centre staff, as well as offer on-going advice and guidance to other colleagues across the council when required.
Ms Walton says: "This is a real opportunity for us. The infant feeding lead can deliver training directly to children's centre staff and also work to develop a network of infant feeding key workers within the centres to drive the agenda forward. Staff will be able to access support on a day-to-day basis. The target is that 25 per cent of mothers are still breastfeeding at six to eight weeks. At the moment we are at 24 per cent so we hope this can help us make a difference and get over that mark."
Ms Walton says there other plans too, including how they can support GP practices on breastfeeding and working more closely with public health. "There are many different ways we can develop and strengthen joint working now. We were already working closely with colleagues in the local authority, but the transfer has enabled us to take this a step further. That will ultimately benefit the families we are working with."
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21
Cheshire East Council: creating a 12-stop parent journey for all
The five mandated health visitor checks have been incorporated into the wider under fives support to create a 12-stop parent journey in East Cheshire. At each key point along the journey the council provides families with the opportunity to have contact with a relevant key worker – whether it's a health visitor, children's centre worker or member of the early years team.
The aim of the initiative – a partnership between the council's early years, family services and health visiting teams - is to ensure all parents get the best possible support. For those that need it, specialist help in the form of parenting courses and support for breast-feeding and post-natal depression is available.
The 12 stops are:
* Stop 1 (antenatal) - health visitor visits mother at home to talk about their health and their family's health
* Stop 2 (antenatal) - session offering advice and information on preparing for the arrival of the baby and about the local children's centre
* Stop 3 (shortly after birth) - home visit from the health visitor to talk about the mother's and baby's health and development
* Stop 4 (4 to 6 weeks) - home visit from the health visitor to support the mother and baby and identify whether other help may be needed
* Stop 5 (9 to 16 weeks) - opportunity to meet with other parents and babies of a similar age at a children's centre
* Stop 6 (4 to 7 months) - session at the local children's centre offering advice about making the home safe, communication and language and weaning.
* Stop 8 (from 12 months) - play session exploring how parents can support and understand their child's language and communication development
* Stop 9 (18 to 24 months) - fun and active session introducing "five-a-day"
* Stop 10 (two years) – integrated review with a member of the health visiting team
* Stop 11 (three to four years) – fun and active play session with an opportunity to find out about helping the child to play, read and write at home
* Stop 12 (before school) – Ready, Steady, Play session to support parent and child in getting ready for school.
The new approach was rolled out to babies born in April 2016 in three areas with the remaining six localities to follow in February 2017. It has involved 150 frontline staff getting training on the parent pathway and the support they need to offer. And all preschool settings such as nurseries and child minders are being given a linked health visitor to ensure they are part of the 'parent journey'. But apart from the cost of the training and printing of literature which is handed out to parents, the new approach has been entirely funded from existing budgets.
Health visiting and school nursing manager Liz Jones says: "It's really about trying to integrate the way we work. We had been working closely in the past, but this has taken it on to another level. We're sharing records and working side-by-side much more and working in different settings, such as children's centres."
The new approach will be evaluated as it is rolled out.
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* Stop 7 (9 to 12 months) - opportunity to discuss the child's health and development with a health visitor.
Want to find out more?
Health visiting programme (NHS England)
https://www.england.nhs.uk/ourwork/qualclin-lead/hlth-vistg-prog/
Institute of Health Visiting (2016) Toolkit for measuring outcomes and impact in health visiting practice
NICE briefing on health visiting https://www.nice.org.uk/advice/lgb22/chapter/ What-can-local-authorities-achieve-bycommissioning-high-quality-health-visitingservices
Department of Health: Commissioning the Healthy Child Programme https://www.gov.uk/government/publications/ transfer-of-0-5-childrens-public-healthcommissioning-to-local-authorities
Institute of Health Visiting http://ihv.org.uk/
Royal College of Nursing health visiting pages https://www2.rcn.org.uk/development/ nursing_communities/rcn_forums/children_ and_young_people_field_of_practice/cyp_ healthy/health_visiting
The five key visits (NHS England) https://www.england.nhs.uk/ourwork/qualclin-lead/hlth-vistg-prog/5-key-visits/
The high impact areas (Public Health England) https://www.gov.uk/government/publications/ commissioning-of-public-health-services-forchildren http://ihv.org.uk/news-and-views/news/newtoolkit-measuring-outcomes-impact-healthvisiting-practice/
Institute of Health Visiting (2016) The economics of health visiting: a universal preventative child and family health promotion programme http://ihv.org.uk/news-and-views/news/ economics-health-visiting-universalpreventative-child-family-health-promotionprogramme-report-launched/
Why health visiting? Examining the potential public health benefits from health visiting practice within a universal service: A narrative review of the literature. International Journal of Nursing Studies 52: 465–480
Cowley, S., Whittaker K., Malone M., Donetto S., Grigulis A., Maben J. (2014)
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Activity 1 12 Working Toward The Dream
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Activity 1 12 Working Toward
Unit 1: The American Dream Activity 1.12: Working Toward the Dream. 1. Read "Roberto Acuna Talks About Farm Workers" on pages 69-71. This is an interview Acuna gave to a man named Studs Terkel, who was writing a book about people's attitudes toward work. He interviewed hundreds of people about their jobs and compiled all of their thoughts into a book called Working.
Unit 1: The American Dream Activity 1.12: Working Toward ...
Learn what you already earned and what you can start working
towards in the Activity app on your watch or your iPhone. Earn awards. To earn Activity awards, use the fitness apps on your Apple Watch to meet your goals. You might use the Activity app or Workout app.
Earn Activity awards using your Apple Watch - Apple Support
These goals will keep you grounded and force you to look at the big picture in your approach to incorporating physical activity within your life. 1. ... Working out how much to consume of each ...
The 10 Most Important Fitness Goals | Men's Journal
Description of Activity: 1. Attitude is the way we think, feel, and act. In the world of work, employers not only look at your ability to apply your technical skills and knowledge effectively on the job, they also look at your attitude at work. Many times your values help to determine your attitude toward work. Discuss pride,
Module: Lesson Plan 14: Workplace Skills
How can you change the structure of a sentence to add emphasis? Find out about cleft sentences in this Masterclass with Sian 0 / 5 Sometimes we want to make it clear which part of a sentence is ...
BBC Learning English - Course: Towards Advanced / Unit 12 ...
Try to do 8-12 repetitions per activity, which counts as 1 set. Try to do at least 1 set of muscle-strengthening activities. To gain even more benefits, do 2 or 3 sets. You can do activities that strengthen your muscles on the same or different days that you do aerobic activity—whatever works best for you.
How much physical activity do adults need? | Physical ...
This is a list of questions for working the 12 Step program for recovery from addictive behavior. You are invited to pick those questions that seem most relevant to your recovery and answer them to the best of your ability. In this way, you can better keep track of truly working your 12 Step program. And in truly working
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working working the program - 12 STEP
Physical activity is any form of exercise or movement of the body that uses energy. Some of your daily life activities—doing active chores around the house, yard work, walking the dog—are examples. HHS has now released the second edition of the Physical Activity Guidelines for Americans.
Physical Activity Guidelines for Americans | HHS.gov
A study of the Epistle of St. Paul to the Philippian Church, in Philippi. A prison letter, it contains a Christological hymn about Christ's humility and exaltation, a glimpse into Paul's passion to know Christ, and a reflection on prayer and the peace it brings in the midst of stress, conflict, and opponents. Part of the JesusWalk Bible Study Series.
7. Pressing Toward the Goal (Philippians 3:12-4:1)
Start studying Chapter 29 Sect. 1 : Marching Toward War. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 29 Sect. 1 : Marching Toward War Flashcards | Quizlet
Making any lifestyle change can be challenging. Many people find that having a goal in mind gives them something to work towards, motivates them to stay on track and provides a measure of how well they are doing. If you're trying to become more physically active, realistic, well-planned goals keep you focused and motivated.
Physical activity – setting yourself goals - Better Health
...
I receive a lot of feedback from teachers for class work and homework, and I also really appreciate getting constructive feedback from the students I teach via video conferencing. Setting up a forum for students to provide constructive and timely feedback -- criticism or praise -- through mediums like a group Google Doc, Twitter hashtag, Edmodo ...
5 Ways to Empower Students | Edutopia
Time: 3-4 minutes Number of Participants: 2 players at a time Tools Needed: Pen and paper / Marker and whiteboard Running the Activity: B lind drawing requires 2 players to sit back to back. One player is given a picture of an object or word. The person doesn't know what it is and he has to describe the image using words that will help in identifying the object.
Team Building Activities to Spread Fun and Positivity at Work
* Activity 12 • Pens or pencils • Optional: Chart paper and markers . Directions Introduce this activity by reflecting on some of the quotes discussed in Activity 11 (if you have not completed Activity 11, choose some of the quotes to discuss with the group – and offer a brief discussion on their meaning).
Teamwork - DOL
Unit 12: Towards Advanced Grammar, news, vocabulary and pronunciation ... Activity 1 BBC Masterclass. Giving emphasis. ... So, "It is me that does all the work."
BBC Learning English - Course: Towards Advanced / Unit 12 ...
The American Heart Association recommends at least 150 minutes of moderate-intensity aerobic activity each week. You can knock that out in just 30 minutes a day, 5 days a week. And every minute of moderate to vigorous activity counts toward your goal. So, this is easy! Just move more, with more intensity, and sit less.
Why is physical activity so important for health and ...
(2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work: Vol. 14, No. 1, pp. 133-156.
Expansive Learning at Work: Toward an activity theoretical ...
MMWR Recomm Rep. 2005;54:1-12. 15. Atkinson G, Fullick S, Grindey C, Maclaren D. Exercise, energy balance and the shift worker. Sports Med. 2008;38:671-85. 16. Zhao I, Bogossian F,
Copyright : mammy.tv
Song S, Turner C. The Association Between Shift Work and Unhealthy Weight: A Cross-Sectional Analysis From the Nurses and Midwives' e-Cohort Study. J Occup Environ ...
Environmental Barriers to Activity | Obesity Prevention ... English Language Arts Standards » Reading: Literature » Grade 6 » 1 Print this page. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
English Language Arts Standards » Reading: Literature ...
Workers throughout the country are finding themselves working from a new office: their homes.
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Polehampton C. of E. Schools Federation
Personal, Social and Health Education (PSHE) Policy, includes Sex and Relationship Education Policy
Document Version: 1
Initial Approval Date: 9.3.16
Review Period – As required
Document History
Introduction
The Children's Act (2004) requires all professionals to work towards helping children achieve the five national outcomes as outlined in the "Every Child Matters" agenda:
- Stay safe
- Be healthy
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well-being
Section 78 of the Education Act 2002 and the Academies Act 2010 requires our curriculum to:
- Promote the spiritual, moral, social, cultural, mental and physical development of pupils at the school and of society, and
- Prepare pupils for the opportunities, responsibilities and experiences of later life.
Personal, Social and Health Education (PSHE) and Sex and Relationship Education is an important part of children's development and is a strong component of our whole school ethos.
Personal Social Health Education
PSHE is a life-long process. PSHE in our school is the planned provision for emotional and social development. Children need support in developing emotionally and socially so that they are able to use their thoughts and feelings to guide their behaviour positively and develop personal awareness, emotional resilience and social skills. This will enable them to enjoy and manage their lives now and in the future, to be effective learners and active citizens. Our school provides a safe, supportive environment and has a positive ethos.
Aims
Our aims are that every child should:
- Feel valued
- Be confident and have a good self-image
- Show self-reliance/responsibility/resilience
- Approach tasks with enjoyment and enthusiasm
- Take pride in their work
- Show respect for each other
- Communicate effectively with others
- Make informed, sensible decisions
- Understand the importance of keeping emotionally and physically safe
- Be aware of the environment
The school promotes positive steps to PSHE in school by ensuring that:
- Staff are welcoming and approachable
- Children are aware of the Super Learner Profile which promotes effective characteristics of learning
- All children are valued
- Staff are aware of and sensitive to issues such as bullying
- Children are involved in decisions about spending the money they raise from cake sales
- There is a good selection of books and resources reflecting the breadth of PSHE curriculum
- Assemblies and lessons reinforce termly values such as tolerance, kindness, honesty
- British values are promoted
- Children are aware of how to stay safe online
- The school has an open door policy which promotes good home/school links
- Children's work is celebrated
- The School Council plays an active role in decision making within the school
- Personal hygiene is taught
- There are good working conditions for everybody
- Governors are involved in school life
- There are opportunities to help others eg, Children in Need, Send my Friend to School
- Parents are involved in school life
- Planet Protectors raise awareness of environmental issues
- Children know what is expected of them
- Class assemblies involve all children
- Links are made with the community
- Children welcome visitors and show them around school
- All children have access to lessons on WBC's Lifebus
Partnerships
We work together with these key partners in order to facilitate the teaching and learning of PSHE
- Pupils
- Parents and carers
- Health Professionals
- Local Authority Advisory Staff
- Voluntary sector
- Police
- Statutory sector agencies (social services, drug and alcohol teams).
Our children are taught that they are part of a wider community by
- Visitors coming to our school
- Joint events between both schools
- Regular visits to the local Church
- Carol singing in Twyford
- WASMA
- Visiting the elderly at Bridge House
- Links with senior school – language day, maths challenge
- Year 5 and 6 residential trips
- Sporting events with other schools across the district. Eg Cross country
- Junior and Infant links
- Polehampton Day
- School Fetes
Learning Objectives of the PSHE Programme
The National Curriculum offers a non-statutory framework for PSHE.
In Foundation Stage PSHE learning takes place throughout the day, specifically in three curricular areas:
Personal, social and emotional development
- making relationships
- managing feelings and behaviour
- self-confidence & self-awareness
Physical development
- Moving and handling
- Health and self-care
Understanding the world
- People and Communities
- The World
In Key Stage One and Key Stage Two PSHE is delivered through three core themes:
- Health and wellbeing
- Living in the wider world
- Relationships
Assessment of Learning
Assessment is continual, and based on:
- Everyday observations
- Pupil and parent questionnaires
- Responses in assemblies
- Parental feedback during the year
- Talking to adults
- Good staff communication
Evidence of Learning
- Learning Journeys (Foundation Stage)
- Nurture Groups
- Reflections
- Teacher assessment (written records, response to group work activities)
Sex and Relationship Education
What is Sex and Relationship Education?
Sex and relationship education contributes to promoting the spiritual, moral, cultural, mental and physical development of pupils at school and in society and prepares pupils for the opportunities, responsibilities and experiences of adult life. It is about understanding the importance of family life, stable and loving relationships, respect, love and care.
At the Polehampton Church of England Schools, Christian values are firmly embedded in our teaching. We endeavour to raise our children believing and practising important values of love, kindness, tolerance and forgiveness.
Sex and relationship education is firmly rooted in the framework for PSHE. It has three main elements:
Attitudes and values:
- Learning the importance of values and individual conscience and moral considerations.
- Learning the value of family life and loving relationships for the nurture of children
- Learning the value of love and care
- Exploring, considering and understanding moral dilemmas
- Developing critical thinking as part of decision making
Personal and social skills:
- Learning to manage emotions and relationships confidently and sensitively
- Developing self-respect and empathy for others
- Learning to make choices based on an understanding of difference and with the absence of prejudice
- Developing an appreciation of the consequences of choices made
- Managing conflict
- Learning how to recognise and avoid exploitation and abuse
Knowledge and Understanding
- Learning and understanding physical development at appropriate stages
- Understanding emotions and relationships
Aims
By the end of Key Stage 1, pupils will be able to:
- Understand that animals including humans grow and reproduce offspring that grow into adults.
- Recognise the needs of babies and young people.
- Recognise and name the main external parts of the bodies of humans including genitalia.
- Develop confidence in talking, listening and thinking about feelings and relationships, and naming emotions.
- Realise that their bodies belong to them and they can say who has access to it.
- Understand why families are special, and that there are different types of families.
- Recognise similarities and differences between themselves and others and treat others with sensitivity.
- Identify and share their feelings with others and make friends.
- Identify who to go to if they are worried and how to attract their attention.
- Be aware that their feelings and actions can impact on others.
- Use simple rules for dealing with strangers and for resisting pressure when they feel uncomfortable or at risk.
- Judge what kind of physical contact is acceptable, comfortable, unacceptable or uncomfortable and know how to respond.
- Know that people's bodies and feelings can be hurt.
- Recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.
- Recognise that they share a responsibility to keep themselves safe, when to say 'yes',' no', 'I'll ask' and 'I'll tell'.
- Understand the difference between secrets and surprises and understand not to keep adults' secrets.
- Know the basic rules for keeping themselves physically and emotionally safe and healthy.
- Begin to understand how to keep safe online and use ICT responsibly.
By the End of KS2 the children will have built on KS1 knowledge regarding the following:
- To understand that there are some changes which they have control over and others that they do not.
- To understand why reproduction is necessary in all species
- To know the life cycle of some common animals
- To reflect on relationships with people they care about
- To examine the stereotypical attitudes some people have of girls
- To understand the menstrual cycle and changes that will occur to their body
- To establish a set of ground rules for future lessons.
- To examine their feelings about growing up.
- To discuss the formation of close relationships and what makes a friendship work.
- To discuss gender roles, stereotypes and peer pressure.
- To understand the changes that occur to male and female bodies during puberty.
- To understand the concept of marriage and its importance for family life.
- To know how babies are conceived.
- To understand the changes that occur as the baby grows.
- To understand how babies are born.
Personal, Social and Health Education Policy
Polehampton C. of E. Federation Schools
The Context within which SRE is taught
The Governing Body believes that SRE is best taught within the context of the PSHE education and is taught in the context of the following topics:
-
Families & family relationships
- Animals and plants
- Respect of our bodies
- Our bodies: naming of parts and their functions
- Celebrating equality and challenging gender stereotypes
- The importance of touch
- Love and affection for others
- Friendship, sharing and co-operation
- Coping with loss, separation and change
- Caring for others
- Managing our feelings
Parents have the right to withdraw their child from sex and relationship education.
Teachers deal sensitively and truthfully with any questions that children may ask in their day to day school life in an age-appropriate way.
Setting up a Supportive Environment to Effectively Teach Sex and Relationship Education.
Children learn about sex and relationship education in a supportive environment. They learn to listen to one another and respect one another's opinions. Children are given opportunities to acknowledge and discuss problems and issues. This may be through:
- Circle time
- Puppets
- Role play
- Ask it basket
- Draw and write techniques
- Nurture groups/social skills groups
Confidentiality
Any information that a child discloses related to abuse is dealt with confidentially. Discussions are framed within a supportive and inclusive context to ensure that pupils do not feel vulnerable or marginalised. However, it is the adult's responsibility to inform the child protection officer of any concerns.
Valuing Diversity
Our school and community include different cultures and faiths. Children explore different beliefs and practices within the SRE programme, for example, finding out about different ways a baby's birth is celebrated in a variety of cultures and religions. Respect for diversity also means that SRE meets the needs of children whatever their family circumstances or abilities.
Resources
The Channel 4 Living and Growing DVD. We have SEAL (Social and Emotional Aspects of Learning) resources and books suitable for covering subjects such as relationships, feelings and life cycles. We have ensured that these materials present positive images of relationships.
Assessment
Continuous informal teacher assessment takes place in every class. | <urn:uuid:2ccac0d0-3de2-4950-9578-cfa67f506397> | CC-MAIN-2020-45 | https://www.polehampton.org.uk/attachments/download.asp?file=12&type=pdf | 2020-10-19T15:47:11+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00306.warc.gz | 892,482,726 | 2,352 | eng_Latn | eng_Latn | 0.952493 | eng_Latn | 0.995954 | [
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Protected Natural Areas
Grasses bow and twist in the wind that sweeps a lowland meadow ...
Rivers and streams cut gorges through rocky cliffs in their rush to reach the sea ...
Orchids bloom in the rich soil of a hemlock stand, not far from where wood ducks nest.
ature abounds in New Brunswick. We want to ensure it always will. That is why we are permanently and legally protecting lands and waters that represent our natural heritage. We protect these areas from disturbance by people … and by industry. N
In these Protected Natural Areas, nature can take its course. In the process we will protect:
* Animals, plants, forests, lakes, rivers, streams and all their natural interactions.
* Natural areas for scientific research and education.
* Opportunities for nature-based, sustainable recreation.
e keep our Protected Natural Areas safe from human disturbance. But that does not mean that people cannot go there. New Brunswickers can continue to enjoy the unique rewards of activities like hiking and camping. You can go snowshoeing or skiing ... A Protected Natural Area is a great place to enjoy nature. W
Here scientists also have the opportunity to compare Protected Natural Areas with areas that are not protected. This helps us better understand the ways in which human beings influence the natural world.
Protected Natural Areas are a precious heritage for the people of New Brunswick.
THE HISTORY
ew Brunswick has been protecting land for a number of years. In 1985, Oak Mountain, the Phillipstown Blue Heron Nesting Site and the Cranberry Lake Red Oak Stand were set aside as ecological reserves. N
Our Province signed the National Forest Strategy in 1992 and promised to establish a broad network of Protected Natural Areas by 2000. This renewed commitment to protect the natural environment led to the creation of five more ecological reserves in 1994.
In 1995, a change in legislation placed our Protected Natural Areas under the Crown Lands and Forests Act. Over the next five years, we set aside a total of eight more ecological reserves and five conservation areas (which permit access for recreation).
Ecological reserves and conservation areas are small. Most of them are less than 100 hectares in size. They are dedicated to preserving specific ecosystem types (like forests and bogs), and/or wildlife species.
In 1997, Dr. Louis LaPierre, an ecologist from the Université de Moncton, was commissioned by the Department of Natural Resources and Energy to identify areas that represented all the features of the province's seven natural regions.
Using the best science available, he led a team which developed a Protected Areas Strategy. This strategy would set aside 150,000 hectares of New Brunswick land and water and protect it for all time.
A stakeholder committee reviewed Dr. LaPierre's strategy and recommended changes that reduced its economic and social impacts. In 2001, 10 large representative Protected Natural Areas were announced.
All of these sites were placed under special legislation in 2003. This legislation is known as the Protected Natural Areas Act and Regulations. It reclassified existing ecological reserves and conservations areas as Class I Protected Natural Areas. The 10 large sites were classed as Class II Protected Natural Areas.
THE LAND
ew Brunswickers who love the outdoors know that our woodlands and landscapes are not the same across the province. For example, spruce and fir forests are more abundant at high elevations; while maple, beech, and ash forests are more abundant where soils are particularly good for farming. The kinds of land we have – or our 'ecological land classifications' – are based on these types of landscape features, relating to climate, the hilliness of the land, elevation, and soil types that give rise to different collections of plants, animals, and different patterns of ecosystems on the ground. Based on these types of differences, scientists have divided the province into seven 'ecoregions'. N
Fundy Coastal Ecoregion
This is a relatively narrow band of coastal hills and islands adjacent to the Bay of Fundy. Here the bay's cold water and massive tides affect climate, which tends to be cool in the summer and mild in the winter. There's lots of precipitation and the forest is composed mostly of spruce, fir, and birch species.
Valley Lowlands Ecoregion
The largest ecoregion in the province, this area includes the woods and farmlands lining the lower reaches of the St. John River Valley and the Kennebecasis Valley, as well as diverse lakes, bogs and rocky areas. It stretches from Edmundston south to Passamaquoddy Bay, and easterly from the U.S. border almost to the Petitcodiac River. About 30 species of trees grow in these relatively mild lowlands. The geology of this ecoregion is diverse. It includes some of the most fertile soils in New Brunswick.
Grand Lake Lowlands Ecoregion
This low-lying area has the highest average temperatures and longest growing season in the province. Grand Lake stores heat during the summer and releases it in the fall, thereby extending the frost-free season. In the spring, parts of the St. John and Oromocto rivers flood and leave rich soil on their shores. The combination of a long growing season, rich soils and extensive annual floods gives rise to a natural environment and biodiversity that is unique in New Brunswick.
Highlands Ecoregion
This ecoregion covers two separate high elevation areas. One is a rugged highland situated northwest of the village of Kedgwick, where several rivers descend rapidly on their journeys to join with the Restigouche River. The other area includes Mount Carleton (the highest peak in the Maritimes), and the headwaters of the Tobique and Nepisiguit rivers. These areas are colder than other parts of the province and get a lot of rain and snow. Balsam fir is the most abundant tree species here.
Northern Uplands Ecoregion
The Upsalquitch, Jacquet, Tetagouche and Big Sevogle rivers are among several that flow through these northern mountains, hills and flats. High elevation mountains and plateaus and valleys throughout the region are dominated by balsam fir and spruce. At lower elevations, stands of maple, yellow birch and beech cap the ridge tops. Eastern white cedar grows in wet areas. The climate is cool and relatively dry.
Eastern Lowlands Ecoregion
This is a vast flat-to-gently-rolling terrain sweeping along the entire eastern side of the province -- from Bathurst in the north, to Sackville in the southeast. Several rivers, including the Big Tracadie, the Kouchibouguacis and the Richibucto, flow toward the Northumberland Strait and the Gulf of St. Lawrence; while the Canaan and Salmon rivers flow toward the St. John River drainage, and the Cains River drains into the Southwest Miramichi. It has a relatively warm and dry climate and acidic, often poorly-drained soil. On its broad, flat plateaus, the softwood forest is mostly pine and black spruce, and large peat bogs are common. Stands of white pine, eastern hemlock and red spruce mix with hardwoods on the lands that slope toward the major river valleys.
Central Uplands Ecoregion
This ecoregion is composed of two geographically-separated but similar rolling upland areas. The larger of the two, also known as the Madawaska Uplands, is located in the northern part of the province and abuts the Highlands on their southern border. The smaller portion, also known as the Caledonia Uplands, is located in the south on a plateau raised above the Bay of Fundy. These areas form the headwaters for numerous New Brunswick rivers, and host some wetlands. Maple, yellow birch, and beech generally cap the hills, while spruce and fir grow in the valleys and on flats. There are fewer tree species here than in the three lowland ecoregions. Several species among the flora and fauna are known to favour the cool and moist climate.
PROTECTED NATURAL AREAS
lthough their purposes differ in some ways, all of New Brunswick's Protected Natural Areas have one thing in common: they're the places where Mother Nature is in charge. All Protected Natural Areas provide a refuge for one or more of the following: A
* Rare plants and/or animals in their natural habitat.
* Unusual combinations of plants and/or animals.
* Old forest stands.
* An example of the hills, valleys, waterways, wetlands and soils that are typical of one of the province's seven ecoregions.
Two classes of Protected Natural Areas have replaced the former protected area classifications: ecological reserves and conservation areas.
Class I Protected Natural Areas do not allow public access. These sites total 2,900 hectares. They require complete protection because human activity could damage the features being protected. Human activity could also affect scientific experiments and monitoring programs conducted in these areas.
Class II Protected Natural Areas allow public access.
These areas cover 143,000 hectares and may be:
* Good examples of natural ecosystems or landscapes. Or
* Examples of ecosystems that have been modified by human activity and therefore offer an opportunity to study the recovery of natural ecosystems.
CLASS I PROTECTED NATURAL AREAS:
hile a typical Class I Protected Natural Area covers only a small area compared to a Class II Protected Natural Area, it does protect significant pieces of natural heritage. We have 20 Class I Protected
Natural Areas.
Bay du Vin Island (Eastern Lowlands Ecoregion)
* Covers 214 hectares.
* Salt marsh, windswept sand dunes.
* Forest of stunted spruce, pine and red oak.
* Typical Northumberland Strait island harbours an assortment of rare plants.
* Ground species include: sweet gale, wild raisin, rosetwisted stalk and beggarticks.
* One of the province's largest nesting sites for great blue heron and osprey.
* Shorebird nesting, feeding and staging area.
Blue Mountain (Valley Lowlands Ecoregion)
* Covers 72 hectares.
* Untouched forest stand located in the Tobique River valley.
* Stand is comprised of large red pines, which probably originated after the Great Miramichi fire of 1825.
* This rather isolated mountainside is made from talus (rock debris lying over bedrock) and drumlins (small hills of rock shaped by a glacier).
* Ground species include: bunchberry, Schreber's moss, blueberry, lambkill, creeping snowberry, lichens, wood sorrel, mountain fern, dwarf raspberry, sheep laurel, bracken fern and ground pine.
Cranberry Lake (Eastern Lowlands Ecoregion)
* Covers 41 hectares.
* Forested flat plain in the central part of the province.
* An unusual stand of red oak mixed with red maple.
* Individual trees are impressive in size.
* Large acorn crops are important for wildlife.
* Blueberry, beaked hazelnut and sphagnum moss.
Freeze Lakes (Highlands Ecoregion)
* Covers 330 hectares.
* Two freshwater lakes located in northcentral New Brunswick: one surrounded by a freshwater marsh, and the other surrounded by a rocky shoreline.
* Even-aged, undisturbed balsam fir forest typical of the area.
* Dense tree cover blocks the sun and only mosses can grow on the forest floor.
Glazier Lake (Central Uplands Ecoregion)
* Covers 45 hectares.
* Near the New Brunswick – Quebec border, this steep hill is home to a rich mix of trees.
* Forest canopy is comprised mainly of sugar maples.
* Birches, largetooth aspen, balsam fir, black spruce and white pine scattered throughout.
* Understory has red, striped and mountain maples.
* An impressive variety of smaller plants.
* Part of an ideal and important wintering area for whitetailed deer.
Gover Mountain (Highlands Ecoregion)
* Covers 66 hectares.
* Low ridge, embedded in a high-elevation plateau.
* Old-growth stand of sugar maple and yellow birch in an area known for balsam fir.
* Wide variety of smaller plants grow on the forest floor.
Hovey Hill {Hal Hinds Forest} (Valley Lowlands Ecoregion)
* Covers 33 hectares.
* Rich stand of tolerant hardwood including beech, sugar maple, basswood, ironwood and butternut.
* Hosts plants rare or uncommon in Atlantic Canada, including three species of snakeroot.
* Site was named in 2000 in honour of Harold R. Hinds, one of New Brunswick's foremost naturalists and author of the first comprehensive manual of New Brunswick flora.
Little Salmon River (Fundy Coastal Ecoregion)
* Covers 706 hectares.
* Typical of the Bay of Fundy coast between Saint John and Alma.
* Steep-sided gorge that goes deep into the bedrock and plunges down a series of waterfalls to the bay.
* Many plants thrive in the estuary created by the combination of fresh and saltwater.
Little Tomoowa Lake (Valley Lowlands Ecoregion)
* Covers 118 hectares.
* Expanding peatland surrounding, and filling in, a shallow lake in southern New Brunswick.
* Surrounding terrain is rough with knolls, hills, and impressive esker (a long narrow ridge of sand and gravel deposited thousands of years ago by a river running through a glacier).
* Tree growth is good on the esker, but elsewhere on poorly drained soils, growth is slow.
Loch Alva I (Fundy Coastal Ecoregion)
* Covers 38 hectares.
* An ancient stand of red spruce located west of the city of Saint John.
* Many of the large red spruce are roughly two centuries old.
* Spruce trees are greater than 50 centimetres in diameter.
* White-tailed deer and moose are common.
* Ground species include: hay-scented fern, wood fern, ground pine, false lily-of-the-valley, goldthread, long beech fern, New York fern, violets, wood sorrel, liverworts, mosses and lichens.
McCoy Brook (Central Uplands Ecoregion)
* Covers 60 hectares.
* Rich hardwood ridge located in northwestern New Brunswick.
* Forest canopy is made up of mature trees such as: sugar maples, beech and yellow birch.
* Ground species include: shining clubmoss, hobblebush, and Indian cucumber-root in this shady understory.
McManus Hill (Valley Lowlands Ecoregion)
* Covers 158 hectares.
* Rich and relatively undisturbed remnant of a tolerant hardwood forest.
* Forest canopy comprised of sugar maple, yellow birch and beech.
* Ground species include: variety of smaller plants growing among the rocky outcrops and wet areas.
Mount Elizabeth (Highlands Ecoregion)
* Covers 93 hectares.
* Undisturbed 641-metre mountaintop typical of many aging peaks that make up the northern tip of the Appalachian Mountain Range.
* Located near the upper reaches of the Nepisiguit River.
* Exposed bedrock and talus (rock debris) slopes.
* Open black spruce forest thrives on the gently-sloping northeast face.
* Growth is stunted and scattered on steeper slopes.
Oak Mountain (Valley
Lowlands Ecoregion)
* Covers 97 hectares.
* Rolling-to-steep fertile ridge.
* Tolerant hardwood - sugar maple, beech, white ash and ironwood.
* Basswood and striped maple also grow on this rich soil.
Phillipstown (Grand Lake
Lowlands Ecoregion)
* Covers 4 hectares.
* Once supported a large nesting colony of great blue heron.
* Forest stand composed of jack pine, black spruce and red spruce.
* Soft sphagnum moss covers the ground.
Point Wolfe River Gorge
(Central Uplands and Fundy Coastal Ecoregions)
* Covers 704 hectares.
* Borders on Fundy National Park, where East Branch and Point Wolfe rivers meet.
* Steep cliffs, deep ravines.
* Several impressive waterfalls.
* Rare plants including smooth Woodsia fern and fir clubmoss grow near the waterfalls and on the cliffs.
St. Croix River Islands (Valley Lowlands Ecoregion)
* Covers 5 hectares.
* Series of forested and grassy islands.
* Freshwater marshes.
* Forest canopy harbours eastern hemlock.
* Supports a great variety of birds and other wildlife.
South Kedgwick River (Highlands Ecoregion)
* Covers 54 hectares.
* Old growth black spruce stand in far northwestern New Bruswick - one of the last of its kind.
* Present on the South Kedgwick River's gently sloping hills.
* Exceptional example of a rich and flourishing boreal (northern) forest.
* Ground species include: wood fern, bracken fern, bristly clubmoss, bunchberry, creeping snowberry, woodsorrel, false lily-of-the-valley, clintonia, broom moss and Schreber's moss.
Tabusintac (Eastern Lowlands Ecoregion)
* Covers 108 hectares.
* Open black spruce and jack pine forest typical of the east coast of New Brunswick.
* Popular nesting site for osprey and great blue herons.
* Ecologically important salt marshes are protected here.
* Deep, organic soils present in the salt marshes and peat bogs are typical of this coastal area.
* Sphagnum mosses and plants of the heath family blanket the ground.
Wilson Brook (Central Uplands and Valley Lowlands Ecoregions)
* Covers 76 hectares.
* Remnant of the ecosystem type common here after the ice age - supports rare arctic plants.
* Gypsum cliffs maintain the cool temperatures and unique soil conditions that allow arctic plants to persist.
* Balsam fir and yellow birch grow at the crest of the cliffs.
* Hundreds of bats hibernate in the vicinity.
CLASS II PROTECTED NATURAL AREAS:
rom mountaintops to valley bottoms, from headwater streams to rushing rivers, from wetlands to sand dunes, our Class II Protected Natural Areas protect places to enjoy the beauty of our landscape and to study its development through time. The following 10 Class II Protected Natural Areas designated in 2001 effectively safeguard over 143,000 hectares of New Brunswick's seven ecoregions. F
Black River (Eastern Lowlands Ecoregion)
* Covers 4,000 hectares.
* Adjacent to Kouchibouguac National Park.
* Rich peat bogs, bush and barrens.
* Stands of stunted black spruce and tamarack.
* Some red, white and jack pine.
Caledonia Gorge (Southern Uplands Ecoregion)
(represents the southern part of this ecoregion)
* Covers 3,000 hectares.
* Peak elevation about 400 metres.
* Includes steeply-sloping Crooked Creek Gorge and its tributaries.
* Mainly hardwood forest (sugar maple, yellow birch, ash and beech).
* Some softwood (spruce and balsam fir).
Canaan Bog (Eastern Lowlands Ecoregion)
* Covers 21,000 hectares.
* Largely flat.
* Poor drainage.
* Mostly bog and fen habitat dotted with forested pockets of softwood (black spruce, jack pine and cedar) and hardwood (white birch, poplar and red maple).
Canoose Flowage (Valley Lowlands Ecoregion)
* Covers 4,000 hectares.
* Shallow ponds.
* Hemlock and cedar forest.
* Orchids.
* Waterfowl breeding and nesting area.
Grand Lake Meadows (Grand Lake Basin Ecoregion)
* Covers 12,000 hectares.
* More than 20 individual parcels comprised of upland forest, bogs and bottomland dominated by silver maple.
* A broad, flat floodplain.
* The largest wetland area in the province.
Jacquet River Gorge (Northern Uplands Ecoregion)
* Covers 26,000 hectares.
* Hills, cliffs, and gorges on lime-rich soils.
* Softwood forest on wet flats (mostly balsam fir, cedar, spruce and some white pine).
* Some hardwood (sugar maple, yellow birch, poplar and red maple).
Kennedy Lakes (Southern Uplands and Valley
Lowlands Ecoregions)
* Covers 21,000 hectares.
* Mountainous and rugged in central and western reaches.
* Gentle ridges and valleys in the east.
* Hardwood on the hilltops (beech, sugar maple and yellow birch).
* Mixture of softwoods and hardwood in lower regions (balsam fir, spruce, white birch, poplar and red maple).
* Central lakes area rocky with a field of large boulders and pines.
* Swamp forest areas with black spruce and cedar.
Loch Alva II (Fundy Coastal and Valley Lowlands Ecoregions)
* Covers 22,000 hectares.
* Dry rocky hills with few trees along the coast.
* Wet and sometimes boggy in the low-lying areas.
* Forest is hardwood (white and grey birch, and red maple) and softwood (black and red spruce, and cedar).
Mount Carleton Park Extension (Highlands Ecoregion)
* Covers 12,000 hectares.
* Rugged mountain terrain of high elevations.
* Headwaters of the Nepisiguit River.
* Dense softwood forest (balsam fir, spruce, white pine and cedar).
* Hardwood ridges (birch, poplar, and red maple).
Spednic Lake (Valley Lowlands Ecoregion)
* Covers 26,000 hectares.
* Islands and part of the St. Croix River, a Canadian Heritage River.
* Contains a large portion of Spednic Lake.
* Poorly drained and rocky soil with scattered huge granite boulders.
* Hardwood ridges, softwood valleys, and wetlands with diverse flora.
NEW LEGISLATION
n 2003, the Ecological Reserves Act was repealed and the Protected Natural Areas Act was established to support the Protected Areas Strategy. This act allows for the creation of:
* Local, provincial and scientific advisory committees.
* Management plans.
* Regulations controlling access and use.
* Penalties for area use violations.
* A trust fund.
THE COMMITTEES:
hree different types of working groups safeguard the future of New Brunswick's Protected Natural Areas.
Local Advisory Committees: Committees of local interested residents and interest groups for each of the 10 Class II Protected Natural Areas. Function: To advise the Minister of Natural Resources on the management of individual Protected Natural Areas. Committee members are appointed by the Minister.
Scientific Advisory Committee: A committee of scientists whose areas of expertise cover a range of subjects and who are associated with universities, colleges, the private sector, museums, and government agencies. Function: To provide advice to the Minister of Natural Resources on scientific issues related to the Protected Natural Areas Strategy. Committee members are appointed by the Minister.
Provincial Advisory Committee: Committee composed of provincial interest groups that could include representatives from the conservation or environmental community, the forestry, mining and tourism sectors, the recreation sector, fish and wildlife groups, the Scientific Advisory Committee, the Local Advisory Committees, First Nations, and the Department of Natural Resources. It will provide advice to the Minister of Natural Resources on all aspects of the Protected Natural Areas Strategy. The committee members will be appointed by the Minister.
To find out more about New Brunswick's Protected Natural Areas, contact:
Department of Natural Resources Crown Lands Branch PO Box 6000, Fredericton NB E3B 5H1
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NO ROSES FOR HARRY!
by Gene Zion, ill. by Margaret Bloy Graham
Themes: Gifts, Pets, Gratitude
Grade Level: 1-3
Running Time: 10 minutes
SUMMARY
Harry (Harry the Dirty Dog) is back and more fashion-conscious than ever. After receiving a comfy, but rose-covered, sweater from Grandma, Harry determines to lose it. He tries leaving it all over town, but much to his chagrin, it is always returned. It isn't until a bird catches sight of a loose thread that Harry's luck changes. But what will he do when Grandma comes to visit and his sweater is nowhere to be found? Harry will continue to delight children with his funny and innocent personality in this latest video of his escapades.
OBJECTIVES
* Students will discuss gift-giving and receiving and will learn the etiquette of these practices.
* Students will learn about character development.
BEFORE VIEWING ACTIVITIES
NO ROSES FOR HARRY!
* Based on Harry's behavior in Harry the Dirty Dog, how do you predict he will act in No Roses for Harry!
* Introduce character traits. Have students describe the character traits of someone they know well, for example, a parent or sibling.
draw pictures of their characters and list some of the traits. Using the individual characters that students create, write a group story.
Discuss gift-giving and receiving with students. Brainstorm with them about when they've received gifts. Generate a list of etiquette for receiving gifts. Based on this list, ask students to watch the video and decide whether or not Harry showed good etiquette when he received the gift from Grandma. Guiding questions:
* Why are gifts given?
* When are some times that you have received gifts in your life?
* What do you do if you don't like a gift?
* How would you feel if you gave a gift and the person you gave it to lost it, gave it away, or told you that she/he didn't like it?
* How do you feel when you give a gift?
* How can we show that we are grateful to a person for giving us a gift?
AFTER VIEWING ACTIVITIES
Discuss with children what they learned about Harry's character from this video. Add to the list generated before viewing the video. Students can also determine if their predictions about Harry were correct.
Read aloud Harry the Dirty Dog and/or view the video available from Weston Woods. Discuss Harry's character with the students. Guiding questions:
Practice gift-giving and receiving with the students. Ask students to work on making gifts for each other. Arrange for students to pick each others' names out of a hat to ensure that everyone receives a gift. After making and giving the gifts, teach a lesson on how to write a thank-you note. Students should write thank-you notes for their gifts.
Other videos for teaching character development available from Weston Woods are:
Frog Goes to Dinner
The "Frog" Series based on the books by Mercer Mayer:
Frog on His Own
Frog, Where Are You?
The "
A Boy, A Dog, and A Frog
Ralph S. Mouse
Ralph S. Mouse
" Series by Beverly Cleary:
Runaway Ralph
The "
The Mouse and the Motorcycle
Harold and the Purple Crayon
Harold
" Series by Crockett Johnson
A Picture for Harold's Room
Harold's Fairy Tale
* How would you describe Harry's personality? This is a good opportunity to discuss adjectives and build vocabulary.
Have students create a character using what they have learned about character traits. Students can
The "Corduroy" Series by Don Freeman Corduroy A Pocket for Corduroy
CALL 1-800-243-5020 TO ORDER THESE AND OTHER WESTON WOODS VIDEOS! | <urn:uuid:7a5db323-c2ed-42b0-a832-1dce7dcdc4a5> | CC-MAIN-2020-45 | https://westonwoods.scholastic.com/products/westonwoods/study_guides/no_roses_for_harry.pdf | 2020-10-19T15:42:11+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00308.warc.gz | 618,082,030 | 802 | eng_Latn | eng_Latn | 0.998618 | eng_Latn | 0.998618 | [
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MI Advantage Assessment Quick Guide
Overview
The MI Advantage assessment uses Multiple Intelligences theory to reveal students' intelligence strengths and challenges, and then provides suggestions on way to develop all their intelligences.
There are 72 questions in the assessment and students can stop and save their progress at any time. The results of MI Advantage include strategies to boost intelligences with low and medium scores and school receive helpful insight and practical advice for instructional alternatives. View more information about the potential outcomes of the MIAdvantage assessment.
This assessment is recommended for middle school and high school students (8th to 12th grade.)
Access
Enabling the Assessment
For students to access MI Advantage, this feature must be enabled in Naviance Student.
To enable MIAdvantage:
1. Go to Connections > Naviance Student.
2. Click Select and Update Optional Features.
3. Find MIAdvantage in the Features table.
4. Check the boxes for grade levels of the students for which the profiler should be activated.
5. Click the Update Features button.
Staff Access
To enable staff user permissions:
1. Click Setup under Account Setting on homepage of Naviance.
2. Click User Admin > Manage Roles and Rights.
3. Click Manage next to the role you wish to give permission.
4. Click Modify Permissions.
5. Put a check in the box next to permission: view MI Advantage results and Reset MI Advantage.
6. Scroll to bottom of page and click
Student Access
Students can access MIAdvantage by logging into Naviance Student and going to About Me > MI Advantage under My Assessments header. They will be presented with their results upon completion of the assessment in Naviance Student.
Viewing Assessment Results
The assessment results are located on the Assessments tab of the student folder in Naviance.
1
Resetting the Assessment
MI Advantage can be reset if the student has started or completed the assessment in Naviance Student. Note: Students cannot reset their own assessment.
To reset MI Advantage:
1. Open the student folder.
2. Go to the Assessments tab.
3. Click the Reset link to the right of the assessment results.
Student Results
Multiple Intelligences
Intelligence is the capacity to process information and produce ideas and products that are useful to the current culture. The theory of multiple intelligences is a complete way of viewing intelligence. Information, ideas and products come in many forms, and so a measure of multiple intelligences can help find more areas for students to be successful in school and their personal life.
MI Advantage™ identifies nine distinct intelligences:
- Bodily-Kinesthetic Intelligence involves the ability to move and manipulate your body and objects within your environment in a fine-tuned, coordinated manner. It includes the ability to control both gross and fine motor muscles and coordinating the mind and body to control muscle groups so as to perform and remember body movements.
- Existential Intelligence involves the ability to view the big picture of how the world works and to ask questions that go beyond our normal sensory experiences. People with a high level of this intelligence tend to seek answers to difficult questions and seem more aware of their place in the world, and how everything fits together.
- Interpersonal Intelligence includes understanding and working with people, establishing and maintaining person-to-person relationships, seeing the world from another's perspective, communicating well verbally and nonverbally, cooperating in a group, having influence, and responding to the mood, temperament and intentions of others.
- Intrapersonal Intelligence includes the ability to understand oneself. This intelligence enables you to objectively reflect upon your own thinking and behavior, learn from that reflection, seek future selfimprovement, and establish inner self-confidence.
- Linguistic Intelligence includes the ability to understand and use language effectively in reading, writing, speaking, and other symbolic forms, such as sign language and Braille. It also affects vocabulary and the ability to recognize and use humor, create verbal images, understand language patterns, and recognize relationships between words.
- Logical-Mathematical Intelligence includes a good ability to reason inductively (make conclusions based on observations) and deductively (make conclusions based on hypotheses). This intelligence also involves finding relationships between abstract ideas, recognizing logical sequences and patterns, recognizing problems and solving them.
- Musical Intelligence is the ability to play an instrument or sing, and encompasses a number of other capacities such as: recognizing and distinguishing tones, tonal patterns, rhythm and beat, discerning and differentiating sounds, enjoying and analyzing music, understanding musical structures, and creating melodies and rhythms.
- Naturalist Intelligence involves being able to recognize, appreciate and classify various features in the environment. It also allows one to see the connections between different parts of the environment, to easily recognize when environmental changes occur, and to understand what impacts those changes might have.
- Spatial Intelligence includes the ability to perceive objects accurately, transform and recreate images, and recognize how shapes and objects relate to each other. Spatial intelligence can be employed through touch and even hearing.
Student Results (Details)
Tips and Tricks
- Link to student handout (click here)
- Link to counselor workbook (click here) | <urn:uuid:a582d3c2-ebc2-4f4a-9e3b-d357db4cc8dc> | CC-MAIN-2020-45 | http://cmitacademy.org/highschool/wp-content/uploads/2020/08/MI-Advantage-Assessment-Quick-Guide.pdf | 2020-10-19T15:50:17+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00307.warc.gz | 25,628,489 | 1,035 | eng_Latn | eng_Latn | 0.995012 | eng_Latn | 0.99674 | [
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Parent Handbook
33 Hills Shop Road, Auburn GA, 30011
770.963.3052
www.opmontessori.com
Table of Contents
Introduction
Welcome letter
The History of Old Peachtree Montessori
"A Day in the Life of a Montessori Student"
Welcome to Old Peachtree Montessori School. We feel that by choosing Old Peachtree, you have not only chosen the best school for your child, but the best community for your family.
Once upon a time we all lived in a "community." Children were born, grew up, got jobs, married and raised their own children all in the same town. They attended the same schools that their mothers and fathers attended as children. Perhaps they even had some of the same teachers that their parents had as children. And, for the most part, kids grew up to be decent, honest members of society. Truthfully, they had little choice. Anytime they strayed just slightly off the straight narrow path; there was always someone who knew them and their family who would set them straight. Some people might consider this "meddling", but in many ways that "meddling" was a demonstration of "caring".
In our fast-paced and very mobile society, it's difficult to establish the community bonds that unite people. Today many of us wish that we could re-create that same type of environment.
Once we developed a sense of community simply because we lived together in the same town or neighborhood. Today, we may only know a handful of our neighbors. Our friends, and more importantly, our children's friends, move out of one neighborhood to another, or even out of town as our career dictates. Those of us who cherish the old sense of close knit community have to create our own by joining together with people with whom we share similar interests, concerns and values.
You will often hear the word "community" used to describe Old Peachtree. It offers for those who wish one an authentic community. Relationships tend to grow strong and friendship runs deep here. Teachers, students, and parents enjoy an old fashioned sense of friendship and collaboration.
This opportunity for continuity, stability, and a true sense of community within the school means a great deal to many of us. Students know that they belong, that they are respected, and that they are cared for not only by their parents, but by the larger community of fellow students, teachers, and other parents in the school, many of whom have known them almost all their lives.
Old Peachtree brings together families who have chosen to identify with a common commitment to the shared concerns, values and expectations they have for their children. We come from different backgrounds, but our sense of community exists in spite of, or perhaps because of it. Old Peachtree teaches our children to understand and appreciate cultural differences and shared human values: peace, independence, human dignity, and a celebration of life.
In a time when so much negativity and violence in schools is prevalent, in a time when it is often difficult to establish positive feelings of continuity, unification, and stability in our own neighborhoods, Old Peachtree Montessori has succeeded in re-creating that positive sense of identity, mutual caring and concern. We have worked hard to cultivate this sense of community here at Old Peachtree, and we welcome you into our family.
Jackson Longstreet Sims and his wife, Sallie Ambrose Sims, built the house in which our school now resides in 1919. The Sims are the great-great grandparents of David, Daniel, and Mary Katherine Crooke who are former students of Old Peachtree Montessori. J.L. Sims was a successful farmer and businessman. The property on which our school resides was part of several large farms that Mr. Sims owned and operated. The lumber for the house and floors was harvested from a lumber farm owned by Mr. Sims located in another part of Georgia.
The yellow brick was purchased in Cincinnati, OH for five cents per brick. The house is known to the Sims family and older local residents as "The Yellow Brick House". The house had running hot and cold water as well as two indoor bathrooms-which was quite an extravagance in 1919! The hand-painted Italian ceramic tiles, located in three rooms in the house were purchased at the Merchandise Mart in Chicago. The original roof was tin and the green terra cotta roof was added in the 1920s. The original tin roof was moved to the Elisha Winn house on Dacula Road, which was also owned by Mr. Sims. The Sims family later sold the Elisha Winn house to the Gwinnett Historic Society. The sinks in the house are the right height for children because Sallie Sims was only four feet eleven inches tall. The kitchen is in its original form using pieces of furniture to store utensils rather than cabinets. The back porch was originally a screened porch used for some food storage and a back entrance to the house.
The Yellow Brick House was completed in 1920. The Crooke children's great grandfather and Suzanne Sims Crooke's Grandfather, Olyn Sims, was ten years old when the Sims occupied the house. He was the youngest of ten children and grew up in the Yellow Brick House. Olyn Sims wrote "1920" on the front steps when they were poured and this inscription can still be seen today. He graduated from Winder High School in 1929, and Suzanne still wears his class ring. Olyn Sims left Barrow County to attend college and seminary. He was a minister for over 40 years.
The Sims family owned the house until the mid 1960's. It was then sold to the Elliot family. In 1991, the house was purchased by Suzanne's brother David Sims and his wife Sabrina. They renovated and restored the interior of the house over the next five years. They sold the house to Old Peachtree in the summer of 1996.
"A Day in the Life of a Montessori Student"
Adapted from an article by Tim Seldin, director of New Gate School in Sarasota, Florida. Note: Zoe and her family are composites drawn from many families at Old Peachtree.
It is dark at 7:30 on this mid-winter's morning when Grace and Zoe's mom pulls up to the carpool drop-off point at Old Peachtree. Her two girls have been at Old Peachtree since they were toddlers. She has made this trip so often over the years that Old Peachtree feels like her second home. She works in town and typically can't leave work until five o'clock. Her husband teaches in the local public school and is off much earlier. He'll pick the children up from the after care program at 4:30, but if he's late, he knows that they'll be fine until he arrives. Many working families appreciate the extended day and summer camp programs.
Grace and Zoe definitely think of Old Peachtree as their second family. Grace had the same teacher and core group of classmates/friends for three years in her Primary class. Zoe, four, now has the same teacher that Grace had in Primary. After watching Grace get out of the car for years, she was more than eager for her chance to be in Ms. Suzanne's class. The comfort and security of the familiar surroundings and people make it easy for Grace and Zoe to leave their mom every day at the door. Ms. Suzanne looks up when the door opens and smiles and waves. It is quiet. There is a small group who come for Breakfast club, and everyone is busy with their tasks of pouring cereal and setting the table. The lights are dim and the strains of Mozart are softly playing. Grace goes over to a young new student who has come in crying. She kneels down and invites him to come over and play with the hamster. This quiets him. Zoe finishes her breakfast and meanders over to the reading corner and selects a book to read.
At 8:30 Grace and other elementary students walk to their classroom. The activity is picking up as children come in and hang up their coats and put their lunch boxes away. Ms Suzanne warmly greets them with a smile and a soft hello. She waves a few students over to the table to work on a lesson on the trinomial cube. Ms. Teresa, the classroom assistant, is busy setting up the snack area. Zoe has just finished painting and is hanging up her masterpiece to dry and putting her smock away. The two adults move quietly around the room assisting with lessons. There is a low hum of activity.
At 9:00 Ms. Suzanne rings the bell and a hush falls over the room. She calls everyone over to sit on the ellipse and begins group. Ms.Suzanne takes this opportunity to go over a grace and courtesy lesson by role modeling. She invites another student to the center of the ellipse. She sets herself up as a student who is busy working on a lesson with the moveable alphabet. Her "classmate" walks across her work. In mock horror, Ms. Suzanne reacts indignantly. Then the lesson backs up several times with several different scenarios of reactions. She has the children around the ellipse help her in selecting an appropriate response. After the group lesson in grace and courtesy, Ms. Suzanne guides her students in choosing work.
Montessori children work with hands-on learning materials that make abstract concepts clear and concrete. This allows young students to develop a clear inner image of concepts in mathematics, such as how big is a thousand, what we mean when we refer to the "hundreds" column, and what is taking place when we divide one number by another. This approach makes sense to children. Through this foundation of concrete experiential learning, operations in Mathematics, such as addition, become clear and concrete, allowing the child to internalize a clear picture of how the process works.
Zoe and another child have begun to work together to construct and solve a mathematical problem. Using sets of number cards, each decides how many units, tens, hundreds, and thousands, will be in his addend. The cards showing the units 1 to 9 are printed in green; the cards showing the numbers from 10 to 90 are printed in blue; the hundreds from 100 to 900 are printed with red ink, and the cards showing the numbers 1000-9000 are printed in green again because they represent units of thousands.
As Zoe and her friend construct their numbers, they decide how many units they want, find the card showing that quantity, and place it at the upper right-hand corner of their workspace. Next they go to the bank, a central collection of golden bead material, and gather the number of unit beads that corresponds with the number card selected. They repeat this process with the tens, hundreds and thousands.
The children combine the two addends in the process we call addition. Beginning with the units, the children combine quantities to determine the result of adding the two together. When the result is nine or less, they find the large number card that represents the answer. When the addition results in a quantity of ten beads or more, the children stop at the count of ten and carry the ten unit beads to the bank to exchange them for a ten-bar: ten single units equal one unit of ten. They repeat this process with the tens, hundreds, and thousands.
It's about ten o'clock now, and Zoe is a bit hungry. She wanders over to the snack table and prepares herself several pieces of celery stuffed with cream cheese. She pours herself a cup of apple juice using a liter pitcher that is just right for her small hands. When she is finished, Zoe wipes her place mat.
Clearing up her snack has put Zoe in the mood to really clean something, and she selects table washing. She gathers a bucket, a sponge, soap and a towel. She begins to scrub the table slowly and methodically. As she works, she is absorbed in the patterns that her brush and sponge make in the suds on the table's surface. Zoe returns everything to its storage place. When she is finished the table is more or less clean and dry. We have to remember that a four year old washes a table for the sheer pleasure of the process; the fact that it might lead to a cleaner surface is incidental. What Zoe is leaning above all else is an inner sense of order, a greater sense of independence, and a higher ability to concentrate and follow a complex sequence of steps.
Zoe moves freely around the class, selecting activities that capture her interest. In a very real sense, Zoe and her classmates are responsible for the care of this child-sized environment. When they are hungry, they prepare their own snack. They go to the bathroom without assistance. When something spills, they help one another carefully clean up the mess. We find children cutting raw fruit and vegetables, sweeping, dusting, and washing windows. They set tables, tie their own shoes, polish silver, and steadily grow in their self-confidence and independence.
Noticing that the plants need watering, Zoe carries the watering can from plant to plant, barely spilling a drop.
Now it is eleven o'clock and one of her teachers comes over and asks her how the morning is going. They engage in conversation about her latest enthusiasms, which leads Ms. Suzanne to suggest another reading lesson. She and Zoe sit down at a small rug with several wooden tablets on which the shapes of letters are traced in sandpaper. Zoe selects a card and slowly traces the letter d, carefully pronouncing the letter's phonetic sound: duh, duh, duh. Zoe traces the letter with her tiny hand and repeats the sound made by her teacher.
Zoe doesn't know this as the letter d yet, and for the next year or so, she will only call it by its phonetic sound: duh. This way, she never needs to learn the familiar process of converting from the letter name, d, to the sound it makes, duh. Continuing on with two or three additional letters, Suzanne slowly helps Zoe build up a collection of letters, which she knows by their phonetic sounds.
Suzanne leads Zoe through a three-step process. "Zoe, this is duh. Can you say duh? Terrific! Now, this is a zzz (the letter z). Zoe, can you give me the zzz? Fine. Trace the one that say "duh". Trace the one that says "zzz"… Okay, what is this (holding up one of the sandpaper letters just introduced)?" Zoe responds, and the process continues for another few minutes. Before long, Zoe will begin to put sounds together to form simple three-letter words.
After playtime outside, Zoe's day continues just like the morning began. She eats her lunch with the class at 12:00. After lunch, the work cycle continues. Her teacher may concentrate some time on the geography study of a foreign country on which they are focusing. They will be introduced to the customs, culture or food. Perhaps they may be studying a unit on the presidents, or body systems. Zoe may take some time to trace the metal insets or make her mother a macaroni necklace.
At the end of the day, Zoe travels to after care where she looks forward to playing outside or baking some gingerbread muffins with her teacher. All in all, Zoe has probably completed twenty to thirty activities, most representing curriculum content quite advanced for someone who after all, just turned four two months ago. But when her dad picks her up at 4:50, her response to the usual question of "What did you do today" is no different from many other children, "Oh, I don't know. I guess I did a lot of stuff!"
Section 1: Morning and Afternoon Procedures
School Hours
The Elementary classrooms begin the day at 8:00 AM. The Primary classrooms begin the day at 8:15 AM and the Pre Primary classroom begins the day at 8:30 AM. The school cannot be responsible for students who arrive at school earlier than the beginning of class, unless they are enrolled in Breakfast Club. All students are due in class at the beginning of each school day. There is a fifteen- minute grace period for the unloading of carpool. For security purposes, the doors to the classrooms will be locked at 8:15 AM for Elementary, 8:30 AM for Primary and 8:45 AM for Pre-Primary. If you bring your child to school after your scheduled drop off time period, take your child directly to his/her classroom and wail at your classroom door for the assistant to let you child in.
Please try to not be late because it causes a disruption to the class.
The school day for Pre-Primary half-day students ends at 11:45 AM and 12:00 PM for Primary. The school day for full day students ends at 2:45 PM for Pre- Primary, 3:00 PM for Primary and 3:15 for Elementary. Students are expected to stay until class is dismissed. Carpool pick-up extends 15 minutes past the end of class
(See the carpool drop off and pick-up schedule at the end of section 1).
Early dismissal: Naturally, there will be occasions when you will need to take your child out of class early for a doctor's appointment or similar obligation. To ensure that your child will be ready, please send a note to the office or teacher to let them know the time you will be picking him/her up. When you arrive at school, you will need to come to the office, the office staff will contact your child's class, and you will go to the normal pick-up area to get your child.
Tips for Saying Goodbye
Initially, it can be difficult for parents and young children to separate at the beginning of the school year. We have found that a short and positive good-bye is easiest for the child. We do ask parents to NOT enter their child' classroom. We strongly recommend you set up a routine from the first day. The prolonged good-bye often makes the separation difficult. Drop off through carpool is part of our morning routine. For the first few weeks of school, there may be anxiety, and crying. Often times it is hard for the parents to "let go", thereby sabotaging separation. Most of the time your child will stop crying as soon as you are out of sight. You will be contacted in the event of prolonged, persistent crying. Feel free to call the school for reassurance that your child has settled in and is adjusting well.
Tips for Drop-Off/Pick-Up
* Please use the carpool line for your building(s) when you drop off or pick up your child.
* To avoid tie-ups, do not park and leave your car in the carpool line or the traffic lane at any time. If you need to come on to campus, please park in the parking lot by the office. For safety reasons, when walking your child on the grounds, always keep your child by your side. Never allow your child to run ahead, especially in the parking lot.
* Before your child can ever leave with anyone other than authorized parents, we will need your written permission to allow your child to leave school with this specific person on this specified date.
* Please do not escort your child through the carpool lines. This is very dangerous.
Our Campus is made up of the Office Building and 3 classroom buildings.
Building 1 is the yellow brick house which holds our Elementary classes.(ages 6-12)
Building 2 is the middle one which holds our Primary classrooms (ages 3-6)
Building 3 is located next to our organic veggie garden and holds Preprimary (16 months-3) and also our Breakfast Club/AfterCare room.
PrePrimary Building Morning Arrival (and breakfast club)Building # 3
1. Bear to the right and follow the signs around to the building located in the back of the property.
2. Wait for the carpool attendant to open the door and assist your child out of the car.
3. Students may be brought to school between 7:30 and 8:15 AM if they are registered through the office for Breakfast Club. The location for Breakfast Club/Aftercare is next to preprimary..
4. Please exit slowly through the employee parking lot taking care to drive slowly and watch for pedestrians or other cars.
5. Please, please, please drive slowly –even if you are running late.
6. If you need to communicate with the teacher, please send a note to request an appointment time. This will insure that all students enter class on time.
7. Please honor your respective drop off time.
Primary Building Morning Arrival Building # 2
1. Bear to the right and follow the signs around to the front of Primary Building #2.
2. Do not allow your child to open the door and get out. Wait for the Teacher's Assistant to open the door and assist your child out of the car.
3. Please yield to traffic entering and departing from the Main House drop off point and merging traffic from Primary Building #3.
4. Students may be brought to school between 7:30 and 8:15 AM if they are registered through the office for Breakfast Club. The location for Breakfast Club will be identified with signage.
5. Do not pull away from the building until your child has been escorted into the classroom.
6. The school assigns personnel to assist your child out of the car and into their classroom. If you have issues to discuss, please bring these to the office for the office staff to address.
7. Please, please, please drive slowly even if you are running late.
8. If you need to communicate with the teacher, please send a note to request an appointment time. This will insure that all students enter class on time.
9. Please honor your respective drop off time.
Main House Building 1 Morning Arrival - Elementary Students
1. Pull into the driveway, and bear to the left, behind the pecan tree. Follow the signs around to the main house. Pull through the portico carefully, as it is narrow.
2. Be aware of oncoming traffic from the back Primary/Pre-Primary buildings, yield as necessary.
3. Students may be brought to school between 7:30 and 8:00 AM if they are registered through the office for Breakfast Club. The location for Breakfast Club will be identified with signage.
4. Do not pull away from the house until your child is safely on the porch.
5. The school assigns personnel to greet and assist your child out of the car.
6. The Main House front door is locked promptly at 8:15 AM. If you are dropping off after 8:30 AM, take your child directly to his/her classroom and check in with the Teachers
7. Please, please, please drive slowly, even if you are running late.
8. If you need to communicate with the teacher, please send a note to request an appointment time. This will insure that all students enter class on time.
9. Please honor your respective drop off time.
Afternoon Pick-Up
General Guidelines: Unless we receive permission from you to do otherwise, we will only release your child to the people you have specifically authorized on your release form. We must also receive written notice from you telling us that your child is to ride home with someone other than his or her parent/guardian. Often times, children will say that they are to go home with a friend because THEY want to. Even if someone is on your list, we will not release your child without a note, or a phone call. We will require photo identification of anyone picking your child up. Please make sure all your carpool drivers are on your release form.
Half Day Students
Pre-Primary: Pre-Primary students will be dismissed from Building #3 at 11:45 AM. After 12:00 PM please park and come into Building #3 to pick up your child. Please keep your conversations with your child's teacher brief. If you would like to speak with your child's teacher at length please call the office with your request. We hope you will not be late, as it will distress your child.
(Please see Section 10 for late pick-up fees)
Primary: Primary students who stay only for the morning session will be dismissed at 12:00 Noon. The teachers will bring your child to the car. Do not park your car in the carpool line. Please keep your conversations with your child's teacher brief. If you would like to speak with your child's teacher at length, please call the office with your request. Please ensure you arrive promptly, as it will distress your child. (Please see Section 10 for late pick-up fees)
Full-Day Students
The normal school day for Elementary Students is 8:00 AM to 3:15 PM, Monday - Friday. . Primary Student hours are 8:30 AM to 3:00 PM, Monday – Friday. Pre Primary Student hours are 8:45 AM to 2:45 PM, Monday – Friday. Parents who have not picked up their child(ren) by 3:15 PM for Primary and Pre Primary will have to pick them up from the Extended Day Enrichment Program in the location identified by signage. You must park your car, notify the staff, and sign your child out. (Please see Section 10 for late pick-up fees)
All students-Pre-primary, Primary and Elementary- pick-up point is determined at the beginning of each school year (see carpool pick up and drop off routs at the end of Section 1). Please be aware that this will be discussed at the orientation meetings held prior to school each year.
Extended Day Students
1. The Extended Day Program ends at 6:00PM, at which time OPMS closes for the day. It is essential that all children be picked up at or before this time. A $2.00 per minute late fee will be assessed should any child not be picked up by 6:00 PM.
2. To pick your child up from the Extended Day Program, park in the parking lot and walk to the location identified by signage. Do not leave your vehicle running in the driveway while you go in to pick up your child. This can be dangerous if a child were to enter your vehicle. Please make contact with a staff member supervising your child before taking him/her out of the group. All children must be signed out. When picking your child up, please remember to collect all their belongings including lunch boxes, coats, mittens, courier packs and folders. . Sign your child(ren) out.
3. Please remember we cannot allow your child to leave campus with anyone unless you give your permission.
4. In order to maintain our student/staff ratios in the Extended Day Program, we cannot normally accommodate unexpected students. If you need to utilize aftercare, we must have 24-hour notice.
Attendance
All OPM students, even our youngest, are expected to attend school on a daily basis, at the start of the school day. Consistent attendance and prompt arrival is mandatory. Attendance is documented and recorded on each student's transcript.
Elementary students are expected to be in class before 8:15 AM, Primary 8:30 AM and Pre Primary 8:45 AM and to be present in class for the full school day (or the full morning session in the case of the students enrolled for half-day option) and at other required school activities.
PLEASE BE ON TIME! Late arrival is disruptive and inconsiderate to the rest of the class, and nothing can be more disruptive to a child's education than irregular attendance. Consistency and routine are important to every child's development, but they are especially important for Pre Primary and Primary Students. When a child is engaged and excited about a lesson it is important to have consistent attendance to allow them the opportunity to complete and/or repeat the work while the excitement/interest level is high.
Please contact your child's teacher and the office to notify us of any planned absences.
Although our program is individualized it still depends upon consistency and continuous progress. Every time a child misses a day or two of school here and a day or two there, the more detrimental it becomes to his/her educational development.
Checking In or Out
Whenever your child needs to be excused early from school, please send in a note to the teachers indicating the nature of the absence and the time when you will want her/him to be excused from class. You may stop by the office and the staff will advise the teacher to have your child ready for pick up at their classroom.
If you are arriving late in the morning due to an appointment, etc., take your child directly to their classroom and a Teacher will receive your child. Please keep this to a minimum.
Section 2: Everyday Life at Old Peachtree Montessori
Starting School
Many young children and their parents feel a bit nervous when they leave one another in an unfamiliar situation. A few tears may even be expected. If this is your child's first year at OPM, we encourage both parents to visit the campus frequently before your child starts school to allow him or her to become familiar with the new setting. Come picnic with us on a Family Day, or enroll in a summer camp session; walk the grounds; take a picture of the school and your child's teacher to leave on the refrigerator at home. Be reassuring as you talk with your child about his or her new school.
At the start of each new school year, parents and new students will have orientation the week before school starts when new students can visit the classroom and meet their teachers.
On the first day of school, please follow the car pool procedures. It is very important to reassure your child about where you will be during the day, and what time you will pick him/her up in the afternoon. Some children may be sad during the first few days, but kind words and reassurance almost always alleviates their fears. Our teachers are sensitive and supportive to separation anxiety. They will help your child to transition comfortably.
Recommended Dress Code
Students are expected to dress in clothing that is appropriate for school. We learn by doing at OPM; your child's clothes will get dirty. Please do not dress your children in clothes that you want kept clean. Comfortable play clothes are strongly encouraged! Younger children should dress in clothing that they can put on and fasten for themselves: pullover shirts, elastic waistbands, Velcro sneakers etc. We encourage independence here at OPM. It is very frustrating for young children to try and manage the straps of overalls, clothing that fastens in the back and belts when they are hurrying to the bathroom.
Clothing: All age levels
What NOT to wear:
Cut off shorts Clothing with holes or tears Outfits with bare midriffs Pocket chains Oversized pants or shorts Hard soled shoes Cowboy boots Cleats Flip-flops or open toed shoes Valuable jewelry Play jewelry
Homework
Old Peachtree begins to assign homework in the first year of elementary. It will not be homework that consists of page after page of busywork but interesting assignments that support topics that the children are studying in school. Your child may be given the task of researching a certain topic
Montessori education and theory provides a daily environment for learning. Maria Montessori believed that children interacting in the home community in the evenings provided rich experiences such as cooking, reading together, planning and even chores which build responsibility.
Homework doesn't need to be boring. We try to challenge the child to think, explore, and pursue tangible projects. Homework is intended to afford students the opportunity to practice and reinforce skills introduced in the classroom. Assignments are geared toward the child's individual level.
Homework should never become a battleground between a parent and child. One of our goals as parents and teachers of Montessori is to teach the child how to learn to organize, budget time, and follow through until the assignment is complete. Parents should be available to guide students when needed.
Upper Elementary students will have homework that will vary throughout the year.
Standardized Tests
We have instituted taking standardized tests for the 3 rd -6 th year elementary students. We do not place a great deal of emphasis on these tests as a reliable measure of the students progress, but we feel our students should become acclimated with the focus and discipline it takes to complete such a test. Many studies have revealed that standardized tests are notoriously inaccurate, misleading and stressful for children. After working with the same children for three years, we feel our teachers come to know far more about their student's progress than can be revealed on any paper or pencil test. Of course, throughout the year, all elementary students take weekly spelling/vocabulary tests, timed math tests, as well as verbal quizzing on a daily basis from the teacher. These tests are private and will remain at school in your child's academic file. Students of all ages can be at varied levels. We encourage parents to discourage academic competition. Reinforce all students to be proud at doing their best.
Advancement to the Next Level
Montessori theory dictates that each child learns at his or her own pace. As a result, the concept that a child is a first, second, or fifth grader doesn't have the same meaning as in a traditional school.
Advancement to the next class level (for example, from the primary to the lower elementary) is based on an evaluation of the child's total academic, social, and emotional and physical/motor development. Because classes are equipped with many ranges of materials that overlap between the classes, no child is allowed to stagnate at a certain level. The most important criteria for advancement to an older group, is often the student's social adjustment, independence, work habits and maturity.
Privacy of Student Files
Student files are confidential records and are kept secure from unauthorized access. Parents or guardians may have access to their child's file, but may not be removed from the premises. A copy of the student's file may be sent to an outside professional, such as a psychologist or educational diagnostician, if requested in writing by the parent or guardian.
Transcripts
By written request, a student's transcript will be issued to another school. Copies are sent directly to the requesting institution. Please allow the office staff at least one week's notice to complete this request. Transcripts will not be issued if a student has an outstanding balance on his or her account. They will be forwarded as soon as the account has been brought up to date.
Student Behavior Policy
Each student attending OPMS is expected to follow the rules and guidelines in our Student Behavior Policy. These expectations and rules are in place to insure a safe and peaceful learning environment.
Please review the guidelines with your student and explain the importance of following The rules.
1. Follow directions
2. Be honest with teachers and peers
3. Showing teachers and peers respect
4. Following classroom rules
Section 3: What students need at school
Toddlers
◆ A complete set of clothing to change into including socks and shoes (please label everything)
◆ A bag of diapers (not more than 24); labeled
◆ A light blanket (if your child naps) and a SMALL pillow with your child's name on it
◆ A box of wipes; labeled
◆ A small canvas bag no bigger than 8"x 12" to remain at school with your child to hold his extra clothes; labeled
◆ A box of tissues
Primary Students
◆ A complete set of clothing (label everything) to change into including underwear, socks and shoes.
◆ A small canvas bag no bigger than 8"x 12" to remain at school to hold your child's extra clothes; labeled
◆ School supplies (to be determined each year by your child's teacher)
◆ School supplies as determined by your child's teacher
Elementary Students
◆ School supplies as determined by your child's teacher
Toys
◆ Toys should never be brought to school. Children are saddened if their toy is broken or lost at school. You can help to avoid car pool/toy separation by leaving the toys at home.
Show and Tell
Each teacher will determine when his or her class will conduct show and tell. We ask that you encourage your child to bring in materials that are educational, related to nature, a favorite book, and souvenir from a trip, or something pertaining to a subject, which they are studying. Talk with your child about what he wants to "tell" about the item being shown. NO toys will be shown.
Lost and Found
Inevitably, things get lost when they are brought to school and they do not have names on them. We maintain an area in the office for lost and found articles. We will donate items to a charitable organization, so please check often. Please take the time to label jackets, gloves, hats, lunch boxes, folders, etc!
Lunch (NO NUT PRODUCTS)
Old Peachtree Montessori students bring their lunch to school every day in a clearly labeled lunch box. We place great emphasis on the importance of good nutrition. Good nutrition is the first step to a lifelong routine of wellness. Lunch is a very important part of your child's school day. We encourage you to prepare lunches with your child and discuss balanced meals. We should work together to teach our children about health and nutrition. Obviously, we all want to pack lunches that our children will eat. The challenge is to help them discover that wholesome, sugar-free foods can taste even better than junk food and don't have negative effects on our bodies.
With younger children, it is a good idea to prepare food in small, easy to handle servings, such as cutting sandwiches into quarters, slicing up fresh fruit and preparing bite sized slices of cheese. Capri Sun drinks are discouraged, as they are very difficult to open, even for adults.
We ask that you choose fresh, natural foods. Please DO NOT send candy, sugary desserts, and foods high in artificial coloring, or soft drinks. We strongly discourage sending in desserts, as children will always eat dessert, but not always their lunch. There are many brands of yogurt and applesauce that do not contain artificial coloring or flavoring.
We ask that you to please send water, milk, or 100% fruit juice in your child's lunch to drink.
We recommend that your child's lunch have a "cool pack" to keep perishables and drinks fresh and cold.
We do not have the ability in the primary or pre-primary classes to heat any food.
See our handout on "Tips for your child's lunchbox."
Snack (NO NUT PRODUCTS)
Each family will provide your child's class snack on a rotating basis for the duration of one week. You will be contacted by the teacher and/or room parent as to when it is your turn, and what to bring. This can be as fun and interesting for your child as you make it. Young children love to participate in making snack for their classmates. Older students can assist at the store.
Please make sure you notify the school and your child's teacher as to special dietary restrictions/food allergies your child may have. The snack menu is available online at opmontessori.com or in the office.
Section 4: Special Events
Field Trips
The Elementary students periodically take field trips to local points of interest during the year. There is usually a nominal fee charged by the venue. Field trip permission slips will be sent home with your child in advance. Parents may be invited to volunteer to drive and chaperone. Field trip drivers must provide a copy of a valid driver's license and automobile insurance information. The school's insurance policy does not cover field trip volunteer drivers and vehicles. All students are required to have an operational seat belt and may not ride in the front passenger seat.
◆ If you volunteer to drive, please plan to stay with the group during the field trip unless the teachers confirm that you are not needed to chaperone as well.
◆ We ask that you not bring younger siblings along when you drive on a field trip.
◆ The teachers will have a handout with directions, cell phone numbers, a list of students for which you are responsible, and general rules.
"Going Out"
During the Elementary years, Montessori believes that children have a need to explore the world beyond their home and school surroundings. The purpose of these "going out" trips is to gather information, to share their experiences/information with the rest of their classmates and to develop independence and belonging in the world. These trips are different from a teacher-led field trip. Examples of "going out" trips include: trips to the local library to do research on a project, having an interest in a certain trade and traveling to a place of business to learn more about it or planning a grocery list for a camping trip, budgeting and then shopping for these items. Children are escorted on their journeys for the purpose of security and supervision but there is limited adult interaction.
Camping Trips
The elementary classes may plan camping trips per year. There is usually a nominal fee associated with these events, and we usually try to plan some fundraising events to defray costs of the trip. The outdoor classroom is a vital part of the elementary curriculum and participation in these events is mandatory. Educational opportunities during these camping trips include, but are not limited to environmental education, independence, community/team building, and survival skills. All elementary students look forward to these trips as a special privilege, or "rite of passage". All students are expected to attend.
Special Events at School
Each year we also sponsor programs that come to the school. This enables some of our younger students to have the benefit of additional educational opportunities without having to leave the school campus. If you have a special job or talent that you would like to share with the students, we strongly encourage you to come and share it with our students.
Birthdays
Children love to celebrate birthdays with their friends. Each teacher has their own way of recognizing birthdays for their students. We invite you to send in a special snack for your child on this day. However, we ask that you do not send in cake or ice cream.
Parents have been very creative, preparing sliced fruit, muffins, or similar birthday treats. Please advise your child's teacher in advance to let her know so that snack preparations may be considered.
Please do not send birthday invitations to school to be passed out. We ask that you send all birthday invitations through the mail. For a copy of a current roster, please contact the office. Ask your child's teacher how the class celebrates birthdays (sending in past birthday photos, baby pictures, etc). You may send a poster of photos of your child from birth to current age.
REMEMBER…. NO NUTS
Fire/Tornado Drills
Fire and Tornado Drills are periodically conducted at the school. During the drill, teachers will:
◆ sound the alarm
◆ assistants will make certain that rooms are empty and close the doors
◆ all classes will dismiss into designated areas and remain in their groups; Fire drill in a predetermined outdoor area, Tornado Drill in a predetermined indoor area
◆ teachers will take roll to account for all students
◆ students will remain grouped until they are informed to return to class
Every effort to prepare the children for the drills will be conducted in a manner as to not frighten our students. The school is equipped with a weather alert radio, which sounds an alarm if a tornado or severe weather is in our area.
School Closings due To Inclement Weather
OPMS follows the Gwinnett and/or Barrow County School Closing schedule. When they are closed, we will be closed. There may be situations where Gwinnett County is open, & Barrow is closed, but due to conditions unique to our area we will be closed. In the case that school is closed due to inclement weather OPMS will have school closing announcements on both radio and TV. You may tune your radio to AM 750 WSB, AM 680, B98.5 FM, 104.1FM, 95.5FM, Fox 97.1FM, and 95.5FM, or watch for school closings on the following news networks 2 WSB-TV, Fox 5 WAGA-TV, 11 WXIA-TV and 46 WGCL-TV.
◆ Whenever practical or necessary the school will have an announcement on our telephone system. The message will contain information pertaining to our status.
Section 5: Student Health and Safety
When your child is ill
Whenever your child is ill and will not be coming to school, please call the office between 8:30 and 9:00 AM to let us know.
Students with infectious diseases, such as chicken pox or strep throat, must stay out of school until the contagious stage has passed. For the sake of the other children's health, it is vital that you let the office know the diagnosis as soon as possible. We are required by the Georgia Department of Human Resources to notify the school population if students have been exposed to infectious diseases. Please be assured that your child will remain anonymous.
Your child should remain at home if any of the following symptoms are evidenced:
Fever Eye infection Vomiting Diarrhea Head lice Constant runny nose Undiagnosed skin rash
Tylenol will bring a child's fever down temporarily, but does not "cure" the illness. Please keep your child at home for at least 24 hours after the fever has broken. Parents will be notified via email or flyer when a communicable illness has been contracted in a student at OPMS.
If your child gets sick at school
We will contact you if your child exhibits any of the above mentioned symptoms. Your child will be taken to the office if he/she seems too ill to participate in classroom activities. We understand how difficult it can be for working parents to break free during the day, and yet all children get sick from time to time. You may want to make arrangements for emergency care with a friend or relative in advance, if you feel you would be unable to suddenly leave work. Everyone wants to be at home in his or her own beds if they do not feel well; your child is no different.
During class time we do give lessons on how to be mindful of germ transmission by washing our hands often, not drinking or eating after others, and "smothering" a cough.
If your child has fallen behind in her schoolwork due to an extended absence, please contact his/her teacher to develop a strategy to catch up.
Weather permitting, students go out to play every day. Please dress your child appropriately. If you feel that your child may be too sick to go out and play, he/she is probably too sick to be at school.
Medical Emergencies
We provide training to our faculty and staff in first aid and CPR.
In the event of any emergency medical situation, we need to be able to get in touch with you immediately. Please make sure that all of the information in your file is up to date.
If your child needs immediate medical attention, and you cannot be reached, your enrollment agreement authorizes us to seek medical care in your name. Your child will be transported to Gwinnett Medical Center, or the nearest emergency facility (in case of injury during an off site Field Trip). Naturally, we will continue our efforts to contact you.
Please be sure to keep your emergency information up-to-date and inform the office immediately if there is any change in your address or phone numbers during the academic year.
Medications
Bright from the Start, our state licensing agency has not authorized us to give over the counter medication to children.
If your child is under a physician's care and is on prescribed medication while attending school, you must notify your child's teacher in writing giving permission to dispense medications. This must include specific times and exact dosage. Please include a copy of the prescription in case of emergencies.
Antibiotics and other medications should be scheduled if possible so that dosages are due during the hours when the child is at home.
*Teachers will notify parent or guardian by phone if any adverse reaction is seen to a medication.
Car Seats
**Important**
As of 2011, the Georgia law for children in car seats is as follows! All Children under eight that weigh less than 60 pounds are required to be in a car seat or booster seat appropriate for their height and weight. Children are to ride in the rear seat unless there are no rear seats or if other children occupy the rear seats
Section 6: Financial Policies
Tuition
Old Peachtree Montessori is a private school that is dependent upon tuition as its principal source of income. Student accounts must be kept up-to-date. The school will be forced to withhold any and all services to students whose accounts have fallen behind unless prior written arrangements have been made for deferred payment. Your cooperation is essential and very much appreciated.
Parents are responsible for prompt payment of all outstanding tuition and fees. Transcripts will not be issued if a student has an outstanding balance on his or her account.
Tuition is due on or before the first day of each month. After the fifth day a late fee will be assessed. Please understand that we do not like to ask you to add late fees to your tuition as much as you do not like adding them. However, even when you are late, we must still pay our teachers/staff and bills on time.
Re-enrollment
Invitations to continue at Old Peachtree are normally automatic, but not guaranteed. Decisions are made by the administration and faculty, based on an annual review of each student's academic progress, social and emotional development, and special needs (if applicable), along with the attitudes and values expressed by the child and parents. As always, our goal is to help each child and family find the perfect match between the student, home and school.
Re-enrollment begins in January and renewed contracts are due back in February based on announced due dates. Consideration based on announced dates of your child's application and sibling application is given priority. Following our re-enrollment period for returning students, enrollment is open to the general public. We cannot guarantee your child a position if you have not re-enrolled by the announced date.
Financial Aid
Old Peachtree Montessori offers the opportunity of financial aid for parents needing financial help to enroll their child. Please speak with the office regarding our work/scholarship program that we offer to off set tuition costs.
Old Peachtree Montessori also is a recipient of the Georgia Pay It Forward Program. This program provides tuition fees in varying amounts to one-‐third of our students. More information can be found on payitforwardscholarships.com
WITHDRAWAL
1. If for any reason a student withdraws from the school during the school year a thirty(30) day written notice must be given the office prior to withdrawal. In the absence of such notice one month's tuition will be due and payable in addition to tuition due and payable to the effective date of withdrawal. The effective date of withdrawal must be the first or the fifteenth day of the month. Tuition will not, under any circumstances, be prorated for periods of less than one-half (1/2) month.
2. The first payment of the annual tuition is a deposit and is due on June 1. This fee is not transferable or refundable except if the enrolled student's family moves from the Atlanta area and the office is given written notice by July 1, one-half (1/2) of this payment will be refunded. The deposit can not be used to satisfy the one-month (30 days) withdrawal fee as noted under item 1 above this section.
3. The Materials Fee is an annual fee required of all students. This fee is not transferable or refundable except if the enrolled student's family moves from the Atlanta area and the office is given written notice by July 1, one-half (1/2) of this fee will be refunded.
Section 7: Fundraising
Old Peachtree Montessori holds a limited number of fundraisers. However, being a tuitionfunded school with no state/outside support, we do have a need to raise funds over and above tuition. Fundraisers help us to control increases in our tuition schedule while providing adequate funding to continuously enhance school programs, equipment and materials. Extra funds raised for the school only help to enhance the program you have selected for your child by enabling us to attract high quality teachers and expand our programs.
Our goal is to conduct two or three major fundraising activities each year that will involve all of our families. A fundraising calendar will be established before the commencement of the academic year. We will attempt to schedule these fundraisers to capitalize on proper timing and avoid fundraising "burnout". We will attempt to develop fundraising events that reach beyond our family base and out into the community for greater impact and visibility.
All families are expected to support our fundraising programs for the benefit of our community. This not only includes financial support according to ability, but involvement on committees and planning/execution of the events.
As always, we would not be able to be as successful without our most valuable resource: YOU! Thank you for all that you do.
Please mark your calendars for the fall Geography Celebration & the Spring Auction. These are two events that you don't want to miss! To volunteer, call the office.
The Spirit of Philanthropy: Why we give to Old Peachtree
People normally contribute to worthwhile organizations for reasons that are as much selfish as altruistic. Why do we do it?
Our voluntary support gives us a stake in the entity, cause or organization; a claim to some degree of influence over a place that we care about or an issue which we support. It gives us as human beings, a sense of having some ownership or pride.
Some of us give because we are part of the larger community and feel strongly connected to it.
Perhaps we also give to fulfill a very personal need to see ourselves, as patrons of something that we feel are truly worthwhile. Perhaps, in helping to build something worthwhile, we gain a little place in the book of good deeds.
Some of us make contributions to worthy causes for reasons of conscience. We believe in Dr. Montessori's vision of a global community and her campaign for world peace and human dignity. We are supporting something in which we believe.
When we choose to support Old Peachtree Montessori we aren't simply giving our resources away. We know all too well they are limited and we give careful thought to how they are used to accomplish the most good.
Most of us at Old Peachtree Montessori, especially the teachers and staff, are people who hold strong values and deep beliefs. We believe in people, especially the promise inherent within children, and we have a deep respect for what great schools can contribute to their lives. We want to give our children and the children who follow them in the years to come, an extraordinary opportunity that wasn't available to most of us when we were young. We want to make a contribution back to life.
By lending our support, we hope to improve the quality of life, and help develop solutions for some of our most deeply nagging social concerns for children.
Every time we make a contribution to Old Peachtree of our time, our talent, and our money, we are making an investment in our children's future and in the larger community in which we live.
Volunteering the Gift of Time and Talent
Parents play a crucial role at Old Peachtree. This is a community of parents and educators (many of whom are parents here too). Together our ideas and input literally help to shape the school. Few schools are so open and responsive to suggestions and concerns.
Old Peachtree strongly encourages families to feel at home to participate in the broader life of the school through social and educational activities offered by the school. Although most parents fulfill their required volunteer commitment of four hours per month, there are still many who volunteer considerably more amount of time as volunteers.
There are some things even money can't buy, and one of the most valuable contributions that families make to Old Peachtree is the gift of time and expertise. Parents, grandparents, and friends of the school are often found helping out in the office, assisting in classrooms, driving for field trips or heading a School committee.
Parents and grandparents who give of their time and talent share with their family's special memories of experiences and friendships that will endure. What's more is your children may not understand what writing a tuition check means (because of it's abstract nature), but they do understand when they can see you helping out on campus, that you are truly "giving" something to the school. Old Peachtree Montessori depends one everyone's combined talents.
Section 8: Communication between Home and School
At the beginning of the school year, you will receive a calendar of events. We reserve the right to reschedule or cancel any event on the calendar. You will be notified of any changes.
Please make sure to give the office your email address! Please send in notes to the teacher or call the office if you ever have a question or would like to set up a time to talk with your child's teacher.
Communication with second families
Whenever parents are separated, divorced, or for some other reason, not residing at the same address, we want to keep both parents informed of their child's progress and school matters. Given permission, we will email correspondence to any parent with whom the child does not reside. Please notify the office.
When parent/teacher conferences are scheduled, we need to make every effort to avoid separate conferences. It is very important to be able to communicate the same information to both parents at the same time.
If one parent is restricted by court order to pick up your child from school, please turn in a copy of the court order mandating this to the office.
Open Door Policy
We here at Old Peachtree advocate an "open door policy". Any time you need to speak with your child's teacher, or anyone in the administrative office, please feel free to call to set up an appointment. We welcome your comments and observations.
*The custodial parent(s) of the child shall at any time the child is in attendance be permitted access to all child care areas of the center and shall make his or her presence known to the center staff prior to removing the child from the center.
Conflict Resolution
1. OPMS follows The Golden Rule "Do unto others as you would have them do unto you". A very important aspect of the Montessori theory and educational approach is respect. Respect for oneself, others and the environment. Our staff and students treat one another in this manner everyday. NO exceptions. We ask parents, as members of this Montessori Community, to display a respectful and tolerant attitude as well.
2. It is not appropriate to impose personal concerns and conflicts on other members of the community.
3. If there comes a time when a concern needs to be addressed with any member of the OPMS community, including other parents or students, we ask that the situation be confronted individually and privately with respect. If a conflict or concern cannot be resolved we ask that you address the situation to the Directors of the school, again with respect and privacy as the situation is being resolved.
4. As parents and as human beings, it is our responsibility to role model to our children and others. Resolving conflicts in a calm respectful manner is a very important way to teach your children to handle themselves as they mature.
Finding out from your child: So, What did you do at school today?
How was school today? Fine.
What did you do today?
Nothing.
Does this conversation sound familiar? Can you remember having the same conversation with your parents? Perhaps your child tells you they do the same thing everyday such as spooning, or painting. Take heart. Do not be alarmed. Young children lack the ability to spontaneously recall what happened during the course of the day. They have done so many activities; they have a hard time sorting out the specifics. Sometimes they don't remember the names of the materials they used such as The Trinomial Cube, The Metal Insets, or The Addition Strip Board. Face it. That's a mouthful even for a grown-up!
In addition to the frustration you may experience from the above conversations with your child, you may have noted that not many papers come home. Your child can be doing complex math, word building, and geography or science lesson, all with manipulative materials that have no paperwork to evidence their work.
So, how can you get your child to communicate with you? It is your job to help your child develop the skills of effective communication.
Here are some suggestions:
Role model: Speak to your child about the events of your day. Start sequentially. For example, one parent may say, "Today I went to the art museum with Aunt Lisa. She and I saw some pretty interesting artwork by an artist named Andy Warhol. One painting was all of soup cans! After the exhibit, we went and had lunch at Ruby Tuesday's. I had a yummy lunch. I ordered a grilled chicken sandwich. On the way home I noticed that the new park was open, and the tire swings looked pretty fun!" Make sure you support your story with non-verbal cues also. Use your hands to gesture and accentuate conversation as well as your facial expressions. Make sure you maintain good eye contact.
Set aside a time daily, either after school, at the dinner table, or before bedtime to discuss the events of the day. Make sure the TV isn't on. Devote your attention to your child. Be an animated listener. Talk about the day's highs and lows.
Ask questions to help your child articulate, or to tickle their memory. For example, "What did you have for snack today? Did you do any lessons in counting today? Did you work in the art area today? What story did your teacher read you today? Did you do lessons with any of your friends today? Did you work with the pink tower, metal insets, sandpaper letters?"
Play school with your child at home. Let your child be the teacher and you, the student.
We encourage parents to feel free to come in and observe your child in class. Call the office to set up a time to visit. You may also contact your child's teacher to discuss your child's activities. All of our teachers are more than happy to return calls after school hours to speak with you. Reading a book on Montessori may help you to understand the materials your child will experience in the classroom.
Most of all, be patient. We assure you that your children are very busy during the day. In time, it will be obvious that your child is learning. Your child will surprise you by bursting out into song about the continents, or spouting out a Spanish word or two!
Section 9: Parent Education
We often get questions about the Montessori philosophy and materials. As a parent it is your obligation to be educated about your choice of Montessori for your child. We will do our best to facilitate this goal. We promote parent education by encouraging parents to:
◆ Attend parent meetings where samples of lessons are performed by teachers
◆ Let the office know if you would like to purchase (for a nominal fee) A Parent's guide to the Montessori Classroom, What is Montessori Preschool? and What is Montessori Elementary?
◆ Observe classrooms
◆ Attend parent/teacher conferences
◆ Communicate effectively with your child's teacher if you have any questions
◆ Look up Montessori web sites on the Internet: often the source of the most current information
◆ Address concerns before they become problems
◆ Recommended reading: The Absorbent Mind, Maria Montessori; Montessori: A
Modern Approach, Paula Polk Lillard; To Educate The Human Potential, Maria Montessori; The Formation of Man, Maria Montessori; Dr. Montessori's Own Handbook, Maria Montessori
Family Conferences
Conferences between parent and teacher occur twice yearly. They will be on the academic year's calendar you receive at the beginning of each school year. Please arrange your schedule to be able to be available during your conference time. Teachers make every effort to be available to you, but not every conference can be scheduled before or after your work schedule. School is closed during conference time, we ask that you do NOT bring your children to conferences. Please make accommodations for child care or our Holiday Camp is available if needed, please RSVP through the office.
Conferences are a very valuable tool to assess your child's progress and to set future goals/expectations.
We cannot stress enough how important it is for teachers and parents to establish and maintain close communication. We promote an open door policy. Please feel free to ask questions or discuss anything related to your child's progress.
Conferences are not limited to twice a year; you may schedule a conference with your child's teacher at any time.
Observing Classes at Work
One of the fundamental differences between traditional education and Montessori education is paperwork or lack thereof. Montessori philosophy emphasizes learning through doing.
Most of the materials are manipulative, "hands on" lessons. Young children do not embrace abstract thinking until the ages of six or seven. We do not have "ditto" sheets coming home as in a traditional preschool or elementary program.
Parents are invited and even urged to observe the children at work in their classroom. It is advisable not to wait until there is a perceived "problem".
Please contact the office if you would like to come in and observe your child's class. A great deal can be learned by patient and quiet observation. Two of our Primary classes have observation windows in which you can see but not be seen. Even if your child is not in one of these classes, you will enjoy a view of the students at work and will gain a better understanding of the Montessori program. All Primary classes are set up with the same types of materials and the approach is very similar from room to room.
During the first sensitive weeks of the school year, students (especially the younger children) are familiarizing themselves with a new routine and environment. For this reason, we ask parents to avoid class observations during the first month of school.
Points to look for when you observe
As you sit down to carefully observe in a Montessori classroom for the first time, what catches your eye?
How is the classroom organized? What do you notice about the layout of activities, furnishings and shelves?
Pay attention to the way the adults interact with the children. What do you notice?
Perhaps during your observation you will see the teacher redirect or discipline a child. What do you notice?
As you observe, try to look for any unwritten rules and procedures that the children are following. What do you notice?
Focus on a particular child other than your own. Follow her during the course of his/her work for at least a half an hour. How does he/she use their time? How does he/she select work?
You will see teachers present several different lessons to either small groups or individual children. What do you notice about the way she teaches?
Focus on a few Montessori materials. What concepts or skills does each isolate?
How do the teachers introduce the children to the materials? Try to catch one child learning from another.
What sort of interactions do you notice between the younger and older students?
If you are not observing through the windows, you will need to sit quietly in your chair. The children will be naturally curious about you, but they are used to having observers. If they persist in chatting with you, politely ask if they have any work to do. Encourage students to keep working so you can continue to observe.
Please print and return to office.
The following Registration Forms to be in a file in the office
A center must obtain the following parental authorization when a child is enrolled.
Authorization for the center to obtain emergency medical care for the child when the parent is not available;
Authorization for the center to dispense medication in accordance to doctors orders
Authorization for the child to participate in field trips and special activities away from the
center (Elementary only);
Authorization for persons other than the parents to pick up or drop off their child, including the names of such persons.
I_ ______, have received and read the contents of the Old Peachtree Montessori School Parent Handbook for 2015-2016 and agree to abide by all policies and guidelines therein.
Signature
_Date____________
Application Card
Contract
Student Information Addendum
Emergency Medical Information
Employer Information
Authorization for Pickup
Student Behavior Policy
Attendance Policy
Immunization Form 3231 received_
Authorization for Medication
Parents in Action Volunteer
Application Fee
Materials Fee
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Freshman Checklist
Use this checklist during your freshman year of high school to help you stay on track for college.
Study hard.
Build good study habits to keep your grades in tip-top shape.
Look for scholarships at
UCanGo2.org and
OKcollegestart.org.
Freshmen should begin applying for college scholarships now.
Save money.
Sign up for a college savings account from Oklahoma's 529 College Savings Plan (OK4Saving.org) or continue to add money to an existing account. It's generally best to keep most savings in your parent(s)' or guardian(s)' name(s).
Apply for Oklahoma's Promise.
If you didn't apply during 8th grade, visit okpromise.org
for program requirements and to sign up for this scholarship program.
Talk about it.
Complete the Individual Career Academic Plan (ICAP) activities assigned by your school and discuss your future plans with your counselor, teachers, family members or other trusted adults. You can explore careers you're interested in on OKcollegestart.org.
Take the right classes.
* 4 units of English
To be college-bound, you'll need to take and pass the following classes in high school, as determined by Oklahoma's College Prepatory/Work Ready Curriculum standards. Plan to take at least four college-prepatory classes per year.
* 3 units of math (at or above Algebra I)
* At least 6 electives
* 3 units of history/citizenship skills
* 1 unit of fine arts or speech
* 3 units of laboratory science
* Demonstrate knowledge in Personal Finance Literacy
* 2 units of non-English language OR computer technology
*
CPR/AED
* 1 additional unit selected from competencies listed so far
* Complete Individual Career Academic Plan activities
Visit UCanGo2.org for a detailed checklist and summary of Oklahoma's curriculum standards and testing requirements.
Track it and file it.
Download the Tracking My Classes & Achievements worksheet at UCanGo2.org to plan ahead and keep a record of your accomplishments and volunteer work. This information will be helpful when you start scholarship and college applications.
Check it out.
Investigate course requirements and guidelines for college admission and Oklahoma's Promise. Visit OKcollegestart.org to find this information and to utilize school exploration tools.
Think it through.
Think about the university, college or technology center you'd like to attend. Download Making the Most of Campus Visits at UCanGo2.org, which provides a list of ideas to help you set up a successful college tour.
Take it to the next level.
Investigate AP and other honors-level courses to know what's available and if you're eligible to enroll.
The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws and regulations, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services. This publication is issued by the Oklahoma State Regents for Higher Education, as authorized by 70 O.S. 2001, Section 3206. Copies have not been printed but are available through the agency website at www.ucango2.org. Two printout copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. FSCL - 20 | <urn:uuid:e16a75c6-853b-4c30-8c65-6cd3ad42afc6> | CC-MAIN-2020-45 | https://ucango2.org/publications/student/Freshmen_Checklist.pdf | 2020-10-19T15:56:37+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00309.warc.gz | 579,756,010 | 744 | eng_Latn | eng_Latn | 0.996492 | eng_Latn | 0.996492 | [
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BIOGRAPHY
Catherine D. Fellows
Catherine Fellows almost didn't make it into this world. In 1927, before she was born, and while her American missionary parents and brother were living in Anking, China, the city and their home were looted by Nationalist Chinese forces. The family was forced to evacuate by American gunboat to Shanghai. Catherine's aunt, Jans Deahl (Turner), in her Memories of Catherine written in 1994 about her missionary sister, explained:
One terrible episode must be mentioned. Several women, including Catherine, holding [baby] Mac in her arms, were lined up to be shot during a War Lord uprising. Then … something occurred that the soldiers decided was funny and they abandoned the whole idea … American ships patrolling the river evacuated them to Shanghai.
Catherine Deahl Fellows was born in 1931 in Shanghai, China. Her father, Mac Carlyle Fellows, had been recruited by the Foreign Missionary Society of the Protestant Episcopal Church to serve as a dentist in China. Catherine's mother, Elizabeth Catherine Deahl, born in Alexandria, Virginia, was also an Episcopal missionary in China. Her parents met and married in China in 1924. Catherine's mother died in 1931 in China. After America's entry into World War II, Mac Fellows became a Japanese prisoner-of-war. Her father and his second wife Evy died in the early 1970s, and Catherine's brother, Mac, Jr., died in 1986.
Catherine lived in Nanking until 1937 when the Japanese invaded the city. When she returned to America, she lived with relatives, first in Alexandria and then in Detroit, Michigan. In 1949, Catherine left Detroit for New York City where she worked for American Home Foods. In 1951, she moved to 107 W. Walnut Street in Alexandria, working for the Alexandria Redevelopment and Housing Authority until 1952. That year she began a career with the Department of the Army, remaining until 1960. Three of those years -- 1954 to 1957 -- were spent at Headquarters, U.S. Army Europe, Heidelberg, Germany.
Returning to Alexandria in 1957, Catherine rejoined the Department of the Army in the Pentagon, leaving in 1960 to work for Time, Inc., and, later, The Washington Post. In 1963, Catherine entered Radford College, Radford, Virginia. Applying for a scholarship, she was offered a full-time position as housemother of one of the smaller dorms which paid her room, board, and tuition. She graduated in 1966 with a Bachelor of Science degree in English and History. She returned to the Department of Defense in October 1967 where she worked as a writer-editor until she retired.
Catherine has lived in Fairlington from 1960 to 1963 and from 1967 to the present. In 1993, she wrote Fairlington at 50: May 1943 - May 1993, which was published by the Fairlington Citizens Association (FCA). At the FCA-sponsored Fairlington 50th Anniversary Celebration on May 22, 1993, Catherine was honored by the community at a book-signing event.
From: Fairlington at 50: May 1943 – May 1993 60 th Anniversary Edition By Catherine D. Fellows
Catherine Fellows died at her home on Monday, April 26, 2010. A memorial service was held at 3:00 PM, Sunday, May 16 th at Demaine Funeral Home in Springfield 5308 Backlick Road, Springfield, VA 22151 | 703-941-9428
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Reflections in Motion
by – Johanna Bowman
Activity overview
Students will observe relationships in reflected images that can be stretched vertically or horizontally.
Concepts Triangles Geometric analysis Transformations
Teacher preparation
Load calculator activity on each student calculator. Have viewscreen or multi-media projector available for display and discussion.
Classroom management tips
Students can be grouped in pairs to enable peer assistance. Provide assessment rubric and explanation of expectations prior to activity.
TI-Nspire Applications
none
Step-by-step directions
Students will use the calculator activity to prepare to create a paper and pencil version of the Reflections.
There should be some discussion to review the properties of reflected figures and similar triangles.
Students should work at their own pace, individually or in pairs, with whole class discussion when necessary.
Subject: Algebra I - Geometry
Time required: 45 to 90 minutes
Students will learn to hide the axes and the circumscribed circle by using the Hide/Show function of the TI-Inspire.
Students should write observations on paper to use in the final part of the activity.
Discussion should mention congruency of angles and proportional relationships of the corresponding segments.
With the circumscribed circle hidden, the students should grab and move the points along the horizontal axis and list their observations.
Depending on the length of the lesson, students can be encouraged to find the areas of the matching triangles, and compare the ratios of corresponding sides.
Students should move points vertically and make written observations of the corresponding triangles and images.
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Grade level: 8-10
Time required: 45 to 90 minutes
Materials: TI-Nspire Calculator Activity
Students should be encouraged to move the points at random and compare the corresponding relationships.
At this point students should use the copy and paste feature of the TI-Nspire to add a final page to this document.
Each student should manipulate the figures to create a unique design. Measure angles and segments in order to transfer this design to a paper construction.
Make a paper copy of the design and write a hand-written summary of the properties of the reflected images.
Save the calculator document with an appropriate filename.
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Time required: 45 to 90 minutes
Grade level: 8-10
Materials: TI-Nspire Calculator Activity
Assessment and evaluation
* Students can return to the calculator activity and review their work. Paper constructions can be used to facilitate understanding.
Activity extensions
* Some students may be able to use the Animation feature of the TI-Nspire to create a visual display of the Reflections in Motion.
* A collection of reflected images from the real world may help students recognize the relationships.
* Mirrors can be used to produce reflected images and patterns.
Student TI-Nspire Document
Reflections in Motion
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Grade level: 8-10
Time required: 45 to 90 minutes
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Learning Activity 2: Examining Evidence
How do we know what we know about Fort Point, Trinity?
Course Link: Newfoundland and Labrador Studies 2205
Outcome addressed:
SCO 2.0 - The student will be expected to demonstrate an understanding of economic, political and social issues related to Newfoundland and Labrador, both past and present.
SCO 4.0 - The student will be expected to demonstrate an understanding of the peopling of Newfoundland and Labrador to the mid-1700s.
SCO 5.0 - The student will be expected to demonstrate an understanding of how the fishery influenced Newfoundland and Labrador from the mid-1700s to the late 1800s.
Learning Goal and Description
Goal: To examine information from several primary sources and decide: what was the actual story?
Brief Description: This learning activity focuses primarily on the interpretation of primary sources to piece together what happened. Students will examine
a) Artifacts from the period (e.g., maps, charts, paintings, correspondence, diaries)
b) Artifacts and information gathered from Archaeological digs They will use these sources to build the story of what happened and when. In doing this, students will consistently address the question: How reliable are the sources?
Planning and Preparation
Sources and references will include primary evidence covering two particular periods in the development of Fort Point, Trinity (Note: all sources are available virtually, in one place, through the Trinity Historical Society's Website under Legacy of Fort Point)
1. 1700–1762
The artifacts students may examine from this period include:
a. Petition to Right Honourable the Earl of Nottingham, June 1, 1701(THS virtual Gallery, image 19)
b. Letter requesting the fortification of Trinity, May 28, 1702 (THS virtual Gallery, Image 20)
c. Plan of the Admiral's Point, Trinity Harbour, 1746 (THS virtual Gallery, Image 24)
d. Plan of Admiral's Point, 1748 (THS virtual Gallery, Image 25)
e. State and Condition of Admiral's (Fort) Point, 1748 (THS virtual Gallery, Image 27)
f. Report from Fort Point in 1749 (THS virtual Gallery, Image 26)
g. Plan of Admiral's (Fort) Point, 1762 (THS virtual Gallery, Image 29)
h. Legend for the Plan of Admiral's (Fort) Point, 1762 (THS virtual Gallery, Image 30)
i. Cartographic Map of Trinity Harbour, 1762 (THS virtual Gallery, Image 31)
j. Excerpts from Diary of Benjamin Lester, July-August, 1762 (THS virtual Gallery, Images 39-50)
k. Letter from Chevalier de la Motte, Vauvert, February 22, 1775 (THS virtual Gallery, Images 59-63)
2. 1812–1820
The artifacts students may examine from this period include:
a. 1812 Engineer's Report on Admiral's Point (THS virtual Gallery, Image 90)
b. Copy of a Letter from Surrogate Judge David Buchan on the Subject of Establishing a Code of Signals, 1813 (THS virtual Gallery, Image 91)
c. Letter from Surrogate Judge David Buchan to the Magistrate of Trinity District, 1813 (THS virtual Gallery, Image 92)
d. Entry from the Trinity District Court Records, 1813 (THS virtual Gallery, Image 93)
e. Letter from John Clinch (J.P.) to the two Commandants of the Loyal Trinity Volunteer Rangers, 1813 (THS virtual Gallery, Images 94-95)
3. To consolidate information gathered from the primary sources, students may review the findings of the Archaeological dig at Fort Point in 1969 with follow-up Archaeological work from 1993-1995 (THS virtual Gallery, images 151-163; report by F. Bartovics, December 1970, images 164-171).
Preparations will include:
* In preparation for the Activation lesson, teachers should review the letters of 1701 and 1702, and examine the first Plan for Admiral's Point. (Teachers may refer to the Summary attached.)
* This Learning Activity exposes students to a substantial amount of information. It is not necessary for teachers to read and view all the information in advance. Teachers and students can assume an inquiry approach, learn and raise questions together. It is important that teachers they make the materials available (preferably electronically reduce the use of paper).
* In preparation for the Connection and Consolidation lessons, teachers may read Strand 7: Act cooperatively with others to promote mutual interests, page 87, Newfoundlandland and Labrador Studies 2205, see http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/socialstudies/NL%20St udies%202205%20CG%20(August%202010).pdf
* Teachers will guide students to the primary sources available virtually at the Trinity Historical Society Website
* Teachers will ensure students have access to the Organizers for this activity.
Strategies for Completion
Activation : (approximately one class period; 50 minutes to one hour)
Teachers may begin by asking students to recall, from their previous work in social studies courses, what is the difference between primary and secondary sources. Primary sources are sources that come from the time period being studied. Secondary sources are any sources that come after the time period being studied. Teachers may ask students to list the types of sources they would expect to find about Fort Point Trinity, and where these sources may be located. Students will likely recall many artifacts displayed at the Trinity Historical Society Website from Learning Activity 1; however, the important objective of this introductory lesson is to have students recognize the variety of evidence available from this period in the history of Trinity.
Teachers may use the visuals and accompanying text from the Trinity Historical Society's Website (images 1, 11-14) to highlight the increasing importance of Trinity as one of Great Britain's main "colonial interests" in North America from 1700 through the mid 1800s. As early as 1579, Sir Richard Whitbourne was promoting Trinity as an excellent harbour from which to engage in the Newfoundland fishery. The first Court of the Admiralty was held in Trinity in 1615. By 1700, Trinity was a strong year-round settlement and the main harbour for many British merchants, particularly from Poole. The rise in importance of Trinity was due to its large protected harbour with abundant land for mercantile premises, its proximity to the main shipping routes to Europe and the Caribbean, and its strategic location as a centre from which to establish fishing posts around Trinity Bay and along the northeast coast.
Next, teachers may guide students to primary sources surrounding the initial plan for a Fort at Admiral's Point. Teachers may lead an examination of the first three artifacts related to the Fort:
a. Petition to Right Honourable the Earl of Nottingham, June 1, 1701(THS virtual Gallery, Image 19)
b. Letter requesting the fortification of Trinity, May 28, 1702 (THS virtual Gallery, Image 20)
c. Plan of the Admiral's Point, Trinity Harbour, 1746 (THS virtual Gallery, Image 24)
As teachers and students examine the contents of the letters requesting fortification and the plan for the Fort, teachers may point out that Trinity was invaded by the French twice during the Anglo-French Wars, in 1696 and again in 1705. Both times, settlers' dwellings and fishing premises were destroyed.
If there is time remaining in this introductory class, teachers may establish the small groups for the cooperative learning session to that follows.
Connection : (approximately one class period; 50 minutes to one hour) Students may be assigned to groups of four. Teachers may use small group cooperative learning as an efficient means for students to analyze and summarize large amounts of information. Student groups may be assigned the following tasks (where class sizes permit, more than one group may be assigned the same task):
Group 1
: Examine evidence of the original construction of the Fort at Admiral's
Point, 1740s and 1750s (
Organizer #2
)
Group 2: Examine evidence of the destruction of the Fort in 1762 (Organizers #3 and #4)
Group 3: Examine evidence of the re-establishment of the Fort in 1812-1820 and the correspondence between Judge David Buchan and the magistrates of the District of Trinity, 1813 (Organizers # 5 and #6)
Group 4: Examine evidence from the Archaeological dig at Fort Point, 1969 (Organizer #7)
Teachers will ensure each group has access to the appropriate artifacts at the beginning of the class. Students will use the Organizers provided to complete their analysis of the artifacts. Teachers will need to provide support to groups as they work with artifacts that were produced three centuries ago.
Consolidation : (approximately one class period; 50 minutes to one hour) Students will be reassigned in new groups of four with one student from each of the four groups from the previous small group session in each new group. This will allow each student to share information analyzed from an examination of primary sources with his/her classmates (the student becomes the teacher in each instance). When all four students have presented their findings, all students in all groups will have acquired a familiarity with "the story" of Fort Point, Trinity from 1700 to 1820.
Teachers may engage students in a class discussion about reliability of primary sources, using the 1762 diary of Benjamin Lester and the 1775 Letter from de la Motte as examples of primary sources where reliability may play a role in the analysis and interpretation of that period in Newfoundland's history.
As an out-of-class assignment, students may refer to evidence provided in primary sources to demonstrate an understanding of "economic, political and social issues related to Newfoundland and Labrador" during this period. (The fishery was a growing interest, while there were threats to the merchants' economic interest as a result of ongoing conflicts between France and Britain.) Students may record their learning in their journal.
Extension:
(
to be completed independently outside of class time
)
Students may be asked to use Internet and other sources to make notes in their journals on the major conflicts between France and Britain from 1700 – 1900. Teachers may provide the following list:
* Queen Anne's War (1702–1713)
* War of the Quadruple Alliance 1718-1720
* Seven Years War, 1754-1763
* American Revolution, 1779-1783
* Wars of the French Revolution, 1792-1802
* Napoleonic Wars, 1803-1815
Students need only acquire a basic understanding that wars between the French and British were almost constant throughout the 1700s and early 1800s, which constantly impacted the economic, political and social development of Trinity.
Assessment and Evaluation
For this learning activity, teachers may
* use a simple rubric to assess each student's engagement in the cooperative learning activities; and
* examine the detail and level of effort students demonstrate in the completion of their organizers;
* measure the depth of thinking / reflection provided by students in their journal entries.
Summary for Teacher (Activation)
Letter to Earl of Nottingham, June 1, 1701
* Clarifies that the merchants and traders to Newfoundland are requesting the fortification of Trinity in order to protect fishing interests in Trinity Bay and along the northeast coast as far as Greenspond.
o work already supported by the King for the fortification of St. John's.
* Other arguments provided include
o reference to the French bringing materials to build a fortification at Chapeau Rouge (further along the northeast coast).
Letter to Lordships Requesting Fortification of Trinity, 1702
* This letter summarizes the initial requirements for the fortification of Trinity:
o Carriages, powder, cannon balls, and other materials to mount and arm the cannons
o 20 sakers (medium size cannons), to be placed on Admiral's Point
o Nails and spikes to build a platform
o An officer and a few soldiers to train the inhabitants and to command them during any attacks
o 100 small arms (guns) for the inhabitants
* The letter references work on the Fort already underway.
o the fortification will protect the ships engaged in the fishery in this part of Newfoundland
* The letter also provides the following arguments:
o The fortification will exceed any other to date in Newfoundland
o The harbour will provide a safe "haven" for up to 1000 British ships
Plan of the Admiral's Point, Trinity Harbour,1746 (THS Gallery, Image 24)
* This straightforward Plan shows clearly the placement of the original gun batteries, the location of the storehouse and powder magazine, the barricks, and the main landing area.
Reliability
* To focus students' attention on interrogating a source to determine accuracy, objectivity, completeness, bias, or prejudice, teachers are encouraged to remind students they should be always mindful of who wrote/produced the artifacts, the purpose or motive and whether the artifact "fits" the time period and is supported by other evidence.
* Later on in this Learning Activity, teachers can return to the 1762 diary of Benjamin Lester and the 1775 Letter from de la Motte as examples of primary sources that bring with them personal and emotional considerations. In assuming the role of historians, students need to consider the social, political and historical context of the individual or group producing a source of evidence. They should consistently ask the five W's: who, what, when, where, and why?
ORGANIZER # 2: Fortification of Trinity, 1746-1762
ORGANIZER # 3: Destruction of Fortifications at Trinity in 1762 as told by Benjamin Lester in his diary, (THS virtual gallery, specific images between 39 and 50)
Note: The entries have many spelling and usage errors. The text attachment that accompanies each image will help pull the main points out of each entry.
ORGANIZER # 4: Destruction of Fortifications at Trinity 1762 as told by Chevalier de la Motte, in a letter (THS virtual Gallery, images 59-63)
Note: The text attachments that accompany each image may help pull the main points out of the letter.
ORGANIZER # 5: Evidence from Royal Engineer's Report, 1812
Category
My Notes / Observations
Weapons (cannons)
* What was left from 1762?
* What was added by end of 1812?
Buildings
* What was left from 1762?
* What was added by end of 1812?
Ammunition
* What was available before re-construction?
* What was added to the supply in 1812?
Soldiers
* How many soldiers?
* How were they organized?
* Check out the "Royal Trinity Volunteer Rangers" reference in Clinch's letter to Judge Buchan, March 1813 (THS Image 95)
Reliability of Source
* Would a report such as this be accurate?
* What does the report add to the evidence about the fortification of Trinity?
ORGANIZER # 6: Evidence from Judge Buchan's Letters & Responses
Buchan's Letters to Magistrates & Responses
The Letters
My Notes / Observations
Buchan's Letter, February 22, 1813
* Who was Judge David Buchan representing?
* Why was a series of signal stations believed to be important in 1813?
Buchan's Letter, March 11, 1813
* What was the purpose of Buchan's letter of March 11, 1813, with respect to the signaling station? (Pay particular attention to paragraph three of Buchan's letter.)
Responses from Magistrates
* What information regarding the fortification of Trinity is revealed in the Magistrates' letter?
Reliability of Source
* What value does the information supplied by John Clinch and David Durell (Justices of the Peace) add to the evidence surrounding the fortification of Trinity?
ORGANIZER # 7: Evidence from Archaeologists (some guiding questions)
Archaeological Dig at Fort Point Trinity
The Dig
My Notes / Observations
The Team
* Who did the Archaeological study (leader; team; how many)? When?
The Process
* What did the Archaeologists use as references? (See THS virtual Gallery, Images 166 and 167.) Why were these references used?
* Which sites around the Fort were studied? (See THS virtual Gallery, Images 151 and 163.)
The Findings
* What were the general findings from the dig? (See THS virtual Gallery, Image 165.)
* What types of artifacts were uncovered? (See THS virtual Gallery, Images 168 and 171.)
Reliability of Source
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THE ANCIENT CULTURAL HISTORY OF "THE MATANZA"
by Marcella Trujillo Melendez
Beginning over 350 years ago and continuing throughout the first part of this century, rural New Mexican families raised a family pig for the purpose of butchering it in the traditional matanza, a public ritual which is still practiced by some families to this day. The question is, where did this practice have its start?
A search for the historical roots of the matanza tradition leads one across the ocean, back to around 500 B.C. in Spain, when Celtic tribes occupied that part of the world. Pigs were known to be important to the Celts who would carve granite statues that looked like pigs to be used as tombstones and territorial markers.
However, between the years 711 and 1492, the period during which Spain was under Moorish rule, the matanza took on greater significance; it became the symbol of political and religious resistance. The pig became the line of demarcation which separated the Christian Spaniards from their conquerors. Spaniards loved pork while the Moors, like the Jews, rejected pork because of religious dietary reasons.
The pig came to be known as a marrano, a word derived from an Arabic root meaning "prohibited thing," or "outsider."
Catholic Spain fought back for seven centuries, finally defeating the Moors in January 1492 and then, two months later, issuing an edict to expel the Jews .
La Matanza has been part of the cultural life in Hispanic New Mexico for as long as anyone can remember. It arrived with the first Spanish colonies.
Before electricity was available to rural New Mexicans, the matanza was a practical way of feeding the villagers. Each family fattened their own pig and during the winter months, when fresh food and house flies were scarce, the villagers would gather nearly every weekend at the home where the matanza was being held.
After a full day of eating, visiting, singing and celebrating, what was left of the pig was divided among the families of the village. Those unable to attend received a package of chicarrones, carne adobada, burritos and red matanza chile. There were no leftovers to spoil.
Good eating was only one of the benefits derived from la matanza. As the villagers rotated from house to house throughout the winter months, assuring everyone plenty of fresh meat, they also received something much more valuable: the intangible, emotional and spiritual good resulting from the camaraderie and entertainment which are part and parcel of the matanza.
Today, with electricity, refrigerators, freezers, supermarkets, cars and freeways available to everyone, need for fresh food is no longer the reason for having a matanza.
In the process of having achieved affluence and self-reliance, we find ourselves with a great spiritual hunger which can still be easily satisfied through the kind of camaraderie that comes with la matanza.
The matanza remains a bridge to the past which connects the present and future generations to our ancestors. For hundreds of years some families have been passing on their treasured matanza equipment such as the jarrias, giant copper kettles which are an indispensable matanza utensil, to a family member who is entrusted to make it available for use to other family members and finally to pass it on to the younger generation, thereby perpetuating the tradition.
At this time in history, it is apparent that the matanza is much needed as a symbol of resistance, not to people, but to those attitudes of selfishness and self-centeredness that threaten the values most important to Hispanics: love of God, love of family and love of life.
Long live la matanza!
NMGS member Marcella Trujillo Melendez wrote this article for the Genealogist from her current home in Culver City, CA. She was born in Bosque, New Mexico at a time when the matanza was still a dominant part of life, and bases much of her information for this article on first-hand experience and observation. She currently works as a reporter for La Cruz de California, an independent monthly Spanish language newspaper which is distributed throughout Southern California and Baja California. Her autobiography, which describes the customs, traditions and daily life of growing up in Bosque in the 1940s, is included in a book titled Prodigal Daughters, a collection of women's stories edited by Donna Steichen. The book is available from Ignatius Press, P.O. Box 1339, Fort Collins, CO 80522-1339 or through www.amazon.com. | <urn:uuid:bc767b20-3b95-4729-be48-63ea2201205b> | CC-MAIN-2018-05 | http://nmhcpl.org/uploads/THE_MATANZA.pdf | 2018-01-20T01:02:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00411.warc.gz | 254,568,008 | 949 | eng_Latn | eng_Latn | 0.9982 | eng_Latn | 0.9982 | [
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Milestones For College Success
As students progress through their 4K-12 academic careers, they strive for and reach a number of key milestones. The Mequon-Thiensville School District (MTSD) has determined seven milestones that are used as benchmarks to guide our efforts to ensure students will experience college and future career success.
Our goal is that when our students graduate from high school, they have the knowledge and skills necessary to succeed in a post-secondary education. Each milestone is rigorous and requires students to develop higher-level thinking and problem-solving skills necessary to meet the challenges of a changing global environment.
MTSD's Seven Milestones For College Success include:
1. Reading to Instructional Level (K – 2nd grade) – Students that are reading at or above their instructional level by the end of third grade are likely to experience success in their post-secondary endeavors. Reading to instructional level (as measured on the Fountas & Pinnell Text Level Gradiant) is the ability at which the student can read without additional support (i.e., challenging but manageable text for the reader).
2. Reading Attainment (3rd – 8th grade) – Students who score at or above the 66th percentile at grade level on Measures of Academic Progress (MAP) tests demonstrate reading skills that will likely lead to college success.
3. Math Attainment (3rd – 8th grade) – Students who score at or above the 70th percentile at grade level on Measures of Academic Progress (MAP) tests demonstrate mathematics skills that will likely lead to college success.
4. ACT Benchmark Attainment (8th – 11th grades) – Students who meet or exceed all four ACT Benchmarks in English, math, reading, and science associated with this exam have a high probability for success in respective college credit-bearing courses. The ACT series of assessments can be used to assess college readiness.
5. Algebra 2 Completion – Students who take advanced math in high school are much more likely to attend, and graduate from college. By completing Algebra 2 by the end of 10th grade with a "C" or higher, students will have access to rigorous pre-college mathematics course options in grades 11 and 12.
6. Success in Advanced Coursework – Students who successfully complete advanced coursework [i.e., take Advanced Placement exams (score 3 or better) or dual-credit courses (attain a "B" or better)] prior to high school completion perform better in college.
7. Student Engagement (4 th – 12 th grades) – Students who are engaged at school (average > 3.0 on a 4.0 scale) are likely to further their education and experience post-secondary success. The School Perceptions Student Engagement Survey measures six indicators including Connectedness, Drive, Leadership, Motivation, Social & Emotional Aptitude, and Wellness.
MTSD Milestones for College Success Dashboard:
What percentages of our students met MTSD Milestones in the 2015-16 school year? | <urn:uuid:7080c074-7bf3-4bcb-ab80-83ebe257b004> | CC-MAIN-2018-05 | http://www2.mtsd.k12.wi.us/14sup/milestones2017.pdf | 2018-01-20T01:26:03Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00410.warc.gz | 625,128,128 | 613 | eng_Latn | eng_Latn | 0.996754 | eng_Latn | 0.996754 | [
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As you study this lesson, be sure to read any highlighted scriptures – especially at the beginning of paragraphs. These are part of the story flow and the lesson won't make sense unless you read them first! To increase your understanding and "prove all things", please read the other referenced scriptures too.
Before we continue our study of the life of Christ, we will pause to consider John the Baptist, 1 who, as we learned in our last lesson, was the man who baptised Jesus Christ. But who was he? Let's begin by reviewing some of the things we learned about him in Lessons 5 and 6.
Luke 1:5-15 — So, the first thing we learned about John the Baptist is that his birth to Zechariah 2 and Elizabeth, a righteous couple who obeyed all of God's commandments, was a miracle. Elizabeth was barren – unable to have children – and both Elizabeth and Zechariah were well past childbearing age when John was born. We learned that his mother was a relative 3 of Jesus' mother (verse 36), so he and Jesus were related in some way – possibly cousins.
We also learned that John was to be a great man, filled with the Holy Spirit from birth, and that he would not drink any wine or strong drink (verse 15). We learned that similar things were said of Samson in the Old Testament (Judges 13:2-6, 24-25), who was a Nazirite. That's someone who, if you remember, was dedicated to God in a special way (Numbers 6:1-21). So it's possible that John the Baptist was also a Nazarite. The Bible doesn't tell us whether he had long hair (as Nazarites did) but it does make it very clear that John had been set-aside even BEFORE his conception and birth to do something special for God.
Luke 1:16-17 explains what this was. John was to make peace between parents and children, and to bring those who were not obeying God back to a right way of thinking and acting – and in this way make ready a group of people for the coming of the Lord.
The job of bringing people to repentance (back to the right way of thinking and acting) is the same job that was given to the Old Testament prophets. They too, were to encourage people to turn away from sin and turn back to God (see for example: Isaiah 1:16-17; Isaiah 58; Jeremiah 3:11-17; Jeremiah 4:1-2; Hosea 4:1-3, 6; Hosea 6:1; Joel 2:12-13). If you've looked up these examples, you might have noticed that some of these
1 Information for this lesson was gathered from a number of sources, including The Life Application Bible, the Jewish New Testament Commentary, The Oxford Dictionary of the Jewish Religion & the Youth Bible, New Century Version. 2 Or "Zacharias" (see King James Version).
3 The KJV translates this as "cousin", but the Greek word sungenis is not quite so specific and means a relative by blood, or kinsman. So Elizabeth could also have been Mary's aunt.
messages were also prophecies for the future. Jeremiah 3:17, for example, is referring to the time after Jesus Christ returns and sets up God's government on this earth.
The prophet Malachi wrote this about what will happen just before Christ's return:
Behold, I [God] will send you Elijah the prophet before the coming of the great and dreadful day of the Lord. And he will turn the hearts of the fathers to the children, and the hearts of the children to their fathers, lest I come and strike the earth with a curse (Malachi 4:5-6).
As we read in Luke 1:16-17, John the Baptist was told to do exactly the same thing in the SPIRIT and POWER of Elijah. He prepared the way – and prepared a people – for the first coming of Christ. Malachi's prophecy is about a messenger who will do the same thing before Jesus returns to set up God's government on this earth (see Malachi 3:1-2). This is part of the job that the Church has to do today. As we preach the message about the gospel (or good news) of God's coming Kingdom and teach people God's way, then we are doing our part to make ready a group of people for Christ's return. And it is because of this group of people – who the Bible calls the "elect" – that Jesus Christ will return and intervene in world events to save mankind from complete destruction (compare Matthew 24:3, 21-22 with what God says about striking the earth with a curse in Malachi 4:6).
Little is known about John's early life, but it seems that he was still quite young when his parents died, and that after their death he went to live in the wilderness of Judea. He may have lived there alone, or stayed with one of the religious communities who lived in the desert. We might think this was a strange thing for him to do, but it makes more sense when we understand a little about what was happening in Judea at the time.
The land of Palestine had been under Roman rule since the middle of the previous century. Most Jews resented their Roman rulers and the fact that they had brought their pagan culture into the land. Small groups of Jews had plotted rebellion and tried (unsuccessfully) to fight against their Roman oppressors. Some Jewish religious groups, familiar with the Old Testament prophecies about a coming Messiah who would deliver them from their pagan rulers and establish God's Kingdom on the earth, "withdrew into the wilderness, gathering disciples around them to await the coming age. The Israelites had always thought of the desert as a fitting place for religious thinkers, and in Jesus' time many men believed the Messiah would appear there first". 4 So, as John
4 Reader's Digest, Great People of the Bible and How They Lived, 1974, pages 308-309.
undoubtedly knew that he had been chosen by God to prepare a people for the Lord, it wasn't strange at all that he would go and live in the desert to prepare for His coming.
It was at this time, and with this as the background, that the word of God came to John and he began "preaching a baptism of repentance for the forgiveness of sins" (Luke 3:1-3, NIV). We don't know how the word of God came to John or exactly what it said; but clearly John now understood that he was to begin his ministry, which was not only to include a message about repenting and turning back to God, but of being baptised for the FORGIVENESS OF SINS. 5 This was something new! This wasn't something that the Old Testament prophets had preached, but it WAS something that John's father had hinted at when he described the work that his son would do (see Luke 1:76-77).
Matthew 3:1-2 — John's message was that people should REPENT because the "kingdom of heaven is at hand". There was a sense of URGENCY about what he was preaching because the Kingdom of God (which he referred to as the kingdom of heaven because the Jews did not say God's name) was near. We know from our perspective today that the Kingdom of God was not as near as the people at that time thought it was! But it was "at hand" in the sense that the King of that Kingdom, the Messiah, was just about to come on the scene.
So John urged people to repent, which means to change their minds and to have a complete change of heart. The underlying Hebrew concept is that of "turning from one's sins and returning to God." Most people today don't know what sin is, but 1 John 3:4 makes it very clear. Sin is the transgression of God's Law – the Law that God gave to mankind to help us live happy and fulfilling lives that are pleasing to Him. We tend to think of God's Law as the Ten Commandments listed in Exodus 20 and Deuteronomy 5 – and that's true of course! But the principles of God's Law, which enlarge on the Ten Commandments, are found THROUGHOUT the Bible. That's one of the reasons why I keep encouraging you to read it! The Bible is filled with information about HOW to live godly lives and how to avoid sin – and how we can be forgiven when we do sin. So, if you want to obey God, and live His way of life, then nothing is more important than filling your mind with the words from His Book!!
Matthew 3:3 — This verse explains that the preaching of John the Baptist was a fulfilment of this prophesy in Isaiah 40:3. John's was LITERALLY the voice crying out in the wilderness (or desert), "Prepare the way of the Lord".
5 For information about how our sins are forgiven see the first two lessons in the Holy Day series.
Matthew 3:4 — John wasn't the only person who wore this kind of clothing or ate this kind of food. Poor people at that time, who couldn't afford to buy wool clothing or the ornate waistbands of the rich, wove camel's hair into coarse cloth and wore leather belts instead. They also ate locusts and honey from wild bees. (The thought of eating locusts sounds yucky to us, but Leviticus 11:21-22 explains that there are four types of locusts that can be eaten, and apparently the Bedouins – people who live in the desert – still cook and eat them today!) The point of all this is that John lived a simple life and identified with the poor, just like many of the prophets in the Old Testament. And the fact that he wore a leather belt links him to the prophet Elijah, who also wore one (see 2 Kings 1:8).
Matthew 3:5-6 — By all accounts, John was a fiery preacher who caused no small stir among the people! His message was forthright and controversial, and his reputation grew. Multitudes went into the desert to hear him speak, and many confessed their sins and were baptised as a result.
The Greek word for "confess" in this verse means to acknowledge or agree fully. These people were admitting that they HAD sinned and were publicly willing to express their sorrow, guilt, and willingness to change, by being baptised. Their baptism was an outward symbol of an inward change, just as it is for us today.
Baptism was common among the Greeks and Romans at that time and was also practiced by some Jewish sects. It was used as an initiation rite, to show that a person had become a member of something. But it wasn't something that the Jews, in general, practiced. They were familiar with ritual cleansings of course, because the priests had to make themselves ritually pure before they served in the Temple or Tabernacle (see Exodus 30:18-21). They were also familiar with ritual purification baths, which involved being immersed in water, but the idea of having their sins washed away by the waters of baptism was "new", 6 although it had deep theological roots in the Old Testament (see 1 Peter 3:18-22; 1 Corinthians 10:1-4; Colossians 2:11-13). No wonder people flocked to listen to John the Baptist! They were curious to discover more about what he was teaching and doing.
Matthew 3:7-10 — John certainly had some harsh things to say to the Pharisees and Sadducees – the religious leaders of his time! He didn't pull any punches! He called them a brood of vipers because he knew they were hypocrites, and he exhorted them to change and bring forth fruits worthy of repentance. But his habit of "telling it like it is"
6 John made baptism the distinctive rite to signify repentance. Christ submitted Himself to this practice and it became the entrance rite for those becoming part of the Church.
4
would eventually get him into trouble with the authorities – as we'll discover in a future lesson.
The "wrath to come" in verse 7 refers to the time of trouble that mankind will bring upon this world because of their sins and unwillingness to repent, and the punishment that God will send before Jesus Christ returns to establish God's Kingdom on this earth. Many of the prophets in the Old Testament talked about this time (see Malachi 3:1-3; Malachi 4:1-3 for example) and the book of Revelation outlines how it will all come to pass.
It may seem hard to understand why God will punish the world in this way, but God does it so that unrepentant, sinful humankind will finally understand that the consequences of continuing in sin is death (eternal spiritual destruction) – and that the result of living GOD'S WAY is everlasting life (see Romans 6:23). So God's punishment on this wicked and unrepentant world is actually a LOVING act (Revelation 3:19, see also Deuteronomy 8:5; 1 John 4:8b) because His desire is to bring EVERYONE to repentance (2 Peter 3:9) so that they can live forever as part of His Family in His Kingdom.
In John 1:19-27, we discover that the Jews (meaning the religious leaders) sent priests and Levites to discover who John was and why he was baptising. They were beginning to wonder whether John was, in fact, the prophesied Messiah. But John soon set them straight about that – and it wasn't long after this that Jesus came to him to be baptised. John 1:29-34 explains that, as a result of what occurred during that baptism, John realised that Jesus Christ was the Son of God, who had come to take away the sins of the world. John's reference to Jesus being the Lamb of God, and the fact that he preached repentance for the forgiveness of sins, indicates that John may have had some understanding of the sacrifice that Jesus would make on our behalf.
We'll pick up the story of Christ's life next time, but I'd like to conclude this lesson with a few things for you to think about:
1) John the Baptist was to turn the hearts of the fathers to their children and the hearts of the children to their fathers in preparation for the Messiah's arrival (Luke 1:7; Malachi 4:6). We are now much nearer to the return of Christ than they were then! So what is your relationship like with your parents? How is your heart? You might like to read Ezekiel 11:19-20 and Ezekiel 36:25-29 in this context, which talks about the new heart that God will give people in the future. This is the kind of heart that Gods' people can have NOW through God's Holy Spirit, which is given to us upon repentance and baptism.
2) John urged people to repent and told them to produce fruit worthy of repentance - in other words, not just to feel sorry for doing what was wrong and want to change, but to actually change their behaviour (Matthew 3:8). We can say that we want to be obedient to God and live God's way of life, but do we? We all need to ask ourselves whether our actions match our words!
3) God expects us to produce good fruit – even you young people! When the people (including some tax collectors and soldiers) heard John the Baptist expressing that thought, they asked him what they should do. In what way could they bear good fruit? In reply, John gave each of them specific things to do (Luke 3:8-14), because he knew the kind of people they were and what they needed to change. If you're not sure where you could change and what kind of fruit you need to produce, then ask your parents. They know you better than anyone else!
4) In Matthew 3:11 John talks about Jesus Christ's first coming and refers to the Holy Spirit, which will be given to those who are baptised (his comments about being baptised with the Holy Spirit and fire are a reference to what would happen on the Day of Pentecost – see Acts 2:1-4). But John's words in Matthew 3:12 are describing what will happen after Christ's second coming. We've already read about the "wrath to come" BEFORE Christ returns; this verse is describing what will happen AFTER God's Kingdom has been established on this earth and everyone has had the opportunity to learn about God's way of life. Those who still refuse to repent and turn to God and live His way of life will be thrown into the Lake of Fire (Revelation 20:15). 7
The point John is making in verses 8-12 is that people WILL be judged for how they live their lives. This is exactly the same conclusion that King Solomon came to (Ecclesiastes 12:13-14). Our whole duty (or responsibility in life) is to fear God and keep His commandments. Why? BECAUSE God is going to judge us (along with everyone else) on HOW we have lived. Will we live our lives God's way or not?
You teens growing up in the Church have a tremendous advantage because you have been taught how to live God's way from the time you were children! Have you ever considered what a privilege that is? You have the opportunity now to live the way of life that will ultimately lead to Eternal Life. I hope and I pray that it is something you will take seriously!
7 More information about this can be found in "The Holy Days and God's Plan" lesson in the Holy Day series. | <urn:uuid:3aaeff22-1eb6-4961-97d4-c3adf0fd6e9a> | CC-MAIN-2018-05 | http://www.myyouthbiblelessons.com/pdf/TL8/TL8_Lesson.pdf | 2018-01-20T00:51:08Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00413.warc.gz | 498,178,872 | 3,757 | eng_Latn | eng_Latn | 0.996817 | eng_Latn | 0.997178 | [
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Dates
Dates
Daisy Promise Center
Earn the Promise Center by saying the Girl Scout Promise and what it means to you!
Lupe Petal: Honest and Fair
When you've earned your Lupe Petal, you will know how to be honest and fair, just like Lupe the Lupine.
Sunny Petal: Friendly and Helpful
When you've earned your Sunny Petal, you will know how to be friendly and helpful, just like Sunny the Sunflower.
Mari Petal: Responsible for What I Say & Do
When you've earned your Mari Petal, you will know how to be responsible for what you say and do, just like Mari the Marigold.
Dates
Clover Petal: Using Resources Wisely When you've earned your Clover Petal, you will know how to use resources wisely, just like Clover.
Dates
Zinni Petal: Considerate and Caring
When you've earned your Zinni Petal, you will know how to be considerate and caring, just like Zinni the Zinnia.
Dates
Tula Petal: Courageous and Strong
When you've earned your Tula Petal, you will know how to be courageous and strong, just like Tula the Tulip.
Gloria Petal: Respect Myself & Others
When you've earned your Gloria Petal, you will know how to respect yourself and others, just like Gloria the Morning Glory.
Dates
Gerri Petal: Respect Authority
When you've earned your Gerri Petal, you will know how to respect authority, just like Gerri the Geranium.
Dates
Dates
Dates
Vi Petal: Be a Sister to Every Girl Scout When you've earned your Vi Petal, you will know how to be a sister to every Girl Scout, just like Vi the Violet.
Rosie Petal: Make the World a Better Place When you've earned your Rosie Petal, you will know how to make the world a better place, just like Rosie the Rose.
Cookie Literacy Leaves
When you've earned this leaf, you'll be able to decide how to best use your cookie money.
Dates
When you've earned this leaf, you'll know how your cookie money adds up.
Dates
Financial Literacy Leaves
When you've earned this leaf, you'll know more about how to make choices involving money.
Dates
When you've earned this leaf, you'll know more about money and what it's worth.
Dates
Skill-Building
Dates
Dates
Good Neighbor
Board Game Design Challenge
Buddy Camper
Skill-Building
Dates
Dates
Roller Coaster Design Challenge
Outdoor Art Maker
Model Car Design Challenge
Progressive Badges Robotics
What Robots Do
Dates
How Robots Move
Dates
Design a Robot
Dates
Engineering Journey
Dates
Take Action
Think Like an Engineer
Outdoor STEM Journey
Dates
Take Action
Think Like a Citizen Scientist
Computer Science Journey
Dates
Take Action
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Parent Information 2012
This year our Level 2 Program has 5 full time teachers all working together but the students are allocated into one of four home grades. This enables us to have five groups among the whole cohort for Literacy, Numeracy and Inquiry sessions. This ensures that there are smaller teaching groups and a smaller teacher ratio.
Curriculum
The curriculum at Syndal South is based on the Victorian Essential Learning Standards (VELS). At level Two (Grades One and Two) the focus is on further developing Literacy and Numeracy skills and the development of physical, personal and social capacities.
English Early Years Literacy
For two hours each day, the Level Two students participate in Early Years Literacy.
The reading hour involves a shared time at the beginning of the session during which the class shares a story, exploring concepts and ideas in texts. The children continue the hour period by focusing mainly on reading. During this time the children will be working in small groups on a specific task related to the class focus. The teacher will usually work with one of the small groups in a Guided Reading session. Throughout the week, each group will have the opportunity to participate in a Guided Reading session.
The writing hour focuses on developing various writing skills. During this time the children will participate in a shared learning experience focusing on a specific genre (recount, letter writing, list making, labelling etc). Again, the children will then be working in small groups on a particular task related to the class focus (including handwriting and spelling). The teacher will work with one of the small groups in a Guided Writing session. Throughout the week, each group will have the opportunity to participate in a Guided Writing session.
Another focus during the Literacy session is Speaking and Listening. The children will be able to share their work with the grade and have an opportunity to discuss their learning with others in the group. This provides a chance to focus on skills such as voice projection and the behaviours of a good listener.
A take home reader will come home from school each afternoon. Please take the time to enjoy reading with your child each day. The purpose of the take home readers is for children to practise FLUENCY and PHRASING in their reading. Your child may read through this book quite quickly and it may appear that they are finding the words 'easy'. These books are not designed to be a difficult task for your child. It is very beneficial to sit and look at the book together and share a CONVERSATION about what is happening in the book, how the characters may be feeling, and relating the
ideas in the book to familiar experiences. Each morning children will be encouraged to come into the classroom from 8:45am onwards to change their readers.
We encourage parents to participate and help out in the classroom. During this time parents work with a small group on a task such as a literacy/word game or listening activity.
Reading Recovery
Reading Recovery is available for those students in year one, who require assistance in developing effective reading and writing processes. All children are assessed at the beginning of Year one and are monitored throughout the year. Those children with the greatest need are selected to have 30 minute individual, daily lessons specifically designed to strengthen their literacy skills.
Some ideas to help children with spelling
Your child should try to spell words for himself/herself by 'having a go' and then checking with adults, dictionaries, thesaurus, word lists or any other accurate source. Encourage your child to use the LOOK, SAY, COVER, WRITE, CHECK method to learn new words.
Encourage your child to look at the shape of the word, for patterns in words and for words within words.
Mathematics Early Years Numeracy
Each week, the Level Two students will have 4 to 5 one hour sessions of Mathematics. Here, the students will be participating in many hands-on tasks, designed to develop competency in:
Number:
o Place value of numbers up to 1000
o Skip counting by 2s, 4s and 5s
o Odd and even numbers
o Dollars and cents
o Simple fractions
o Addition, subtraction, multiplication and division
Space:
o Lines, surfaces, planes, corners and boundaries
o Two and three dimensional shapes and objects
o Symmetry and Asymmetry
o Location and maps
Measurement, Chance and Data:
o Measuring length, area, volume, mass and time
o Informal and formal measurement
o Sequencing time such as months of the year
o Chance
o Simple graphs
Working Mathematically:
o Making and testing simple conjectures
o Working with calculators
Mathematics takes place in a supportive learning environment, where we will provide concrete materials to enhance learning.
Some ideas to help your child with Mathematics
There are countless ways to help your child grasp mathematical concepts and skills. Number understanding is not the only mathematical skill necessary at school. Space and Measurement, Chance and Data are all part of the Mathematical Curriculum and opportunities for experiences in these abound.
- In the kitchen – cooking and preparing food involves numbers and measures. Ask your child to contribute at an early age, from counting how many people and how many potatoes, to measuring ingredients. Temperature, weight, mass, time and length are all part of life in the kitchen.
- Games – many children's games are mathematically based. Jigsaw puzzles provide early experience for visual planning skills to develop. Games where dice are used give opportunities for number use and understanding. Logic and strategy games sharpen young minds for thinking and planning ahead. Apart from the social language opportunities inherent in these games, the mathematical thinking involved is a huge value and cannot be taught in a formal sense.
Inquiry Learning
Throughout 2012 the Level Two students will be exploring the following Inquiry Units.
The Changing Sky.
This year we have a whole year inquiry based on The Changing Sky. We will be looking at the different types of sky and the reasons why the sky changes. We will also be looking at the different seasons and the different phases of the moon. We will be collecting photos of the sky to compare. We will be visiting The Planetarium to explore the sky at night.
What Makes It Move?
Throughout this unit the students will be looking at how machines move. They will be looking at both simple machines and compound machines. They will be exploring how machines work, how they move and which objects have the same moving parts. We will be visiting Scienceworks to participate in Little Builders Programme.
What Makes Our Place Special?
This unit develops students' understandings of community. We will be looking at our local communities and then wider communities. We will look into what makes up a community and compare it to the past. We will determine what aspects have stayed the same and which are important to a community. We will also be looking at the differences in technology and how it has shaped out daily life.
How And Why Do People Tell Stories?
During this unit the students will read a variety of texts and explore the wide range of purposes, contexts and audiences for which texts are produced. They will learn to recognise that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
Passion Projects.
Children will research a project of their own following the Inquiry process.
Specialist Programs
Visual Arts
Students at Level 2 have a one hour lesson in the Art Room with Mrs Merrilyn Mann each week. During the year they have the opportunity to use a range of art materials and equipment to communicate their ideas, observations and feelings. Students will work both independently and collaboratively to experiment with two and three dimensional materials. Painting, drawing, photography, print making, modelling, construction and textiles will be explored by the students at this level. Wherever possible the Visual Art Program works to link art lessons with the classroom curriculum.
Due to the range of materials used during art lessons, it is most important that the students wear protective clothing to all art lessons. A long sleeved shirt or smock will help to reduce the chance of getting paint on school clothes.
Performing Arts
Music Education develops in the student enjoyment, appreciation, creativity, skills and understandings.
Some of the goals that the music program seeks to develop are:
* To develop skills and techniques as a musician.
* To sing, play, create, move and listen to a variety of music.
* To experience and use musical instruments: including percussion instruments, xylophones, glockenspiels, recorders and drum stick rhythms.
* To introduce students to formal music notation.
* To be disciplined to practise and polish pieces for performance.
* To listen, form opinions, discuss and analyse music.
* To appreciate music from other cultures, times, and contexts.
Information and Communication Technology (ICT)
Each week the Grade One / Twos visit the resource centre for a one hour session. We use a variety of different computer programs to support learning in all curriculum areas. We are also working to develop competencies in using ICT such as opening, closing and saving documents.
There are also computers available in the classroom for use during Literacy, Maths and Inquiry. During these times there is an emphasis on the responsible use of ICT.
All children also have regular access to the Interactive Whiteboard in the library and classroom. This provides an opportunity for children to manipulate objects on the computers screen by touch.
Physical Education
The Physical Education Program for each class is composed of daily and weekly activities taken by the class teacher and the physical education teacher Mr Kenez.
The weekly timetabling for year levels in the school are shown below, satisfying the requirements as identified by the Department of Education and Early Childhood Development.
Prep - 2 (PMP, swimming, gymnastics, dance, fundamental motor skills, fitness)
- 30 minute lesson with Mr Kenez
- 1/2 hour session of Perceptual Motor Program (PMP)
- An intensive swimming program in Term 4
After School Sport
During Term, a Federal Government Funded After School Sport initiative gives students an opportunity to try new sports. View the current timetable in the calendar.
Additional activities include:
- Community Joggers & Cycling Club (every weekday morning before school)
- Milo Cricket (Summer)
- Auskick Football (Winter)
- House Athletics Sports (Term 1)
- Active Transport to School Days
- Participation in Jump Rope every second year
- Fun Run every alternate year
- Physical Education Week activities during Term 4
- After School Basketball & Tee Ball teams
Japanese
The Japanese program allows students to experience the Japanese language and culture. Each week, the students have one hour sessions with Sensei. During these sessions, the Level Two students will continue to learn Japanese words and greetings, as well as simple hiragana (Japanese alphabet).
General Information
- Allergies
- Birthdays
o Some children have allergies to different foods. We ask that where possible you avoid sending nuts and foods containing nuts (such as Nutella) to school.
o Some parents choose to bring in a special cake or lollies on their child's birthday. These will be given out at the end of the day. Children are asked to check with their parents before eating any food given out at school.
- Brainfood
- Hat
o Each morning brainfood is eaten at 10am. We ask that students bring along a small amount of fruit to eat at this time.
o Hats need to be worn at school until May and again in Term 4.
- Homework
o Sunscreen is available in the classroom (parent permission required – blue standard permission form).
o Each night children are asked to share their take home reader with a parent or guardian. Additional activities will be sent home as required.
o Each week all grades visit the library. This is an opportunity to borrow books to take home and share. Please make sure library bags come to school each week.
- Library
- Lost Property
- Parent Helpers
o Lost property is located in the breezeway at the hall end of the North building. Please feel free to take a look if something goes missing.
o Parents are very welcome to join in with any classroom activities. Parent involvement is a vital part of our Early Years Literacy and PMP program, where parents work with small groups of students.
- Reporting to Parents
o Parents will have the opportunity for an informal interview during Term 1, allowing teachers to 'meet the parents' and find out relevant information about each child. Parents will receive a written report at the start of Term 3 and end of Term 4. Parent/Teacher interviews will be conducted early Term 3. All teachers are happy to arrange interviews at any time throughout the year, if you have anything you need to discuss.
Just a reminder that the door is always open for you and your family to come and see us at any stage. Please don't hesitate to visit, whether it is for a concern, a query, or a friendly chat! We look forward to having a fantastic year with you, your family and, of course, your child! | <urn:uuid:d448b6e3-3310-4a91-83bf-0778ca95c6e9> | CC-MAIN-2018-05 | http://mtwaverleysbestkeptsecret.com/wp-content/uploads/2012/07/2012-Level-2-Parent-Information-booklet.pdf | 2018-01-20T01:09:59Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00411.warc.gz | 243,730,018 | 2,696 | eng_Latn | eng_Latn | 0.99535 | eng_Latn | 0.998206 | [
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A Teacher's Guide to
TOO PICKLEY!
Written by Jean Reidy Illustrated By Geneviève Leloup
TOO PICKLEY! © 2010 by Jean Reidy; Art by Geneviève Leloup; Bloomsbury USA Children's Books
Praise for Too Pickley!
"The irascible illustrations…[and] amusing antics earn this a place among the glut of picture books about picky eaters." ~ Booklist
"Rejoice, gleeful mealtime fussbudgets! Reidy's pithy, energetic text…scans and rhymes so exuberantly that it feels joyful even though it's about revulsion…young listeners will recite along and demand seconds. Tuck in!" ~ Kirkus Reviews
"Leloup's bright, digitally mastered illustrations keep up with the comic pace of Reidy's bouncy rhymes." ~ School Library Journal
Story Summary
From BloomsburyKIDS.com:
It's lunchtime, but our fussy little boy does not like a single item on his plate. What is a boy to eat?
Reidy's playful rhyming text is once again brought to life by Leloups's stylish bold art. Parents (and children) will love the hilarious antics the boy goes through, and the reassuring joy at the end of all that kitchen drama.
About the Author
JEAN REIDY writes from her home in Greenwood Village, Colorado where she lives with her husband, Mike. She has four children and hordes of nieces and nephews who provide her endless inspiration. Too Pickley! is her second picture book.
www.jeanreidy.com.
About the Illustrator
GENEVIÈVE LELOUP studied graphic arts, animation, and printing in Belgium, where she was born. Her whimsical illustrations have highlighted editorial articles, paper products, ads, children's furniture, and textiles (including lots of children's clothes), and this is her second picture book. Her travels have taken her to China, Easter Island, Patagonia and Marrakech. She has lived in Brooklyn, New York since 1992.
Also by Jean Reidy and GeneviÈve Leloup!
Pre-Reading
Food Groups
Give students index cards and have them illustrate one favorite food on each card. Add a label for each food. Display all the cards at once and let students organize them into categories. Challenge them to think of several possible categories, including: color, taste (sweet, sour, salty, etc.), food groups (breads, meats, fruits and vegetables, dairy, grains), temperature (hot, room temperature, cold), and packaged vs. homemade.
* Students will use words to describe attributes of objects.
* Students will sort and group similar objects into simple categories.
* Students will sort a set of objects based on their physical characteristics, and then explain how the objects are sorted.
Pickley Poll
What are your students' least favorite foods? What makes these foods so yucky? Keep track of answers in a chart like the one below.
Once the chart is complete, have the class vote on each food with a thumbs up (love it!) thumbs to the side (so-so) or thumbs down (yuck!). Analyze the results. Is there any food that earned a thumbs-down from everyone? For those who like some of the foods on the chart, did they like them the first time they tried them? Do some students like foods only when prepared a certain way? (For example, do green beans go down better with cheese sprinkled on top?)
* Students will construct, read, and interpret displays of data including pictographs.
* Students will analyze and make connections between reading and what they already know.
* Students will identify similarities and differences between themselves and others.
Teacher's Guide: TOO PICKLEY! 4
Take a Book Walk
Point out the title and names of the author and illustrator. What does the title mean? How does the boy feel about his plate of pickles? How does the hamster feel? How do you feel about pickles?
Show the illustrations first without reading the text. On the title page, what is wafting out the front door? What's happening in the house? Have students predict what the boy doesn't like about each food.
* Students will use comprehension skills such as previewing, predicting, and inferring.
* Students will identify the cover, title page, and author of a book.
Vocabulary
Your students may be unfamiliar with the following words. Encourage them to use picture clues to infer meanings.
* Students will read literature to understand vocabulary.
* Students will use comprehension skills such as inferring.
Discussion Questions
1. Why is the boy upset throughout most of the story? (knowledge)
2. What happens when the boy says he doesn't like the foods? (comprehension)
3. Do you like any of the foods that the boy doesn't like? How could you convince him to try those foods? (application)
4. How does the hamster feel in each scene? Judging by his actions and facial expressions, which foods do you think the hamster might like? (analysis)
5. What do you think the boy ate at the end? Make a list of food attributes that the boy does not like. Brainstorm a list of foods that do not have these attributes. Now choose some of your favorites from the list and draw them on a paper plate for the boy. (synthesis)
6. What do you think of the boy's attitude about trying new foods? Is this a good attitude to have? Why or why not? (evaluation)
Student Activities
(Before doing the activities involving food, check with parents about any food allergies.)
Invented Words
Make a list of the invented words in the story: slurpy, burpy, licky, freezy, greeny, pickley, and pee-yooey. Why might the author have used these words? How would the story sound if it had been written in a traditional way? Try changing the invented words to traditional phrases, such as:
Too freezy!
→
Too cold!
or
Too pee-yooey!
→
Too smelly!
Reread the story with the "translations." Is the story as much fun to read? Why or why not?
* Students will use a full range of strategies to comprehend rhymes and poems.
* Students will identify the author's purpose.
Fancy Napkins
Direct students' attention to the blue napkin in each scene. List the various ways the napkin is used. What other uses might there be for a napkin? Ask students how they normally use their napkins when they eat.
In some restaurants, napkins are often folded in fancy ways. Let children experiment with folding square-shaped cloth napkins or paper towels. Starting with the square shape, ask students what happens to the shape when the napkin is folded in half vertically or horizontally. (It becomes a rectangle). What happens to the shape when a square is folded in half diagonally? (It becomes a triangle.) Visit www.napkinfoldingguide.com/08-diamond for an easy folding pattern to follow. For more, go to www.napkinfoldingguide.com. Click on "Napkin Guide" for napkin etiquette and fun historical napkin facts.
* Students will use words to describe attributes of objects.
* Students will recognize, describe, and make shapes according to given attributes.
* Students will explore differences and similarities in the lives of people of long ago and today.
Teacher's Guide: TOO PICKLEY! 6
Origami
Point out the blue napkin folded like an origami crane on the Too Sticky! page. Origami is the ancient Chinese art of folding paper. Chinese merchants traveling to Japan brought the art form with them, and origami is still popular in Japan today.
Visit www.origami-fun.com and click on Origami for Kids. Scroll down to choose from "Very Easy" or "Easy" projects, depending upon the ages and skill of your students. As you fold, discuss which shapes make up each origami piece.
* Students will use words to describe attributes of objects.
* Students will recognize, describe, and make shapes according to given attributes.
How to Pickle
Pickles are cucumbers preserved in a liquid such as brine (a salt/water solution) or vinegar. People have pickled vegetables for hundreds of years to preserve food without refrigeration.
For easy instructions on how to make dill pickles, watch this video: www.5min.com/Video/How-to-Make-Dill-Pickles-114925499. Try the recipe with your class. If your students are less than enthusiastic about tasting the pickles, dice the pickles and let the children spoon the pieces onto small slices of bread.
* Students will explore differences and similarities in the lives of people of long ago and today.
* Students will understand fractions as equal shares or parts.
Buon Apetit!
Many people around the world say, "Enjoy your meal!" before eating. Explore foods from other countries by serving simple, typical foods. Explain how the country's geography contributes to local food choices. Discuss the climate where you live and how it affects foods produced locally.
Before digging in, learn how to say, "Enjoy your meal" in the language of the country from which the food comes. Try to include the countries from which your students' families originate. See the chart on the following page for suggestions.
* Students will recognize that there are families and cultures around the world.
* Students will identify how people adapt to the physical environment.
* Students will give examples of how people use and interrelate with Earth's resources.
* Students will give examples of foods and how they change in different environments.
* Students will use geographic tools such as maps and globes that represent places.
Too Fizzy?
Ask students which (if any) fizzy drinks they like. What makes drinks fizzy? When a carbonated beverage is opened, bubbles form as carbon dioxide gas escapes .
Here's how to make your own fizzy lemon drink:
Ingredients:
What To do:
1. Squeeze 2 cups lemon juice (about 10 lemons) into a transparent pitcher.
2. Add ¾ cup sugar to the pitcher. Optional: To prevent the sugar from sinking to the bottom of the pitcher, place the sugar with 1 cup water in a pan. Stir until sugar dissolves, then add to the pitcher.
3. Add 6 to 8 cups of cold water, to taste (for 12 regular servings).
4. Give each child a 4 oz. cup of lemonade and let them taste. Refill the cups.
5. Let each child add about ¼ teaspoon of baking soda to the cup and stir. Observe the bubbles that result from a chemical reaction caused when the baking soda (a base) is added to the lemon (an acid).
6. Which version did the children prefer?
Student scientists can record their procedures and observations in writing and/or drawings on the following reproducible page. Fill in the amounts of each ingredient you used so the children may repeat the experiment with their parents.
* Students will understand fractions as equal shares or parts.
* Students will use senses to gather information about objects.
* Students will make simple observations, predictions, explanations, and generalizations.
* Students will recognize and investigate cause-and effect relationships.
Teacher's Guide: TOO PICKLEY! 9
Fizzy Fun!
Scientist: ______________________________________
To make lemonade, we used:
___ cups water
____ cups lemon juice
____ cup sugar
I mixed the ingredients like this:
This is how the lemonade tasted:
The lemon fizz tasted…
I added ½ teaspoon baking soda to my cup. I stirred. Here is what happened:
The Nose Knows
Our sense of smell is closely tied to our sense of taste. When food smells good, we expect it to taste good, and when it smells bad, we usually don't eat it.
Try this experiment with your students:
Give each child a small piece of peeled potato and peeled apple, each in separate cups. Give each child two cards—one with an image of a potato and one with the image of an apple. Tell children to hold their noses and take a bite of each. Which is which? Have students place the cup they think contains the piece of apple on the apple card, and the cup with the potato on the potato card.
Now tell them to unplug their noses and smell or taste again. Were they correct?
Variation: Have students eat a piece of apple while holding a sliver of onion under their noses. What effect does the onion have on the taste of the apple?
* Students will use senses to gather information about objects.
* Students will make simple observations, predictions, explanations, and generalizations.
* Students will recognize and investigate cause-and effect relationships.
Set the Table
Rhymes help children to predict and decode new words. Enlarge and copy the following page onto cardstock and cut out the forks and knives. (There are additional blank utensils to add your own rhyming words in white crayon or paint pen.) Challenge children to match the forks and knives with words that rhyme. Show beginning readers how to look for similar endings in these rhyming sets.
* Students will use a full range of strategies to comprehend materials such as rhymes.
* Students will use word recognition skills and resources such as phonics.
* Students will identify and create rhyming words.
squishy
fishy
slurpy
burpy
licky
sticky
cheesy
freezy
gooey
pee-yooey
Sensory Food
Each food in the story repels at least one of the boy's five senses. Introduce/review the five senses, then ask students which foods they don't like, and why. Which sense is usually the culprit? (Most will say they don't like foods because of the taste.)
Go through the book and help students categorize each food's "yuck factor" in terms of one of the five senses (sample chart below). Encourage students to justify their answers, which may differ from those shown below.
Note that the boy finds the following foods difficult to eat, not distasteful: lollipop, spaghetti, taco, and pickle sandwich. As such, students may invent a 6 th category.
The boy doesn't like how these foods…
Analyze the results. Which sense is used most often? Least? Did the results match students' predictions? What might have happened if the boy had tasted each food?
* Students will make predictions and inferences about the content of the text using pictures.
* Students will make simple observations, predictions, explanations, and generalizations.
* Students will recognize and investigate cause-and effect relationships.
Teacher's Guide: TOO PICKLEY! 13
Tongue Tasters
Certain areas of the tongue are more sensitive to some tastes than others. Give children mirrors to observe the bumpy top and smooth underside of the tongue. The bumps, called papillae ( PUH-pee-lee), contain the taste buds. Which parts of the tongue are best for tasting sweet, salty, sour and bitter foods? Try this experiment to find out.
Older students can work in pairs, while younger students should work with an adult. Give each pair four small cups containing: salt water, honey, lemon juice and unsweetened cocoa powder mixed with a bit of water. Label the cups:
Give each taster a U-shaped "tongue map" and each partner a set of six cotton swabs.
Partners should dip one end of a cotton swab into one cup and touch it to the tip of the taster's tongue. Using the same cup, repeat with a fresh swab for the side and back of the tongue. (Note: Remind partners not to touch too far back on the tongue, as this may cause a gagging reflex.)
When all three parts of the tongue have been touched, let the taster label (with words or pictures) the tongue map where that taste was strongest. Repeat with the other three cups.
When everyone is finished, compare the maps. Graph the results on a giant tongue map. Let each student place images of the four foods on the areas of the tongue that yielded the strongest taste. Display the map on a bulletin board and label it:
Ms. Smith's Class Has Good Taste!
* Students will contribute to class display of information (charts, graphs).
* Students will use senses to gather information about objects.
* Students will make simple observations, predictions, explanations, and generalizations.
* Students will recognize and investigate cause-and effect relationships.
Do the Pickley Dance
Play the1962 hit song Do You Love Me? sung by The Contours and listen for the line "I can mashed potato." Show them how to do "The Mashed Potato" by doing the twist and lifting one foot at a time, "mashing" imaginary potatoes under their feet.
Now invite children to invent a Too Pickley! song to the tune of Do You Love Me? Every time the line "Do you love me?" is sung, substitute one of the "Too…" lines from Too Pickley! and let children invent a move that goes with each line. For example, as they sing, "Too freezy!" they can rub their hands and arms as if they're cold; for "Too bubbly!" they can pretend to stir the bubbling pot.
* Students will respond in movement to a variety of stimuli, including action words.
* Students will select some movements out of many, and create a simple movement phrase to encourage self-expression.
* Students will move to music, demonstrating awareness of beat, and tempo.
* Students will improvise simple songs.
In a Pickle
Ask students what it means to "be in a pickle." Brainstorm "pickley" situations and write them on paper pickles (see below for examples, plus blank pickles to add your own ideas). Cut out the pickles and place them in a clean pickle jar. Pull one pickle out of the jar each day and brainstorm constructive ways to deal with the pickley situation.
* Students will identify a significant problem they are trying to solve.
* Students will give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and not teasing others.
* Students will describe the importance of self-control and ways to manage anger.
A friend takes a toy that I was playing with.
lunch, and I don't like the food.
I'm at a friend's house for on my drawing.
My baby brother scribbled
My best friend found another friend, and I feel left out.
An Interview with Author Jean Reidy
1. TOO PICKLEY! is your second published picture book. How did your writing and/or publishing experiences differ the second time around?
When Bloomsbury first read TOO PURPLEY!, they asked if I might write some companion books. Of course I was thrilled at the prospect of publishing more than one book, so I got to work. TOO PURPLEY! and TOO PICKLEY! were actually sold together.
Because Geneviève agreed to illustrate both, I had a clear feel for her work which allowed me to visualize what TOO PICKLEY! might look like before I got to see any sample artwork.
2. How did you get the idea for TOO PICKLEY?
Like with TOO PURPLEY! I dipped into my huge well of family experiences. TOO PICKLEY! was inspired by my nephew Frank, who, as a kid, would only eat hot dogs—peeled. Now Frank is a happy and healthy adult. The book is dedicated to him.
3. Once the idea came to you, what did you do next?
For this series of books, my next step is always developing my word list. Since the funny—and sometimes made-up—words are instrumental to the story and rhythm of the text, I create spreadsheets of words and themes. I then play around for days with word arrangements, order and choices, keeping a keen eye toward illustration potential and a keen ear toward rhythm.
4. TOO PICKLEY! is illustrated by Geneviève Leloup, the same artist who illustrated TOO PURPLEY! What are the advantages of working with the same illustrator twice?
Since Bloomsbury was in charge of finding an illustrator, I didn't know Geneviève at all prior to contracting the books. As a matter of fact, Geneviève and I first got to
chat after TOO PURPLEY! had already hit bookstore shelves. Now we email each other to share good news, congratulations, book launch ideas, and the like.
But in the process of creating the books, we each work directly with our common editor who plays the role of liaison for idea-sharing, questions and concerns. This has worked out wonderfully.
5. Do you have a writing routine?
When I wake up, I usually throw on some sweats, pour myself a cup of coffee and then—even before breakfast—get to work. I have a thing about getting the tough stuff done first and planting rewards for myself throughout the day. I read a few emails then start writing. I write best in the morning because at night, when I'm tired, I love to read instead. Usually I take a break after about an hour or two and eat breakfast. Then it's back to my computer. I reward myself midday with lunch and a run or bike ride. It's amazing how many ideas—bits of narrative, strings of dialog—have come to me when I'm away from my computer. Running, walking, bike riding, and showering are the best cures for writer's block. Then usually I have to rush home to get my ideas down before I forget them.
6. What's the best piece of writing advice you've ever received?
To allow myself to stink—at writing that is. When I was growing up and throughout college, all of my writing was done by hand and then typed on a typewriter. Revision was a mess of whiteout and correction tape. So consequently there was heavy pressure to get it right the first time. Now using a computer, the pressure is off. And while I do have to get it right eventually, it's easier to sit down at the blank page if I know I can go back in and rework my words.
7: What advice do you have for young writers?
To not be afraid to write. To not worry about the blank page or the blank screen. To just do it—like NIKE says. Let your ideas pour onto the page no matter how weird you think they sound. You can always revise. And if you're stuck on what to write, remember there are ideas all around. Look at the usual stuff in your everyday life and ask, "What if?" What if that lamp grew tentacles? What if the bully became the principal of the school? What if dinosaurs drove fire trucks? It can be lots of fun. And finally—read, read, read.
8. When you aren't writing, what are some of your favorite things to do?
I love to read—especially in front of a cozy fire. And I'm a sucker for card games. Consequently, my kids have turned into some pretty savvy card players. Here in Colorado we're so lucky to have miles of amazing trails and, of course, the Rockies, so I take full advantage of this beautiful state. I love to hike, run, walk, ride my bike, and—um—ski. I'm also an ice skater. I grew up in Chicago across the street from an outdoor rink and spent hours teaching myself jumps and spins. I still wear my really old, broken-in, "just right" skates.
9. Which foods did you dislike as a kid?
There were very few foods I hated as a kid. As a matter of fact, because we always had a vegetable garden and fruit trees, I grew up loving most fruits and vegetables. But I've never been a fan of raisins. And that dislike continues today. If I'm hungry enough, like on a camping trip or hiking trail, I'll stomach a few of those "too wrinklies" in my oatmeal or gorp. But otherwise, I steer clear.
An Interview with Illustrator Geneviève Leloup
1. When did you begin to think of yourself as an artist?
As a child I always participated in artistically-oriented activities. Whether it was dance, drawing, crafts or music— that is just what I liked to do! I didn't think about it very much. But I suppose I had to start thinking of myself as an artist when I decided to go to Art school. It was an important decision that led me to really become a visual artist (although I still dance and play music!).
2. What media do you like working with the most?
I always used pen and ink, and I was a silkscreen printer for many years and still love to print. As a textile designer, I had to eventually switch to computer-generated design and I learned to love it and use it in my illustration work as well. I draw on the computer with a pen and tablet so it is not that different from the manual pen.
It is extremely fun to create patterns with that technique; you can play endlessly with the shapes and colors with the click of a button. I started to develop a style in that medium which is actually pretty close to what I was doing before on paper.
3. How did you break into the children's book illustrating profession?
I have been an illustrator for quite a while doing a lot of work for a very young market (my favorite audience!) in magazines, school books, packaging, clothes, etc. My agent was contacted one day by Bloomsbury—they had seen samples of my work and were interested in my style for Jean's text. I met with the editor and I was seduced right away by the concept and by the freedom that her writing left me to come up with the images.
4. Pablo Picasso once said, "All children are artists. The problem is how to remain an artist once he grows up." Do you agree?
I think that if you are an artist, fundamentally, it is impossible to change that or forget it. You're going to be a creative person all your life! But yes, a lot of people forget to keep their imagination active as they grow up. It is never too late to reclaim that talent, though!
5. What do you like to do in your spare time?
I love to dance and play my accordion or piano. In New York, it is easy to always be artistically active! I go see plays and concerts and performances a lot. I also help organize some of them, as well. I like to cook and throw parties. I also love to travel and discover other cultures (and ways of cooking!); it is where I renew my inspiration. | <urn:uuid:fe72ae04-1318-4120-bd5d-4da0b02f4d73> | CC-MAIN-2018-05 | http://jeanreidy.com/wp-content/uploads/2014/11/TOO_PICKLEY_Teachers_Guide.pdf | 2018-01-20T01:12:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00411.warc.gz | 182,179,595 | 5,547 | eng_Latn | eng_Latn | 0.950637 | eng_Latn | 0.999294 | [
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The Museo de las Tres Colonias thanks The Poudre Landmark Foundation for their efforts that have been instrumental to our success.
.
What is the role of the Museo de las Tres Colonias?
The purpose of the Museo is fourfold. First, the adobe historic house museum helps interpret family life in the tres colonias between 1927 and 1940. Second, the Museo offers education programs about contributions made by the Hispanic community. Third, volunteers explain to visitors the significance of the sugar-beet industry to the Fort Collins community. And fourth, the Museo is the focal point for continuous celebration of Hispanic culture, and promotes acceptance, understanding, and social justice for all.
Museo de las Tres Colonias. Sketch by Kathleen Bischoff.
How did the Museo de las Tres Colonias become established?
Beginning in 1927, John B. Romero built the first two rooms of his family's adobe home at 425 10 th St., in Andersonville near Fort Collins. As the family grew, so did the house. He and his wife, Inez Rivera Romero, enlarged the adobe structure to four rooms in 1935, and members of the Romero family occupied this home until 2001.
The Romeros were one of many Hispanic pioneer families who moved from northern New Mexico to the Fort Collins area in the early 1920s to build a better life for themselves. One of the interpretive themes at the Museo explains the difficulty Hispanic families encountered as a result of prejudice and economic hardship, especially during the Great Depression of the 1930s and the subsequent decline of the sugar-beet industry in Northern Colorado.
So that this story about the impact of the sugar-beet industry on the people who lived in the tres colonias would not be lost, Mark Goldberg of Fort Collins Partners I, L.L.C., purchased the property from the Romero family in 2001. In 2002, ownership was transferred to the City of Fort Collins. In partnership with the city, the Poudre Landmarks Foundation and the newly formed auxiliary, the Amigos del Museo de las Tres Colonias, managed restoration of the adobe home. A grant from the State Historical Fund enabled construction work to begin in 2003. The Museo de las Tres Colonias –– named to honor the three Hispanic colonias of Andersonville, Alta Vista, and Buckingham –– opened in September 2006.
This illustration shows one concept of the proposed facility that is being considered by the Amigos. Drawing by Giovanni Castillo .
Why does the Museo need a Cultural Center?
Space in the Museo de las Tres Colonias is limited. It is difficult to accommodate large groups of school children on field trips because the authentically furnished rooms in the Museo are tiny. The Amigos are initiating plans to build a Cultural Center that will provide needed space for visitor orientation before entering the Museo. A Cultural Center will allow volunteers to lead activities that relate to life in the tres colonias as well as to explain the work involved with the sugar-beet industry. Segments of the 57-minute oral history DVD, "Memorias de las Tres Colonias," will be played to Cultural Center visitors to provide orientation before touring the Museo. The center will feature additional exhibits that interpret the history and contributions of the Hispanic community.
Another role for the Cultural Center will be its service as a gathering place to learn about contemporary Hispanic culture. One key component planned for the Cultural Center will be to provide a neighborhood meeting place to hold community celebrations and educational programs. And, the Cultural Center will provide needed restroom facilities currently unavailable in the Museo.
Thank you for your valuable support!
Museo de las Tres Colonias Treasurer, 425 10th St., Fort Collins, CO 80524
__ Museo General Fund
__ Chile Festival
__ Dia de los Muertos
__ Posadas
__ Cultural Center
Museo de las Tres Colonias Treasurer, mark your preference for your donations' use and mail to address below.
The Museo recognizes our supporters in our annual report. Please print your name above as you wish to have it listed in this publication. Please make your check payable to the
Address: _________________________________________________________________________________________________________
City: ______________________________________________________________________ State: __________Zip Code: ______________
Telephone: __________________________ E-mail: ______________________________________________________________________
! Here is my tax-deductible contribution to assist the Museo.
Name: __________________________________________________________________________________________________________
Yes, I would like to contribute to the Museo de las Tres Colonias
Museo de las Tres Colonias
425 10 th St.
Fort Collins, Colorado 80524
REGULAR HOURS: 12:30 to 3 p.m. on the third Saturday each month.
Museo Cultural Events
Chili Festival - celebrating the harvest of the chili will take place in September.
Dia de los Muertos- Day of the dead is in November
Las Posadas- Our Christmas celebration, the reenactment of Mary and Joseph seeking shelter, is in December.
Check the website www.Museodelastrescolonias.org for details.
Museo de las Tres Colonias is a 501(c)3 nonprofit organization.
The Museo de las Tres Colonias conveys, through use of oral histories, the story of early twentieth-century Hispanic pioneers who carved out a rich life in the Fort Collins area while working in the sugar-beet industry. Those who came sought the promise of a better life in Northern Colorado. In 1927, John B. Romero began building an adobe home in Andersonville that would serve his family for 75 years. Situated near the Great Western Sugar Company factory, the house has been restored to interpret the early history of the three Spanish colonies –– Andersonville, Alta Vista, and Buckingham –– or tres colonias –– that surrounded the sugar - beet factory. | <urn:uuid:6ee88ac4-0250-4b38-876e-7dfba4f2f555> | CC-MAIN-2018-05 | http://www.museodelastrescolonias.org/docs/brochure.pdf | 2018-01-20T00:53:39Z | crawl-data/CC-MAIN-2018-05/segments/1516084888341.28/warc/CC-MAIN-20180120004001-20180120024001-00411.warc.gz | 514,232,191 | 1,228 | eng_Latn | eng_Latn | 0.99095 | eng_Latn | 0.994893 | [
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3.3 Unit 1: Biology 1
B1.1 Keeping healthy
A combination of a balanced diet and regular exercise is needed to help keep the body healthy. Our bodies provide an excellent environment for many microbes which can make us ill once they are inside us. Our bodies need to stop most microbes getting in and deal with any microbes which do get in. Vaccination can be used to prevent infection.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ evaluate information about the effect of food on health
■ evaluate information about the effect of lifestyle on development of disease
■ analyse and evaluate claims made by slimming programmes, and slimming products.
B1.1.1 Diet and exercise
a) A healthy diet contains the right balance of the different foods you need and the right amount of energy. Carbohydrates, fats and proteins are used by the body to release energy and to build cells. Mineral ions and vitamins are needed in small amounts for healthy functioning of the body. A person is malnourished if their diet is not balanced. This may lead to a person being overweight or underweight. An unbalanced diet may also lead to deficiency diseases or conditions such as Type 2 diabetes.
b) A person loses mass when the energy content of the food taken in is less than the amount of energy expended by the body. Exercise increases the amount of energy expended by the body.
c) The rate at which all the chemical reactions in the cells of the body are carried out (the metabolic rate) varies with the amount of activity you do and the proportion of muscle to fat in your body. Metabolic rate may be affected by inherited factors.
d) Inherited factors also affect our health; for example cholesterol level.
e) People who exercise regularly are usually healthier than people who take little exercise.
Candidates will be given data to work from.
Additional guidance:
Knowledge and understanding of the specific functions of nutrients and the effects of any deficiency in the diet is not required.
Additional guidance:
The effect of exercise on breathing and heart rate is not required.
B1.1.2 How our bodies defend themselves against infectious diseases
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ relate the contribution of Semmelweis in controlling infection to solving modern problems with the spread of infection in hospitals
■ explain how the treatment of disease has changed as a result of increased understanding of the action of antibiotics and immunity
■ evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics
■ evaluate the advantages and disadvantages of being vaccinated against a particular disease.
a) Microorganisms that cause infectious disease are called pathogens.
b) Bacteria and viruses may reproduce rapidly inside the body and may produce poisons (toxins) that make us feel ill. Viruses damage the cells in which they reproduce.
c) The body has different ways of protecting itself against pathogens.
d) White blood cells help to defend against pathogens by:
■ ingesting pathogens
■ producing antibodies, which destroy particular bacteria or viruses
■ producing antitoxins, which counteract the toxins released by the pathogens.
e) The immune system of the body produces specific antibodies to kill a particular pathogen. This leads to immunity from that pathogen. In some cases, dead or inactivated pathogens stimulate antibody production. If a large proportion of the population is immune to a pathogen, the spread of the pathogen is very much reduced.
f) Semmelweis recognised the importance of hand-washing in the prevention of spreading some infectious diseases. By insisting that doctors washed their hands before examining patients, he greatly reduced the number of deaths from infectious diseases in his hospital.
Candidates will be given data to work from.
Additional guidance:
Knowledge of the structure of bacteria and viruses is not required.
g) Some medicines, including painkillers, help to relieve the symptoms of infectious disease, but do not kill the pathogens.
h) Antibiotics, including penicillin, are medicines that help to cure bacterial disease by killing infectious bacteria inside the body. Antibiotics cannot be used to kill viral pathogens, which live and reproduce inside cells. It is important that specific bacteria should be treated by specific antibiotics. The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. Overuse and inappropriate use of antibiotics has increased the rate of development of antibiotic resistant strains of bacteria.
i) Many strains of bacteria, including MRSA, have developed resistance to antibiotics as a result of natural selection. To prevent further resistance arising it is important to avoid over-use of antibiotics.
j) Mutations of pathogens produce new strains. Antibiotics and vaccinations may no longer be effective against a new resistant strain of the pathogen. The new strain will then spread rapidly because people are not immune to it and there is no effective treatment.
Higher Tier candidates should understand that:
■ antibiotics kill individual pathogens of the non-resistant strain
■ individual resistant pathogens survive and reproduce, so the population of the resistant strain increases
■ now, antibiotics are not used to treat non-serious infections, such as mild throat infections, so that the rate of development of resistant strains is slowed down.
k) The development of antibiotic-resistant strains of bacteria necessitates the development of new antibiotics.
l) People can be immunised against a disease by introducing small quantities of dead or inactive forms of the pathogen into the body (vaccination). Vaccines stimulate the white blood cells to produce antibodies that destroy the pathogens. This makes the person immune to future infections by the microorganism. The body can respond by rapidly making the correct antibody, in the same way as if the person had previously had the disease.
MMR vaccine is used to protect children against measles, mumps and rubella.
Additional guidance:
Candidates should be aware that it is difficult to develop drugs that kill viruses without also damaging the body's tissues.
Knowledge of the development of resistance in bacteria is limited to the fact that pathogens mutate, producing resistant strains.
HT only
Additional guidance:
Details of vaccination schedules and side effects associated with specific vaccines are not required.
m) Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics.
For this:
■ Petri dishes and culture media must be sterilised before use to kill unwanted microorganisms
■ inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame
■ the lid of the Petri dish should be secured with adhesive tape to prevent microorganisms from the air contaminating the culture.
n) In school and college laboratories, cultures should be incubated at a maximum temperature of 25 °C, which greatly reduces the likelihood of growth of pathogens that might be harmful to humans.
o) In industrial conditions higher temperatures can produce more rapid growth.
Suggested ideas for practical work to develop skills and understanding include the following:
■ investigate the effectiveness of various antibiotic discs in killing bacteria
■ growing microorganisms in Petri dishes to demonstrate sterile technique and growing pure cultures
■ the use of pre-inoculated agar in Petri dishes to evaluate the effect of disinfectants and antibiotics
■ computer simulations to model the effect of: balanced and unbalanced diets and exercise; the growth of bacterial colonies in varying conditions; action of the immune system and the effect of antibiotics and vaccines.
B1.2 Nerves and hormones
The nervous system and hormones enable us to respond to external changes. They also help us to control conditions inside our bodies. Hormones are used in some forms of contraception and in fertility treatments. Plants also produce hormones and respond to external stimuli.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ evaluate the benefits of, and the problems that may arise from, the use of hormones to control fertility, including In Vitro Fertilisation (IVF)
■ evaluate the use of plant hormones in horticulture as weedkillers and to encourage the rooting of plant cuttings.
Candidates will be given data to work from.
B1.2.1 The nervous system
a) The nervous system enables humans to react to their surroundings and coordinate their behaviour.
b) Cells called receptors detect stimuli (changes in the environment).
Receptors and the stimuli they detect include:
■ receptors in the eyes that are sensitive to light
■ receptors in the ears that are sensitive to sound
■ receptors in the ears that are sensitive to changes in position and enable us to keep our balance
■ receptors on the tongue and in the nose that are sensitive to chemicals and enable us to taste and to smell
■ receptors in the skin that are sensitive to touch, pressure, pain and to temperature changes.
Additional guidance:
A knowledge of the functions of the cell components is not required.
c) Light receptor cells, like most animal cells, have a nucleus, cytoplasm and cell membrane.
d) Information from receptors passes along cells (neurones) in nerves to the brain. The brain coordinates the response. Reflex actions are automatic and rapid. They often involve sensory, relay and motor neurones.
Additional guidance:
Knowledge and understanding of the structure and functions of sense organs such as the eye and the ear are not required.
e) Candidates should understand the role of receptors, sensory neurones, motor neurones, relay neurones, synapses and effectors in simple reflex actions.
In a simple reflex action:
■ impulses from a receptor pass along a sensory neurone to the central nervous system
■ at a junction (synapse) between a sensory neurone and a relay neurone in the central nervous system, a chemical is released that causes an impulse to be sent along a relay neurone
■ a chemical is then released at the synapse between a relay neurone and motor neurone in the central nervous system, causing impulses to be sent along a motor neurone to the organ (the effector) that brings about the response
■ the effector is either a muscle or a gland, a muscle responds by contracting and a gland responds by releasing (secreting) chemical substances.
B1.2.2 Control in the human body
a) Internal conditions that are controlled include:
■ the water content of the body – water leaves the body via the lungs when we breathe out and via the skin when we sweat to cool us down, and excess water is lost via the kidneys in the urine
■ the ion content of the body – ions are lost via the skin when we sweat and excess ions are lost via the kidneys in the urine
■ temperature – to maintain the temperature at which enzymes work best
■ blood sugar levels – to provide the cells with a constant supply of energy.
b) Many processes within the body are coordinated by chemical substances called hormones. Hormones are secreted by glands and are usually transported to their target organs by the bloodstream.
Additional guidance:
Details of the action of the skin and kidneys and the control of blood sugar are not required.
c) Hormones regulate the functions of many organs and cells. For example, the monthly release of an egg from a woman's ovaries and the changes in the thickness of the lining of her womb are controlled by hormones secreted by the pituitary gland and by the ovaries.
d) Several hormones are involved in the menstrual cycle of a woman. Hormones are involved in promoting the release of an egg:
■ follicle stimulating hormone (FSH) is secreted by the pituitary gland and causes eggs to mature in the ovaries. It also stimulates the ovaries to produce hormones including oestrogen
■ luteinising hormone (LH) stimulates the release of eggs from the ovary
■ oestrogen is secreted by the ovaries and inhibits the further production of FSH.
e) The uses of hormones in controlling fertility include:
■ giving oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature
– oral contraceptives may contain oestrogen and progesterone to inhibit egg maturation
– the first birth-control pills contained large amounts of oestrogen. These resulted in women suffering significant side effects
– birth-control pills now contain a much lower dose of oestrogen, or are progesterone only
– progesterone-only pills lead to fewer side effects
■ giving FSH and LH in a 'fertility drug' to a woman whose own level of FSH is too low to stimulate eggs to mature, for example in In Vitro Fertilisation (IVF) treatment
– IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs. The eggs are collected from the mother and fertilised by sperm from the father. The fertilised eggs develop into embryos. At the stage when they are tiny balls of cells, one or two embryos are inserted into the mother's uterus (womb).
Additional guidance:
Knowledge of the role of progesterone in the natural menstrual cycle, including details of negative feedback, is not required
B1.2.3 Control in plants
a) Plants are sensitive to light, moisture and gravity:
■ their shoots grow towards light and against the force of gravity
■ their roots grow towards moisture and in the direction of the force of gravity.
b) Plants produce hormones to coordinate and control growth. Auxin controls phototropism and gravitropism (geotropism).
c) The responses of plant roots and shoots to light, gravity and moisture are the result of unequal distribution of hormones, causing unequal growth rates.
Additional guidance:
Candidates should understand the role of auxin in phototropism and gravitropism.
Additional guidance:
d) Plant growth hormones are used in agriculture and horticulture as weed killers and as rooting hormones.
Names of specific weed killers and rooting hormones are not required.
Suggested ideas for practical work to develop skills and understanding include the following:
■ investigation into candidates' reaction times – measuring reaction times using metre rules, stop clocks or ICT
■ using forehead thermometers before and after exercise
■ demonstrating the speed of transmission along nerves by candidates standing in a semi-circle and holding hands and squeezing with eyes closed
■ design an investigation to measure the sensitivity of the skin
■ demonstrating the knee jerk reaction
■ investigation to measure the amount of sweat produced during exercise
■ investigate:
– the effect of light on the growth of seedlings
– the effect of gravity on growth in germinating seedlings
– the effect of water on the growth of seedlings
– using a motion sensor to measure the growth of plants and seedlings
– the effect of rooting compounds and weed killers on the growth of plants.
B1.3 The use and abuse of drugs
Drugs affect our body chemistry. Medical drugs are developed and tested before being used to relieve illness or disease. Drugs may also be used recreationally as people like the effect on the body. Some drugs are addictive. Some athletes take drugs to improve performance. People cannot make sensible decisions about drugs unless they know their full effects.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ evaluate the effect of statins in cardiovascular disease
■ evaluate different types of drugs and why some people use illegal drugs for recreation
■ evaluate claims made about the effect of prescribed and non-prescribed drugs on health
■ consider the possible progression from recreational drugs to hard drugs
■ evaluate the use of drugs to enhance performance in sport and to consider the ethical implications of their use.
B1.3.1 Drugs
a) Scientists are continually developing new drugs.
b) When new medical drugs are devised, they have to be extensively tested and trialled before being used. Drugs are tested in a series of stages to find out if they are safe and effective.
New drugs are extensively tested for toxicity, efficacy and dose:
■ in the laboratory, using cells, tissues and live animals
■ in clinical trials involving healthy volunteers and patients. Very low doses of the drug are given at the start of the clinical trial. If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug. In some double blind trials, some patients are given a placebo, which does not contain the drug. Neither the doctors nor the patients know who has received a placebo and who has received the drug until the trial is complete.
Candidates will be given data to work from.
Classification of drug types is not required.
Additional guidance:
Candidates should understand that tissues and animals are used as models to predict how the drugs may behave in humans.
c) Candidates should be aware of the use of statins in lowering the risk of heart and circulatory diseases.
d) Thalidomide is a drug that was developed as a sleeping pill. It was also found to be effective in relieving morning sickness in pregnant women.
Thalidomide had not been tested for use in pregnant women. Unfortunately, many babies born to mothers who took the drug were born with severe limb abnormalities. The drug was then banned. As a result, drug testing has become much more rigorous. More recently, thalidomide has been used successfully in the treatment of leprosy and other diseases.
e) Candidates should be aware of the effects of misuse of the legal recreational drugs, alcohol and nicotine. Candidates should understand that the misuse of the illegal recreational drugs ecstasy, cannabis and heroin may have adverse effects on the heart and circulatory system.
f) Cannabis is an illegal drug. Cannabis smoke contains chemicals which may cause mental illness in some people.
g) The overall impact of legal drugs (prescribed and non-prescribed) on health is much greater than the impact of illegal drugs because far more people use them.
h) Drugs change the chemical processes in peoples' bodies so that they may become dependent or addicted to the drug and suffer withdrawal symptoms without them. Heroin and cocaine are very addictive.
i) There are several types of drug that an athlete can use to enhance performance. Some of these drugs are banned by law and some are legally available on prescription, but all are prohibited by sporting regulations. Examples include stimulants that boost bodily functions such as heart rate; and anabolic steroids which stimulate muscle growth.
Additional guidance:
Knowledge and understanding of the specific effects of recreational drugs on the body, except for cannabis are not required. The legal classification of specific drugs is not required.
Additional guidance:
Awareness of the benefits of medical drugs, the impact of non-medical drugs such as alcohol and the possible misuse of legal drugs should be considered.
Additional guidance:
Knowledge of the mode of action of steroids and other performance-enhancing drugs is not required.
B1.4 Interdependence and adaptation
Organisms are well adapted to survive in their normal environment. Population size depends on a variety of factors including competition, predation, disease and human influences. Changes in the environment may affect the distribution and behaviour of organisms.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ suggest how organisms are adapted to the conditions in which they live
■ observe the adaptations, eg body shape, of a range of organisms from different habitats
■ develop an understanding of the ways in which adaptations enable organisms to survive
■ suggest the factors for which organisms are competing in a given habitat
■ evaluate data concerned with the effect of environmental changes on the distribution and behaviour of living organisms.
B1.4.1 Adaptations
a) To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there.
b) Plants often compete with each other for light and space, and for water and nutrients from the soil.
c) Animals often compete with each other for food, mates and territory.
d) Organisms, including microorganisms have features (adaptations) that enable them to survive in the conditions in which they normally live.
e) Some organisms live in environments that are very extreme. Extremophiles may be tolerant to high levels of salt, high temperatures or high pressures.
Examination questions will use examples that are unfamiliar to candidates.
Additional guidance:
Factors are limited to light, water, space and nutrients in plants; food, mates and territory in animals.
f) Animals and plants may be adapted for survival in the conditions where they normally live, eg deserts, the Arctic.
Animals may be adapted for survival in dry and arctic environments by means of:
■ changes to surface area
■ thickness of insulating coat
■ amount of body fat
■ camouflage.
Plants may be adapted to survive in dry environments by means of:
■ changes to surface area, particularly of the leaves
■ water-storage tissues
■ extensive root systems.
g) Animals and plants may be adapted to cope with specific features of their environment, eg thorns, poisons and warning colours to deter predators.
B1.4.2 Environmental change
a) Changes in the environment affect the distribution of living organisms.
b) Animals and plants are subjected to environmental changes. Such changes may be caused by living or non-living factors such as a change in a competitor, or in the average temperature or rainfall.
c) Living organisms can be used as indicators of pollution:
■ lichens can be used as air pollution indicators, particularly of the concentration of sulfur dioxide in the atmosphere
■ invertebrate animals can be used as water pollution indicators and are used as indicators of the concentration of dissolved oxygen in water.
d) Environmental changes can be measured using non-living indicators such as oxygen levels, temperature and rainfall.
Additional guidance:
Examples might include, but not limited to, the changing distribution of some bird species and the disappearance of pollinating insects, including bees.
Additional guidance:
Knowledge and understanding of the process of eutrophication is not required.
Candidates should understand the use of equipment to measure oxygen levels, temperature and rainfall.
Suggested ideas for practical work to develop skills and understanding include the following:
■ investigations of environmental conditions and organisms in a habitat such as a pond
■ 'hunt the cocktail stick' using red and green cocktail sticks on a green background
■ investigate the distribution of European banded snails
■ investigate the behaviour of woodlice using choice chambers
■ investigate the effect on plant growth of varying their environmental conditions, eg degrees of shade, density of sowing, supply of nutrients
■ investigating particulate levels, eg with the use of sensors to measure environmental conditions
■ the use of maximum–minimum thermometers, rainfall gauges and oxygen meters
■ investigating the effect of phosphate on oxygen levels in water using jars with algae, water and varying numbers of drops of phosphate, then monitor oxygen using a meter
■ computer simulations to model the effect on organisms of changes to the environment.
B1.5 Energy and biomass in food chains
By observing the numbers and sizes of the organisms in food chains we can find out what happens to energy and biomass as it passes along the food chain.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ interpret pyramids of biomass and construct them from appropriate information.
B1.5.1 Energy in biomass
a) Radiation from the Sun is the source of energy for most communities of living organisms. Green plants and algae absorb a small amount of the light that reaches them. The transfer from light energy to chemical energy occurs during photosynthesis. This energy is stored in the substances that make up the cells of the plants.
b) The mass of living material (biomass) at each stage in a food chain is less than it was at the previous stage. The biomass at each stage can be drawn to scale and shown as a pyramid of biomass.
An understanding of pyramids of number is not required.
Additional guidance:
Construction of food webs and chains, and of pyramids of numbers, is not required.
c) The amounts of material and energy contained in the biomass of organisms is reduced at each successive stage in a food chain because:
■ some materials and energy are always lost in the organisms' waste materials
■ respiration supplies all the energy needs for living processes, including movement. Much of this energy is eventually transferred to the surroundings.
B1.6 Waste materials from plants and animals
Many trees shed their leaves each year and most animals produce droppings at least once a day. All plants and animals eventually die. Microorganisms play an important part in decomposing this material so that it can be used again by plants. The same material is recycled over and over again and can lead to stable communities.
Candidates should use their skills, knowledge and understanding to:
■ evaluate the necessity and effectiveness of schemes for recycling organic kitchen or garden waste.
B1.6.1 Decay processes
a) Living things remove materials from the environment for growth and other processes. These materials are returned to the environment either in waste materials or when living things die and decay.
b) Materials decay because they are broken down (digested) by microorganisms. Microorganisms are more active and digest materials faster in warm, moist, aerobic conditions.
c) The decay process releases substances that plants need to grow.
d) In a stable community, the processes that remove materials are balanced by processes that return materials. The materials are constantly cycled.
B1.6.2 The carbon cycle
a) The constant cycling of carbon is called the carbon cycle.
In the carbon cycle:
■ carbon dioxide is removed from the environment by green plants and algae for photosynthesis
■ the carbon from the carbon dioxide is used to make carbohydrates, fats and proteins, which make up the body of plants and algae
■ when green plants and algae respire, some of this carbon becomes carbon dioxide and is released into the atmosphere
■ when green plants and algae are eaten by animals and these animals are eaten by other animals, some of the carbon becomes part of the fats and proteins that make up their bodies
■ when animals respire some of this carbon becomes carbon dioxide and is released into the atmosphere
■ when plants, algae and animals die, some animals and microorganisms feed on their bodies
■ carbon is released into the atmosphere as carbon dioxide when these organisms respire
■ by the time the microorganisms and detritus feeders have broken down the waste products and dead bodies of organisms in ecosystems and cycled the materials as plant nutrients, all the energy originally absorbed by green plants and algae has been transferred
■ combustion of wood and fossil fuels releases carbon dioxide into the atmosphere.
Suggested ideas for practical work to develop skills and understanding include the following:
■ design and carry out an investigation to measure the rate of decay of bread by, for example, exposing cubes of bread to air before placing them in sealed Petri dishes at different temperatures and/or different moisture levels
■ investigate the rates of decay using containers (eg thermos flasks) full of grass clippings, one with disinfectant, one with dry grass, one with wet grass and one with a composting agent. If the container is sealed, a thermometer or temperature probe can be placed through a cotton wool plug to monitor the temperature
■ potato decay competition, using fresh potatoes. Candidates decide on the environmental conditions and the rate of decay is measured over a 2 week period
■ role play exercise – A4 sheets labelled with different stages of the carbon cycle. Candidates arrange themselves in the correct order to pass a ball along labelled as carbon
■ using a sensor and data logger to investigate carbon dioxide levels during the decay process.
B1.7 Genetic variation and its control
There are not only differences between different species of plants and animals but also between individuals of the same species. These differences are due partly to the information in the cells they have inherited from their parents and partly to the different environments in which the individuals live and grow. Asexual reproduction can be used to produce individuals that are genetically identical to their parent. Scientists can now add, remove or change genes to produce the plants and animals they want.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ interpret information about cloning techniques and genetic engineering techniques
■ make informed judgements about the economic, social and ethical issues concerning cloning and genetic engineering, including genetically modified (GM) crops.
B1.7.1 Why organisms are different
a) The information that results in plants and animals having similar characteristics to their parents is carried by genes, which are passed on in the sex cells (gametes) from which the offspring develop.
b) The nucleus of a cell contains chromosomes. Chromosomes carry genes that control the characteristics of the body.
c) Different genes control the development of different characteristics of an organism.
d) Differences in the characteristics of different individuals of the same kind may be due to differences in:
■ the genes they have inherited (genetic causes)
■ the conditions in which they have developed (environmental causes)
■ or a combination of both.
Suggested ideas for practical work to develop skills and understanding include the following:
■ look at variation in leaf length or width, pod length, height. Compare plants growing in different conditions – sun/shade.
Candidates will be given data to work from.
Additional guidance:
Candidates should understand that genes operate at a molecular level to develop characteristics that can be seen.
B1.7.2 Reproduction
a) There are two forms of reproduction:
■ sexual reproduction – the joining (fusion) of male and female gametes. The mixture of the genetic information from two parents leads to variety in the offspring
■ asexual reproduction – no fusion of gametes and only one individual is needed as the parent. There is no mixing of genetic information and so no genetic variation in the offspring. These genetically identical individuals are known as clones.
b) New plants can be produced quickly and cheaply by taking cuttings from older plants. These new plants are genetically identical to the parent plant.
c) Modern cloning techniques include:
■ tissue culture – using small groups of cells from part of a plant
■ embryo transplants – splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers
■ adult cell cloning – the nucleus is removed from an unfertilised egg cell. The nucleus from an adult body cell, eg a skin cell, is then inserted into the egg cell. An electric shock then causes the egg cell to begin to divide to form embryo cells. These embryo cells contain the same genetic information as the adult skin cell. When the embryo has developed into a ball of cells, it is inserted into the womb of an adult female to continue its development.
d) In genetic engineering, genes from the chromosomes of humans and other organisms can be 'cut out' using enzymes and transferred to cells of other organisms.
e) Genes can also be transferred to the cells of animals, plants or microorganisms at an early stage in their development so that they develop with desired characteristics.
■ new genes can be transferred to crop plants
■ crops that have had their genes modified in this way are called genetically modified crops (GM crops)
■ examples of genetically modified crops include ones that are resistant to insect attack or to herbicides
■ genetically modified crops generally show increased yields.
f) Concerns about GM crops include the effect on populations of wild flowers and insects, and uncertainty about the effects of eating GM crops on human health.
Suggested ideas for practical work to develop skills and understanding include the following:
■ investigate the optimum conditions for the growth of cuttings, of, eg Mexican hat plants, spider plants, African violets
■ investigate the best technique for growing new plants from tissue cultures (eg cauliflower).
B1.8 Evolution
Particular genes or accidental changes in the genes of plants or animals may give them characteristics which enable them to survive better. Over time this may result in entirely new species. There are different theories of evolution. Darwin's theory is the most widely accepted.
Candidates should use their skills, knowledge and understanding to:
Additional guidance:
■ interpret evidence relating to evolutionary theory
■ suggest reasons why Darwin's theory of natural selection was only gradually accepted
■ identify the differences between Darwin's theory of evolution and conflicting theories, such as that of Lamarck
■ suggest reasons for the different theories.
Candidates will be given data to work from.
Additional guidance:
Scientists may produce different hypotheses to explain similar observations. It is only when these hypotheses are investigated that data will support or refute hypotheses.
B1.8.1 Evolution
a) Darwin's theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago.
b) The theory of evolution by natural selection was only gradually accepted because:
■ the theory challenged the idea that God made all the animals and plants that live on Earth
■ there was insufficient evidence at the time the theory was published to convince many scientists
■ the mechanism of inheritance and variation was not known until 50 years after the theory was published.
c) Other theories, including that of Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur.
d) Studying the similarities and differences between organisms allows us to classify living organisms into animals, plants and microorganisms, and helps us to understand evolutionary and ecological relationships. Models allow us to suggest relationships between organisms.
e) Evolution occurs via natural selection:
■ individual organisms within a particular species may show a wide range of variation because of differences in their genes
■ individuals with characteristics most suited to the environment are more likely to survive to breed successfully
■ the genes that have enabled these individuals to survive are then passed on to the next generation.
f) Where new forms of a gene result from mutation there may be relatively rapid change in a species if the environment changes.
Additional guidance:
A study of creationism is not required.
Additional guidance:
Candidates should understand how evolutionary trees (models) are used to represent the relationships between organisms.
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Literacy Book unit-The Iron Man
Poetry
Use drama to perform Iron Man Poem
Use of figurative language, adjectives, metaphors and similes. To explain how these create images and atmosphere
To describe where the Iron Man came from
Introduce the idea of tense in verbs.
Recounts
Write informal letters in the first person and diary entries, based on Hogarth and the Iron Mans actions and feelings.
Newspaper Reports
Use imagination and ideas generated to write a newspaper report on spotting the Iron Man. Write in columns, the structure of a newspaper report. Use paragraphs.
Narrative-Dilemmas
Develop ideas for story writing by planning.
Show imagination through use of language devices including adjectives and similes to create suspense in the story writing.
Organise texts into paragraphs.
Use various sentence lengths.
Grammar and Spelling
Use and recognise nouns, adjectives and adjectival phrases.Use possessive apostrophe with singular and plural nouns. Create complex sentences. Use commas after or before phrases and clauses.
Use and punctuate direct speech. Abstract nouns
Prefixes
HF Spellings year 3/4
Science States of matter
Solids, liquids, gases Compare the properties of the three states of matter and sort common materials into the three states. Water is used as an example of a material that can exist in all three states at reasonable temperatures. Use drama to model the three states.
Use everyday examples to explain that temperature is a
Temperature measure of how hot or cold something is & that it increases or
decreases due to heat being transferred to or away from the object.
Find that thermometers are the best way to measure temperature
Thermometers Look at a line graph of temperature changes in the classroom over 24h Explain why it goes up and down. Establish how to use a thermometer accurately and safely, including a close look at different scales. Look at a range of temps of diff places or objects.
Changing States Materials change from one state to another at different temperatures. Discover at what temperatures water changes state & what effect adding salt has. Find out how the differences in freezing and boiling points of different materials can be utilised.
ICT and Computing
This term we will be using Scratch to create animations. We will be using programming to control the movements and actions of sprites and backgrounds using Scratch's programming language.
Heroes and Giants
PE
Hockey
Dance-Performing a routine for an audience Get fit with NCFC
Art & DT
Create a setting using collage
Generate ideas for a product, thinking about who will use them and what they will be used for -Robots
To use a range of media to create a picture using shading and blending techniques-Iron man
Enrichment-House of Objects-Making robots
RE
PHSCE-SEALS
Going for Goals
That a person's choice of hero tells us something about them. Describe the characteristics and qualities of a personal hero
Music
Singing a variety of songs- The friendly Robot
Dynamics
Listening and responding to The Hall of the Mountain King Enrichment-MUSIC DAY
Numeracy Place Value and Decimals
Divide whole 2-digit numbers to give one-place decimals;
Multiply 1-place decimals to give whole numbers;
Recognise decimal and fraction forms of tenths;
Place one-place decimals on a number line;
Round tenths to nearest whole;
Compare 1-place decimals and write one in between Add decimals using doubling and mental methods in the context of money
Division
Divide 2-digit numbers by 1-digit numbers without remainders Check division with multiplication
Divide 2 digit numbers just above the 10th multiple with remainders, using written layout
Fractions
Identify equivalent fractions (1/2s , 1/3s, 1/4s, 1/6s, 1/8s, 1/10s, and 1/12s); reduce fractions to their simplest form;
identify equivalent fractions and decimals (1/10s and 1/2s);
add and subtract fractions with the same denominators with 2 wholes.
Find fractional and non fractional units of amounts.
Measurement
Measure/convert lengths in cm, mm and m
Measure/convert weight in kg and g; estimate, measure objects and record in tables
Represent and interpret data in bar charts.
Measure lengths in m, cm and mm, convert between km, m, cm and mm
Measure weight in kg and g to one decimal place, convert between kg and g and make sensible estimations
History & Geography
Robots
Investigate how jobs in local area have changed over time due to developments in technology
Discuss the impact of technological changes on life.
Report on findings from enquiries-Where are robots in the world? Use straightforward scientific evidence to answer questions or to support their findings
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Department of the Interior • 1849 C Street, NW • Washington, DC 20240 • (202) 208-4056 Open Monday – Friday 8:30 am – 4:30 pm • www.indiancraftshop.com • email: firstname.lastname@example.org Representing American Indian Arts and Crafts Since 1938
SANDP ANDP ANDPAINTING IMAGER AINTING IMAGER AINTING IMAGERY IN NA Y IN NA Y IN NAVAJO AR AJO AR AJO ART
September 11 - October 6 Guest Artists and Demonstrations September 14-16 Open until 8pm on Thursday, September 14 Store Hours for Saturday, September 16 10am-4pm
Demonstrations by Navajo Artists
September 14 - 11:00am - 2:00pm/6:00pm - 8:00pm ✦ September 15 & 16 - 11:00am - 2:00pm
✦ Sandpainting Demonstration by Joe Ben, Jr.
✦ Sandcast Jewelry by Ira Custer
✦ Rug Weaving Demonstrations by Bertha Beall and Brenda Crosby
The Indian Craft Shop is pleased to announce a new show, Sandpainting Imagery in Navajo Arts, highlighting the variety of work created today by Navajo artists incorporating images similar to those in Navajo sandpaintings. A wide range of craft areas will be featured including sandpaintings, metalwork, pottery, folk art, weavings, basketry, jewelry and other items that include depictions of figures found in sandpaintings.
This show is in honor of the recent installation at the Department of the Interior Museum of a very rare, mural-sized sandpainting rug woven in the 1930s by Bahe Shondee. For approximately a hundred years, the evolution of sandpainting figures in a permanent art form has been gradual. It began slowly and hesitantly, in picture and woven form. Today many artists are preserving representations of their culture and religion in a great variety of art forms. In addition to work from our guest artists Joe Ben, Jr., Bertha Beall, Brenda Crosby, Ira Custer,
Al Joe and Ida Sahmie, we will be including works by Arnold Begay, Gerald Begay, Thomas Begay, Jr., Kee Joe Benally,
✦ Fabricated Jewelry by Al Joe
✦ Pottery Demonstration by Ida Sahmie
Lorraine Black, Peggy Black, Ric Charley, Carl and Irene Clark, Bruce Hathale, Jim Harrison, Elsie Holiday, Lorenzo Hogue, Tommy Jackson, Sam Keams, Chester Khan, Dennis Long, Al Nez, Kee Nez, Lorenzo Reed, Tommy Singer, Irving Tsosie, Kee Yazzie, Ken and Irene White, Hank Whitethorne, Harold Willeto, Lorraine Williams and others.
NA NAVAJO S AJO S AJO SANDP ANDP ANDPAINTING AINTING
An integral feature of Navajo religious ceremonies is sandpainting, when a hataalii ("singer"/medicine man) uses ground dried plants and stones to create an image on the ground. For hundreds of years, only those participating in or conducting these rites saw these images. Each ceremony has its own specific set of chants, steps and sandpainting images. As an individual singer learns to perform a particular ceremony, he learns all of the associated chants, ritual observations and sandpaintings. Chants must be recited exactly and the appropriate sandpainting image must be accurate to every detail. Reproducing or re-enacting any part or portion of the ceremony is strictly prohibited.
During the early 1900s there was a great deal of interest in Navajo ceremonial art forms. Around 1920, a Navajo medicine man, Hosteen Klah, created a weaving that reproduced a sandpainting image. Although this was very controversial within the Navajo community at the time, Hosteen Klah produced several weavings that illustrated sandpainting designs, and by the 1930s a few other weavers were creating them as well. Most chose to leave out or modify certain elements of the design to avoid the ritual prohibition on reproducing the exact image. Many artists relied on ceremonies to protect them from the negative (continued on page 2)
Department of the Interior Museum Exhibit The Arrow People: The Story of a Navajo Sandpainting Rug
An innovative museum exhibition, The Arrow People: The Story of a Navajo Sandpainting Rug, provides an in-depth look at a Navajo treasure. This vibrantly colored, boldly designed, mural size rug by Bahe Shondee (also known as Bullsnake Springs Woman) depicts one of the sacred histories of the Navajo Nation.
The exhibit chronicles the tapestry's commissioning by Roman Hubbell of the Hubbell Trading Post at Ganado, Arizona, its creation in the early 1930s by Bahe Shondee, and subsequent purchase by the Department of the Interior in 1937. Included in the exhibit is the inspiration for Bahe Shondee - a watercolor by Miguelito of a sandpainting design, Shooting Chant.
The weaving will remain on exhibit through August, 2001. Open until 8pm on Thursday, September 14, 2000. Tours of American Indian murals in limited access areas of the Main Interior Building are available with advance reservations (two weeks notice required). Please call (202) 208-4659.
GR GR GRAND SUCCESS AND SUCCESS AND SUCCESS FOR FOR THE BASKETR THE BASKETRY SHOW Y SHOW
The American Indian Basketry Show in spring 2000 was a great success! Customers were able to meet and talk with guest basket makers Joann and Ramona Johnson (Navajo) and Gerald Barnes (Passamaquoddy). Many even tried their hand at the w r a p p e d - r o d technique, learning the skill (and strength!) required to pull stripped sumac around sumac rods of Navajo ceremonial baskets. Guest co-authors Sarah
Peabody Turnbaugh and William Turnbaugh signed copies of Indian Baskets and Basket Tales of the Grandmothers, and discussed basketry with the artists and customers. Over twenty different tribal areas across the United States were represented in basketry.
Navajo Sandpainting
(continued from page 1)
consequences of reproducing a sacred image out of its context. At about the same time, some weavers began isolating individual design elements from sandpaintings and using these as a motif in weaving. The distinctive representation of a ye'i (a holy person, or god) is the most common sandpainting design element seen on its own.
During the 1930s there were many significant developments in the evolution of modern American Indian art. Art programs in the Indian schools in Santa Fe and Albuquerque provided one of the first opportunities for American Indians to study conventional forms of art in classroom settings with trained instructors. Painting and "easel art" were a relatively new medium for Navajo artists, and most of the formal training available at the time placed emphasis on painting subjects from the artist's own culture. While only medicine men know sandpainting images in their entirety, the imagery and graphic characteristics are well known by most Navajo.
An excellent example of this is the mural painting on the south wall of The Indian Craft Shop. Executed in 1938 by Navajo artist Gerald Nailor, it shows three hunters stalking deer. While the main subject matter is executed in the style taught in The Studio at The Santa Fe Indian School where Nailor was a student, the details of the sun and decorative border of ye'i figures around the door of the shop are clearly derived from the manner of stylizing figures in sandpainting. In the penthouse of the Department of the Interior there are other murals executed by Nailor which also include similar sandpainting elements and ye'i figure borders. Other Navajo painters of the thirties and forties used sandpainting imagery in the same manner, isolating elements which are common ceremonial designs and using them as components in their painting.
Today, there are many types of work from Navajo artists that include sandpainting imagery. In jewelry we see ye'i figures produced in a variety of forms including overlay and sandcast techniques. There are also Navajo inlayers using a great variety of stones and shell, bringing dynamic life to bracelets, pins and neckware. Weavings, pottery and basketry take on a whole new look with representations of ye'is, yeibachai and other designs from sandpaintings. Carved wooden figures and fabricated metal sculpture bring yet another dimension to the use of sandpainting elements. There are also artists creating "memory aids" that are flat style paintings on muslin cloth. And, of course, there are the sandpaintings created by artists using an array of crushed minerals that are laid on designs outlined in glue, one color at a time.
Join the Indian Craft Shop in welcoming our guest artists for this special show, a rare opportunity to see a consolidated and significant representation of sandpainting imagery as used in Navajo art today.
3
ARTIST OF THE MONTH PROGRAM
Our Artist of the Month Program has been tremendously successful for the artists highlighted. This program showcases an individual artist from a different tribal area each month, giving guests a chance to appreciate the wide variety of artistic expressions and traditions found in the country today. While there is a special highlight and larger selection during the month an artist is featured, be sure to ask to see the work of other Artists of the Month in which you are interested. Artist of the Month bio sheets are available on each artist.
Artists of the Month for 2000
January 2000 – George "Shukata" Willis (Choctaw) – Jewelry – Indian Arts and Crafts Association (IACA) Artist of the Year for 2000.
Upcoming Artists
February 2000 – Terrill O'Brien (Mohawk) – beaded pouch necklaces.
March 2000 – Levi Tetpon (Yupik) – carvings of walrus ivory well known for his transformation figures.
April 2000 – Arlene Caesar (Kiowa) – leather and bead work.
May 2000 – Charlene "Charlyn" Reano (Santo Domingo Pueblo) – Jewelry – Known for innovative metalwork techniques.
September 2000 – George Blake (Hupa) – Silver and gold jewelry, clay, wood, bone, elk antler and more, using traditional Northern Californian basketry patterns.
October 2000 – Madeline Naranjo (Santa Clara Pueblo) highly polished blackware pottery with deeply carved designs.
November 2000 – Allen Roy Paquin (Jicarilla Apache) – innovative jewelry with inlay work, known for his inlaid shoulder lizard pins.
June ~ August 2000 – Eddie Morrison (Cherokee) – wood and stone sculpture.
December 2000 – Loris Langley and Darlene Robinson (Coushatta) – mother and daughter team who make beautiful split stitch, coiled pine needle baskets, often decorated with raffia and/or pinecones.
SHOP RENOV SHOP RENOVATION COMPLETE ~ COME SEE! TION COMPLETE ~ COME SEE!
"When did you put those beams in the ceiling? They look just like the Southwest!"
"What great light fixtures! Where did you get them?"
"Wow! Look at these murals! Have they really always been here?"
These comments demonstrate the fabulous effect of the shop's recently completed renovation. It all began with the need for new jewelry cases... and then to replace the carpeting. So it began.
The showcases in the front room were removed for refinishing in a lighter color and voila! There they were. The Rainbow Ye'is and clouds around the front door have been released in their full, original glory. New jewelry cases have more room for display and go back to the classic straight lines that make the shop feel wider. The pottery cases have been cut down to echo the cloud steps around the door and allow more space for entering the back room.
Wouldn't the back room be lighter if the walls were lighter? The resident painter thrived on the challenge of duplicating the original paint job on the mural walls in the front room, doing research and experimenting for weeks until he found just the right technique.
The office space in the back room has been opened up and has released perhaps one of the most unique aspects of the shop that almost nobody knew about! Who would have guessed that the office was once a special space for cleaning spittoons? That would explain the tiled walls and that strange bathtub-like structure in the corner that now makes a wonderful seating area for those who want to look at books or have a place to rest their feet while a companion looks at every fascinating item in the shop.
We are sure you will appreciate the result which is showcasing the arts and crafts in an even better way and bringing out the best in this charming, historical shop!
Special Thanks to the National Business Center (NBC) of the Department of the Interior
The recent renovation work at the shop could not have gone as well without the tremendous support and teamwork from the National Business Center (NBC) of the Department of the Interior. A great deal of thanks goes to NBC for their partnering with the shop's renovation. It was a wonderful experience having the combined efforts of so many talented individuals and groups working together.
Bulk Rate U.S. Postage PAID Permit No. 48 Merrifield, VA
NEW BOOK PICKS
* A GUIDE TO NAVAJO SANDPAINTING, by Mark Bahti. Rio Nuevo Publishers, 2000. $9.95.
* TREES IN A CIRCLE: THE TEEC NOS POS STORY, by Kerry Hannon. Teec Nos Pos Trading Post, $49.95/ $125.00.
* INDIAN BASKETMAKERS OF THE SOUTHWEST, by Larry Dalrymple. Museum of New Mexico Press, 2000. $29.95.
* NORTHWEST CARVING TRADITIONS, by Karen and Ralph Norris. Schiffer Publishing, 1999. $59.95.
* TRADITIONAL HOPI KACHINAS: A NEW GENERATION OF CARVERS, by Jonathan S. Day. Northland Publishing, 2000. $14.95.
* INDIAN TRADER: THE LIFE AND TIMES OF J.L. HUBBELL, by Martha Blue. Kiva Publishing, Inc. 2000. $32.50.
Upcoming Events Calendar
Arts of Alaska
November 6 - 30, 2000
McLean Museum Shops Show November 24 - 26, 2000
Southwestern Innovators in Jewelry
December 14 - 16, 2000 Guest Artist, TBA
Flags and Eagles in Indian Art
January 15 - February 28, 2001
ARTS OF ALASKA
This year's show will be better than ever! Many new contacts were made at the recent Indian Art Northwest show in Portland, Oregon. Be sure to mark your calendars November 6 - 30 for Arts of Alaska!
REMINDER: The Indian Craft Shop is open the third Saturday of each month from 10am to 4pm
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While Not Endangered, American Eels Face Numerous Threats
Karl Blankenship
Alliance for the Chesapeake Bay, 619 Oakwood Dr., Seven Valleys, PA 17360-9395 email@example.com
merican eels (Anguilla rostrata) may not be endangered, but biologists still believe the snakelike fish needs plenty of help. The U.S. Fish and Wildlife Service (FWS) in January concluded that while the eel population has undergone significant declines in some places, including the Chesapeake Bay and the upper St. Lawrence River, it does not warrant listing as a threatened or endangered species. A
In the Chesapeake Bay—considered the heart of the eel population—long-running surveys by the Virginia Institute of Marine Science (VIMS) have documented a significant decline in the number of yellow eels since 1979. "I think what we are seeing is representative of what is going on along the coast, as well as in Canada," said Marcel Montane, who oversees the VIMS eel survey. "We've seen a large decrease."
Eels face a number of threats, but still inhabit about 75 percent of their historic range in the United States and Canada, the service said. Reproduction—measured by the number of small "glass eels" seen in coastal areas—appears stable, the service concluded.
"The eel population as a whole shows significant resiliency," said Heather Bell, the FWS biologist who led the review. "If we look at eels over time, we see fluctuations in the population numbers, so a decreasing number of eels right now does not necessarily forecast an irreversible trend."
The review was spurred by a petition filed in 2004 by two brothers, Tim Watts of Massachusetts and Doug Watts of Maine [see Summer 2005 AC, p. 29], who expressed concern about declines of eels in some of their favorite fishing areas, where they were unable to get past dams.
Nonetheless, concern about eels remains high among many fishery biologists and managers.
Reprinted from the March 2007 issue of Bay Journal, newsletter of the Alliance for the Chesapeake Bay, a coalition of enviromentalists, business representatives, government officials, and others who are working together to protect the Chesapeake Bay. The Alliance is a non-advocacy organization that seeks to help protect the Bay through education and by providing the public, as well as decision-makers, with information and opportunities to become involved in Bay activities. For more information, visit www.bayjournal.com.
Others report similar, if anecdotal, observations. Declines have been noted at the Conowingo Dam on the Susquehanna River, where large numbers of eels were once routinely seen trying to slither over the 100-foot-high structure.
"You talk to everybody; in the 1970s they were just crawling all over that dam," said Steve Minkkinen, who heads the FWS Maryland Fisheries Office. "People used to go there and get them for bait. There has only been one year in the last 10 where people saw a lot there."
Eels have a complex life cycle. They are born in the Sargasso Sea in the mid-Atlantic, and the larvae float with currents until they enter coastal areas as transparent, wormlike glass eels. As they gain pigmentation, and move into estuaries, they become elvers, and then larger yellow eels which range everywhere from coastal waters to the farthest headwater streams. As they mature, they can reach lengths of more than two feet, and finally become darker silver eels, which migrate back to the Sargasso Sea to spawn, then die.
Although eels can be found in almost every aquatic habitat, they are vulnerable to a variety of stressors. They are fished, largely for bait; exposed to chemical contaminants in some areas; and many have become infected with nonnative parasites that may affect their ability to swim. Dams impede their movements up and down rivers, and changing ocean currents may affect the distribution of their larvae along the coast.
Last year, a stock assessment by the Atlantic States Marine Fisheries Commission (ASMFC), which regulates migratory fishes along the East Coast, concluded that the population of yellow eels was at or near historic lows.
"There is no reason to list them as endangered, [as] the management authority that is in place is adequate," said Dave Secor, a fisheries biologist with the University of Maryland Center for Environmental Science who chaired the ASMFC's eel stock assessment. "But I think there is a downward trend."
Secor said there was reason to be concerned about potential changes in ocean conditions, which might might be affecting larvae distribution along the coast. Such changes could account for significant population drops seen in Canada, which is at the northern edge of the species' distribution. Declines there are especially important because those eels are the largest females in the spawning population, each producing large numbers of eggs.
Elsewhere along the coast, Secor said that it's possible dams are taking a toll by reducing the number of eels reaching many habitats. Many small dams do not totally block upstream movements—some eels can slither around—but their numbers are reduced, and eels leaving the water may be subject to increased predation. In addition, large mature eels are thought to suffer high mortality when they migrate downstream to spawn if they pass through turbines at hydroelectric facilities. "You can only accumulate so much mortality," Secor said.
At its meeting in January, the ASMFC's Eel Management Board gave the go-ahead to develop management actions aimed at improving the survival of eels during their migration to the ocean. By increasing the number of spawning adults, the hope is that more young eels will make it back into coastal and freshwater areas.
Those management actions, which could be finalized this fall, will likely include a mix of seasonal closures, catch size and gear restrictions, and management triggers based on juvenile abundance indices. In addition, the recommendations would likely call for steps to improve eel passages at dams.
Actions are also planned in Canada, where a 99 percent drop in eels migrating through the Upper St. Lawrence River has been seen. Ontario has closed commercial and recreational fisheries, and the Canadian government has set a goal of reducing eel mortality by 50 percent from all sources.
"Eels face a gauntlet of challenges during their life cycle, with a substantial, we think, cumulative effect," Rob Macgregor, of the Ontario Ministry of Natural Resources, told the ASMFC.
In addition, the Canadian government is supporting efforts to stock eels upstream of dams to boost the spawning population—eels do not determine their sex until later in life and those that move far up freshwater rivers become almost exclusively females. Moving small glass eels into areas where they are likely to become females could boost the spawning stock—if they survive downstream migrations which often lead through turbines at hydroelectric dams.
In the Chesapeake Bay, which has historically had the largest eel population, fishery officials are moving forward with efforts to give eels a hand getting over the numerous dams that block their migrations to freshwater habitats.
In 2003, the first eelway in the watershed was completed by Allegheny Energy Supply at its Millville Dam, the first blockage on the Shenandoah River upstream of the Potomac. Since then, thousands of eels have passed the structure, and last year the company opened an eelway at the next dam, located 45 miles up the river at Warren.
This year, biologists are hoping to win approval for two passages on the Potomac River at Dams 4 and 5, located between Great Falls outside the District of Columbia and the mouth of the Shenandoah. The eelways have to be specially designed so they don't clash with the historic masonry structures, which are owned by the National Park Service as part of the Chesapeake and Ohio National Historic Park.
Last summer, federal and state biologists also built the first eel passage in Maryland, which allows eels to pass over a 10-foot-high dam at Unicorn Lake in Queen Anne's County.
On the Susquehanna, Minkkinen suggested that efforts might be considered to move eels upstream, where 43 percent of the potential habitat in the Bay watershed is closed by the Conowingo dam which, unlike some others, is too large for eels to crawl over. "I can't think of one thing you could do that could potentially have more impact than opening the Susquehanna up to eels," he said.
The river once supported a major eel fishery, and the Pennsylvania Fish and Boat Commission had a program to transport eels into the Susquehanna that moved 17 million eels from 1936 through 1980, when it was discontinued because of costs and declining interest in catching eels.
But interest is growing in returning eels to the river, in part because of recent research that shows eels are critical for the reproduction of certain important mussel species in the river. "We're going to be writing it into our management plan on the Susquehanna," said Mike Hendricks, a fisheries biologist with the commission. | <urn:uuid:a910cdbb-6b5e-4bf4-b95a-6b821648ee6f> | CC-MAIN-2019-13 | http://www.nanfa.org/ac/american-eels-face-numerous-threats.pdf | 2019-03-19T21:55:35Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00351.warc.gz | 336,100,779 | 1,906 | eng_Latn | eng_Latn | 0.998314 | eng_Latn | 0.998457 | [
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Name_________________________________
Grout, Chapter 27 Opera and Musical Theater in the Later Nineteenth Century
1. (679) TQ: What is nationalism?
2. What are some of the technological advances in the second half of the 19th century? What is the factory "organization"?
3. (680) What about social needs? What did literacy do? What about corporations? Mass consumption manifested itself in what?
4. Political reform uprisings in 18___ and 18___ were in __________, and cities of ____________, __________, ___________. The result was ___________________. Why?
5. What were the four general political reforms?
6. What were some of the other reforms? And the negatives?
7. What is the purpose of nationalism?
8. Was nationality a natural phenomenon?
9. When was Germany unified? Italy? What is Risorgimento?
10. How did cultural nationalism manifest itself in Germany and Italy?
11. Why didn't it work in Austrian-Hungary?
12. (682) What were the other themes? Cite examples.
13. SR: What is exoticism?
14. (683) Why did opera production decline?
15. Because the audience was larger, ____________. Because the orchestra was louder, ________________. Because of the new type of singer, ________________. Because there was a repertory, ___________________. Because electricity was available, _________________.
16. What are the different types of light opera?
17. Who dominated Italian opera in the second half of the 19th century? How many operas? Over what period?
18. (684) SR: Verdi was born in _________. By age ___ he was a church ________. He studied in _____ but returned as ___________ in _________. He married ____________ in 18__. They had ___ children, but by 1840 ________.
27. Les vêpres sicilienne is a ______ opera, libretto by _________, that combines ____ and ____ elements.
19. SR: He went to ____ and started writing operas. During the next 13 years he wrote __ or __ operas a year for the theatres in what cities?
20. SR: He met the soprano _________________. He moved back to _______ in 18__. They lived there, but didn't get married until 18__.
21. SR: Between 1855 and 1871 he wrote ___ operas. After that he wrote __ more.
21. SR: Make a list.
22. (685) What was the secret of Verdi's popularity? Beyond melody?
23. How did he pick his libretto? What were the requirements?
24. Why is Nabucco important? Luisa Miller? Reminiscence motives? Prelude?
25. To illustrate, the author selects a scene from the final act of ___________ and shows how the composer uses the ________ structure but modifies it.
26. (686) How are the later operas different?
28. Un ballo in maschera borrows from the ___________.
29. (687) Aida allowed Verdi to introduce ____ and _____.
30. Verdi's last two operas are based on _______________, with librettos by _________.
31. Verdi's publisher, _________, asked Verdi to write an opera based on Otello in 18___. Verdi began in 18__ and finished in 18__.
32. His last opera, ________, is a _____ opera.
33. (688) ______ has more operas in the repertory than any other composer.
34. Name the two composers and their works that found a way in the repertory? How are they classified?
35. Who was the most successful composer after Verdi? What career was he supposed to choose?
36. Make a list.
37. Puccini combined ________ focus on melody with some of __________ features. List them.
38. (689) How does Puccini treat arias, choruses, and ensembles?
39. (690) What is Wagner's threefold significance?
40. SR: Wagner was born in ________. His father died and his mother married Ludwig Geyer, whom Wagner suspected was both __________ and _________.
Name_________________________________
41. SR: His hero was __________. Keep a journal of his travels and his activity.
42. (691) Make a list of his works.
43. What are Wagner's two essays?
44. What does Gesamtkunstwerk mean?
45. (692) Wagner was involved in anti-Semitism in the essay _____________________. He wanted to distant himself from the composers ________ and _________.
46. SR: There was nothing left to be achieved in instrumental music after _____________. All that was left was music associated with drama.
47. Rienzi is classified as a ______ opera, modeled after ______.
48. The Flying Dutchman is a ______ opera modeled after _____. What are the characteristics established by this opera?
49. Act III of Tannhäuser introduced a new kind of ______________ vocal line that became Wagner's normal method of setting text.
50. Lohengrin has treatment of _________ and _________ that is both ________ and ___________, that aims for ____________ and ___________.
51. (694) The Ring cycle is about the value of ______ and people's willingness to _____ it for worldly ends.
52. What is Parsifal about? What does diatonicism and chromaticism represent?
53. What is a Leitmotiv? Alternate spellings? Read the explanation of the leitmotiv use at the top of p. 695.
54. What is Tristan und Isolde about? Who wrote it?
55. In what two ways are Wagner's leitmotives different than reminiscence motives?
56. "Leitmotives are often characterized by particular ______________."
57. (697) How does Wagner achieve ambiguous harmony?
58. (698) "More has been written about _____ than any other composer." His work influenced the symbolist poets _____________ and the visual artists ______________.and the _______ ______ movement.
59. _____ was the main center for the production of new works.
60. Grand opera, exemplified by Meyerbeer's _________ (1865) and Verdi's _______ (1867), faded after these works.
61. (699) Name the ballets and their composer.
62. Lyric opera developed from what? When? Examples?
72. The leading Russian composer of the 19th century was who? He studied at the ________ conservatory and taught at the ________ conservatory. From 1878 he made his living solely as a _______. He had a stipend until 1890 from ____________.
63. What are examples of exoticism?
64. (700) Bizet borrowed ___ authentic Spanish melodies but most of the Spanish sound is his. What is a seguidilla? What are the other features of Spanish music?
65. When did opera bouffe begin? Who is the representative?
66. (701) What is a cabaret? Café-concert? Revue?
67. Russia had opera in ___. A permanent opera company in _____. A Russian opera with spoken dialogue in _____. But most singers and composers were _______.
68. Who is the father of Russian opera? What are the Russian features?
69. Next? Poet? Features?
70. (702) What were the two approaches to modernization?
71. What institutions represented the westernizers?
73. Name his two most important operas.
74. (703) Name his ballets.
75. Who are the mighty five? Variant spellings?
76. (704) Who did they admire? How was their style?
77. Balakirev wrote what? Cui?
78. Borodin was a _____ who didn't have time to compose. His opera, _______, which is a ____ opera and completed by ________, contrasts Russian and Politian cultures. What are the traits of each?
79. Musorgsky earned his living how?
80. (705) Name his operas.
81. What are the elements of realism?
82. What are the characteristics of Russian folk song?
83. Musogsky's harmony is ____ but he _____ chords.
Name_________________________________
84. (707) TQ: Three major triads related by thirds (E, C, A 94. (712) What were the forms of entertainment in America?
major)?
85. What is the last Musorgsky trait?
86. RK studied music with _____ and ____ while pursuing a career in the _______. In 1871 he became _______. He also became an active _____ and a master of _____.
87. (708) RK wrote __ collections of folk songs (1875-82). He wrote __ operas, some of which are:
88. What are the two scale systems? Both are already found in the music of _____.
89. (709) Bohemia (now _______) had _____ and _____ opera. In the 18__s an attempt to create a national form of opera began.
90. Who won the contest? Name his opera.
91. (710) Who's next?
92. (711) List the country, composer, work.
93. What is an operetta? Who are the representatives?
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Twelve-year-old Farhad hasn't had a safe, secure home of his own since he was nine, when his family was forced to leave Iran. Travelling as refugees, they set out on a treacherous journey through the mountains to Turkey, across the sea to Greece and on through Europe to Serbia. Today, Farhad lives in a refugee centre and is supported by Refugees Foundation – Serbia, an organisation funded by Comic Relief and Help Refugees UK.
FARHAD'S STORY
Use our short film about Farhad as the starting point for some inspirational cross-curricular learning with your pupils.
LEARNING RESOURCES
Go to comicrelief.com/farhad to download all these resources.
FILM AND ASSEMBLY
A short film about Farhad's refugee journey, life in the refugee centre in Serbia and his hopes for the future. An accompanying PowerPoint for use in assemblies acts as an introduction to Red Nose Day 2019.
LEARNING POSTERS
Starting points for discussions about life as a refugee and how raising money for Comic Relief helps refugees.
INTERACTIVE STORY
A digital resource exploring Farhad's life in more detail.
CURRICULUM LINKS
GEOGRAPHY – WHERE HAS FARHAD TRAVELLED?
* Use world maps, atlases and globes
* Name and locate the world's seven continents
* Use simple compass directions (north, south, east and west) and locational and directional language (for example, near and far, left and right), to describe the location of features and routes on a map.
PSHE Association programme of study – Living in the wider world
PSHE - FARHAD AND ME
* Ways in which they are all unique; understand that there has never been and will never be another 'them'.
* Ways in which we are the same as all other people; what we have in common with everyone else.
PE - A MOVEMENT JOURNEY
* Perform dances using simple movement patterns
ART & DESIGN - AN ARTY FUNDRAISER
* Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
* Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
* Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
SPOKEN ENGLISH Talking pictures
DISCUSSION
ACTIVITY
Watch the film about Farhad with the pupils. Tell the children they're going to watch a film about Farhad and then do a short quiz.
Use the questions below to get them responding, describing and giving opinions. Encourage them to listen carefully and speak clearly.
* Which country did his family come from originally? (Afghanistan)
* How old is Farhad? (12)
* How many brothers does he have? (2)
* How did Farhad and his family travel from Turkey to Greece? (by boat)
* In which country did Farhad live before he came to Serbia? (Iran)
* What did Farhad have to throw overboard because the boat was too heavy? (his colouring pencils and brushes) • Where does Farhad live now? (in a refugee centre in Serbia)
* Who drew the pictures you see in the film? (Farhad)
* What does Farhad want to be when he grows up? (the best football player and artist in the world)
* What special day is coming up when we're going to raise money to help refugee children like Farhad? (Red Nose Day)
Red Nose Day is an initiative of Comic Relief which is the trading name of Charity Projects, a registered charity in England and Wales (326568) and Scotland (SC039730). Photo credit: Nikolay Doychinov. RND19_163.
FARHAD'S STORY
Twelve-year-old Farhad hasn't had a safe, secure home of his own since he was nine, when his family was forced to leave Iran. Travelling as refugees, they set out on a treacherous journey through the mountains to Turkey, across the sea to Greece and on through Europe to Serbia. Today, Farhad lives in a refugee centre and is supported by Refugees Foundation – Serbia, an organisation funded by Comic Relief and Help Refugees UK.
Use our short film about Farhad as the starting point for some inspirational cross-curricular learning with your pupils.
GEOGRAPHY Where has Farhad travelled?
Using maps and globes, help the pupils to trace the different stages of Farhad's journey.
Farhad's family comes from Afghanistan → He lived in Iran → He crossed the border
into Turkey→He travelled over the sea to
Greece→He travelled through Europe to Serbia
Can the pupils find the different countries Farhad has lived in and travelled through? In which continent is each country? Encourage pupils to use compass directions and directional language to describe different sections of the journey. Which countries might Farhad have travelled through to get from Greece to Serbia?
Do the pupils know which continent the United Kingdom is in? If they were going to go to see Farhad in Serbia, how might they travel there?
PE
A movement journey
Help the pupils to make up a dance about Farhad's refugee journey.
Watch the section of the film about Farhad's journey again and ask the pupils to identify different stages of it that they could convey through movement, for example:
* walking through the mountains, freezing cold • getting into the boat and travelling across the sea
* being turned back at the border
* throwing things in the water
* sleeping outside arriving at the refugee centre.
Working in groups, ask the pupils to devise movements for each stage. Play music to accompany their dance.
PSHE Farhad and me
Exploring the story of a child like Farhad is a great way to help children understand that while we are all unique, we also have much in common.
Watch the film about Farhad again and ask the pupils to come up with as many ideas as they can in response to the questions:
* How is Farhad different to you?
* How is Farhad like you?
Encourage them to think of everything from gender and hair colour to where he lives and what he enjoys doing. How many boys with brown eyes are there in your class? Does anyone want to be a footballer? What are the pupils' favourite things and what would they most hate to have to throw out of a boat? How is their home different to the refugee centre where Farhad lives?
Point out to the pupils that while each one of them is unique and there will never be another 'them', we all have much in common. Although Farhad's life is very different to theirs, like most children he loves people and things, wants a safe home and dreams about his future.
Explain to the pupils that when we help people by raising money for charities like Comic Relief we are helping individuals just like them. Everyone in the world is important and should have a safe, secure place to call home.
ART & DESIGN An arty fundraiser
Farhad is a talented young artist. Why not use art to raise cash for Comic Relief this Red Nose Day, so that it can carry on funding organisations like Refugees Foundation – Serbia.
Fundraising activity
Near the start of the film, Farhad holds up a self-portrait that he has drawn. Talk with the pupils about the picture. Do they think it looks like Farhad? What materials has he used? How has he used colour and line? Do they think he looks happy or sad?
Share examples of other self-portraits in different styles with the class.
Give the pupils a selection of materials, e.g. felt-tips, watercolour paints, pencils and pastels, and ask them to create their own self-portrait. Are they going to use a similar style to Farhad, or has another artist inspired them? What colours are they going to use? What mood are they trying to communicate?
Tell the pupils that this needs to be their very best artwork, as their self-portraits are going to go on display to raise money for Comic Relief. Set up a gallery in the classroom and ask parents and friends to pay to visit your exhibition. You could even sell or auction off the children's masterpieces!
Red Nose Day is an initiative of Comic Relief which is the trading name of Charity Projects, a registered charity in England and Wales (326568) and Scotland (SC039730). Photo credit: Nikolay Doychinov. RND19_163. | <urn:uuid:c1efd512-255a-4adc-a1c5-eb3e80f81590> | CC-MAIN-2019-13 | https://www.comicrelief.com/sites/default/files/downloads/rnd19_schools_primary_topic-map-KS1.pdf | 2019-03-19T20:48:08Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00350.warc.gz | 713,593,661 | 1,771 | eng_Latn | eng_Latn | 0.998676 | eng_Latn | 0.999045 | [
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1
13. What is a bull lyre?
Chapter 1 Music in Antiquity
1. (4) What civilizations have influenced European culture?
2. What culture wrote about music theory?
3. Describe the situation for music notation.
4. (5) What are the four historical traces of past eras?
5. When did sound recordings begin?
6. "In the Stone Age, people bored finger holes in __________ bones to make _______________."
7. In the Neolithic era, there were :
8. In the Bronze Age, there were _________ instruments, such as ____________________________________.
9. Also in the Bronze Age, there were ________ instruments, but they did not survive. Why?
10. Dates: TQ: How many years are there between "third century B.C.E. and fourth century C.E."? Do you know the meaning of C.E. and B.C.E. and what do they replace? What does the sixth millennium B.C.E. mean? What would be the years for the 18th century?
11. (6) Cuneiform?
12. Lyres and harps date from ca. _____________. What does ca. mean?
14. (7) What were the uses of music in Mesopotamian cultures? Which one is no longer current?
15. Which class of people generally is allowed to have music as a common experience? Until what century?
16. The earliest writings contain what kind of information about music? What kind of genre is the earliest music?
17. The earliest composer is ___________ who wrote __________ about the year __________. What is fl.?
18. (8) Babylonians used ____________ scales of _____ notes, which may have been passed on to the Greeks.
19. The oldest notation dates from about _______________.
20. (9) Musicians did not read from notation but played by ___________ or ___________.
21. (10) Name the Greek instruments.
22. Describe the aulos.
23. How did it sound? What is modern thought?
24. What is a "plangent" sound?
25. What was the aulos' function?
26. Could a woman play the aulos? N.B. (6th edition): "Women were limited to playing stringed instruments, since the aulos was considered suitable only to slaves, courtesans, and entertainers." Do you consider the statement about "a prostitute as well as a musician," an oxymoron?
27. Lyres had ____ strings and were strummed by a __________. The _______ hand strummed and the __________ hand ___________ the strings for what purpose?
42. SR/TQ: Why do young people need music? Is that T/F?
28. (11) Which cult? What purpose?
29. Describe the kithara. What is its function? What is a kitharode?
30. (12) Were women allowed to play in recitals? Competitions? Could a person become wealthy? Were the performers from the upper classes?
31. What are the two kinds of writings on music?
32. The most influential were what?
33. Who were the first and last writers?
34. The word music comes from the word _____________.
35. (13) What is the texture of Greek music like?
36. What is perfect melos?
37. What is the relationship between poetry and music?
38. What is harmonia?
39. What is the "harmony of the spheres"? Who coined it?
40. What is ethos? Who proposed the idea?
41. (14) SR: T/F Two people are affected in the same way when experiencing a harmonia. Aristotle differentiates by illustrating by what means? And it isn't only melodies. What else can affect a person?
43. What was Aristotle's phrase for describing how music affects behavior? Modern interpretation would relate this to a _________ or __________ alone, but Aristotle probably has in mind _______________.
44. According to Plato and Aristotle, what two educations
must be balanced? What is the result if one overshadows the other? What is the problem with too much music?
45. What two modes (styles) did Plato recommend? What practices did he condemn?
46. (15) "Lawlessness in art and education" led to what? TQ: What does the first phrase mean? Any modern parallels?
47. T/F Aristotle was stricter than Plato concerning the influence of music on humans.
48. Was it acceptable to be a professional musician? Why?
49. What is the name of Pythagoras' most famous music treatise? TQ: What is a treatise?
50. Who are the theorists who follow?
51. What is the relationship of the rhythm of music and poetry?
52. TQ: What term describes the gliding of the voice? [Glissando is the instrumental version of the term I'm looking for, so that's not the right answer.] What is the term in that paragraph for the opposite condition?
2
66. T/F Dorians only used the dorian mode.
53. (15) What three elements are need for a melody?
54. Babylonians lacked generic names for __________ except with respect to adjacent strings on a lyre.
55. What is a tetrachord? What are the three types of tetrachords? What's the term for "types of tetrachord"?
56. (16) What is a "shade"?
57. What genus is the oldest? Recent? Most refined? Which one was the Babylonian system?
58. Define the terms conjunct, disjunct, proslambanomenos.
59. What is the range of the Greater Perfect System? Lesser Perfect System? N.B. The lesser perfect system picture disappeared in the sixth edition and I needed it for B flat.
60. TQ: Did the Greeks have perfect pitch? Is their a' our a'=440?
61. (17) What are species?
62. TQ: Do you understand the construction of Cleonides' seven species? Anything unusual?
63. (18) How do the modes get their names?
64. What are the different meanings of tonos according to Cleonides?
65. TQ: What term would we use to describe "the region of the voice"?
67. How many examples of Greek music exist? Did Renaissance musicians know them?
68. Why is the Seikilos epitaph important? What mode? What is a skolion?
69. (19) Example 1.4. What tonos? What is the pitch range? Any problems?
70. TQ: Why does the Iastian tonos match the text? And the melody?
71. Why is the Orestes fragment ascribed to Euripides?
72. Dochmaic? [sic]
73. (20) What do we know about ancient Greek music?
74. How many examples of Roman music exist? How do we know about Roman music?
75. What is a tibia? Tibicines? Tuba? Cornu? Buccina?
76. (21) Summarize the details of ancient music.
77. What are the links to ancient Greek music? | <urn:uuid:5af325d8-ccea-42ae-8c4a-39725ac0f41a> | CC-MAIN-2019-13 | http://www.wtamu.edu/~tdubois/Burkholder1.pdf | 2019-03-19T21:25:34Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00351.warc.gz | 400,583,935 | 1,504 | eng_Latn | eng_Latn | 0.997365 | eng_Latn | 0.998172 | [
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Ayeka? Where Are You?
How you show up for your friends, family, classmates, and co-workers says a lot about who you are and the diverse roles you play in your relationships. After Adam and Eve eat of the Tree of Knowledge of Good and Evil (Genesis, Chapter 3) they recognized their nakedness and hid from God among the trees of the Garden of Eden. "Ayeka?" calls God to Adam. Not merely a question of location, God is asking "Where do you stand?" "Who are you and how are you showing up before me?" This is the question we must ask in all of our communities. How are we showing up? What are the many different roles we play?
This text study is designed to get us thinking about these questions and to help us answer the question "Ayeka?" with the prophetic response, "Hinei" – Here I Am.
Find a chevruta (study partner). Select from among the texts below. For the text you select, ask three questions:
1. What does the text say? (State the simple meaning of the text as written)
2. What does the text mean? (Uncover the author's intent)
3. What does the text mean to me? (Explore how this text asks you to show up for your colleagues)
Most of life is showing up. You do the best you can, which varies from day to day. (Regina Brett, journalist, The Cleveland Jewish News)
Rabbi Eliezar said, "Your friend's honor should be as precious to you as your own." (Pirkei Avot 2:9) 1
"As human beings, our job in life is to help people realize how rare and valuable each one of us really is, that each of us has something that no one else has--or ever will have--something inside that is unique to all time. It's our job to encourage each other to discover that uniqueness and to provide ways of developing its expression." (The World According to Mister Rogers)
Hillel says, "Do not separate yourself from the community." (Pirkei Avot 2:4)
"He who [is occupied with Torah] for its own sake is called beloved friend; he loves God, he loves mankind; he is a joy to God and a joy to mankind." (Pirke Avot 6:1)
Vulnerability is about showing up and being seen. It's tough to do that when we're terrified about what people might see or think. (Brene Brown, research professor)
1 Pirke Avot, "Ethics of the Fathers," is a compilation of ethical and moral teachings and aphorisms that claim to be handed down from Moses to the Rabbis to the next generations)
[Rabbi Tarfon] used to say, "You are not expected to complete the work and yet you are not free to desist from it."
(Pirke Avot 2:16)
Shimon the Righteous...used to say, "The world is based on three principles: on the Torah, on avoda, and on gemilut chasadim."
(Pirke Avot 1:2)
Hope begins in the dark, the stubborn hope that if you just show up and try to do the right thing, the dawn will come. You wait and watch and work: you don't give up. (Anne Lamott)
Hillel says, "Be the disciples of Aaron, loving pace and pursuing peace, loving your fellow men, and drawing them near to the Torah." (Pirkei Avot 1:12)
And it is taught in a baraita: A Torah scholar is not permitted to reside in any city that does not have these ten things: A court that has the authority to flog and punish transgressors; and a charity fund for which monies are collected by two people and distributed by three, as required by halakha. This leads to a requirement for another three people in the city. And a synagogue; and a bathhouse; and a public bathroom; a doctor; and a bloodletter; and a scribe [velavlar] to write sacred scrolls and necessary documents; and a ritual slaughterer; and a teacher of young children. With these additional requirements there are a minimum of 120 men who must be residents of the city. They said in the name of Rabbi Akiva: The city must also have varieties of fruit, because varieties of fruit illuminate the eyes. (Babylonian Talmud, Sanhedrin 17b) | <urn:uuid:9a44a0c4-8843-4a4c-a6b4-d6cf39554f2a> | CC-MAIN-2019-13 | https://jewishcamp.org/wp-content/uploads/2019/02/Ayeka-Text-Study-for-Staff.pdf | 2019-03-19T21:24:49Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00347.warc.gz | 553,955,713 | 945 | eng_Latn | eng_Latn | 0.999072 | eng_Latn | 0.999121 | [
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Revealing the Ocean's Invisible Abundance
Scientists develop new instruments to study microbes at the center of the ocean food web
By Rebecca Gast, Associate Scientist Biology Department Woods Hole Oceanographic Institution
A diverse microbial community
Microbes. They are invisible to the naked eye, but they play a critical role in keeping our planet habitable. They are everywhere, in abundant numbers, but are still difficult to find. They come in a multitude of varieties, but too often are difficult to distinguish from one another.
gets for study, and scientists would like to know much more about them. They would like to identify them and count them. They would like to learn more about how marine microorganisms (part of what we call plankton) eat, grow, reproduce, and interact with other organisms. They would like to determine how changes in the ocean might affect the microbial communities' vitality and viability.
Wherever there is water (fresh or salt), there are usually microbes—microscopic, single-celled organisms. In the ocean, they form an unseen cornucopia at the center of a food web that ultimately nourishes larger organisms, fish, and people.
Their fundamental role in the ocean's food supply makes them critical tar-
A Gallery of Protists
A heliozoan is heterotrophic, meaning it consumes plant and animal matter including even small animals.
2
Some marine microbes are bacteria, or prokaryotes—simple cells with no specialized organelles, which are among the smallest of living things. Others are eukaryotes—larger and more complex cells with a nucleus, mitochondria, and other organelles.
Finding minuscule life forms in a seemingly infinite ocean isn't trivial. But in recent years, oceanographers have been developing new techniques and instruments to identify and count marine microorganisms. Year by year, we are learning more and more about them and discovering that they are even more numerous, varied, and important than we previously thought.
Eukaryotic microbes, also called protists, include both producers, such as algae, and consumers, such as protozoa. They thrive in a variety of habitats—living suspended in the water, in bottom sediments, or on other objects. They form communities, or assemblages, of different species that photosynthesize, consume each other, and are, in turn, consumed by other things in the ocean's food web.
In the last few years, we have considerably advanced our knowledge of the struc-
Single-celled organisms are critical links in the ocean's food web. Though ubiquitous and These protists, all found in Antarctic waters, are between 20 and 100 micrometers.
Tintinnids have transparent vase-like shells for protection, and are consumers of a wide variety of cells and detritus.
Oceanus
Magazine • Vol. 43, No.2 • 2004 • oceanusmag.whoi.edu
Diatoms (this one, Corethron) are at the base of the food chain, using photosynthesis to live, grow, and multiply.
ture and function of these assemblages— particularly planktonic assemblages that we sample by collecting the water they inhabit. We now know that these plankton assemblages are diverse, composed of species with widely different sizes, growth rates, and nutrition. Not surprisingly, we know more about the larger protists (greater than 100 microns) than the smaller ones (under 20 microns). Larger protists are easily visible using light or electron microscopes. They have features that remain intact throughout procedures to sample, preserve, and examine them, which can break or distort cells. These features are often lacking in the smaller organisms; and if they are present, they are harder to see and characterize.
Identifying protists has always involved some type of microscopic analysis, with someone looking at the shapes, or morphology, of the cells. But now we also use molecular methods—techniques that give scientists the ability to detect and identify the presence of even small protists based upon their DNA in water samples. Scientists have begun to describe the genetic composition of communities of species that live and interact in the same water. Our next objective is to overcome several technical challenges so that we
SHORE TO SHIP—WHOI researchers Alexi Shalapyonok, Heidi Sosik, and Robert Olson (left to right) carefully load the FlowCytobot onto a WHOI research vessel for installation on the seafl oor at the Martha's Vineyard Coastal Observatory. The instrument counts and identifi es protist cells in the water, and the data is transmitted via undersea cable back to shore.
can routinely monitor changes in protist populations over time.
ing them in laboratories. But these techniques don't give us all the information we need.
Sampling the invisible
So far, all of our detection and identification techniques, both morphologic and molecular, have relied on collecting samples from remote sites and analyz-
abundant, their microscopic sizes make them hard to sample and therefore hard to study.
The dinofl agellate Dinophysis , plump and harmless-looking, produces a toxin that causes diarrhetic shellfi sh poisoning.
Collecting samples from ships means physically taking separate water samples, at separate times, in separate places. Samples taken this way are, quite literally, just single samples—of one location at
Woods Hole Oceanographic Institution
3
Craig Taylor, WHOI
OVER THE SIDE—the Submersible Incubation Device (SID) hangs from a cable, ready to be moored on the sea bottom, where it will take samples of surrounding seawater and measure photosynthesis in the ocean.
one time. They don't provide a continu ous picture of protists in a given area of the ocean. And they don't allow us to detect how the protists respond to rapidly changing environmental conditions.
What researchers want is the ability to collect and analyze samples over long time periods in the ocean; to have a con tinuous sampling and recording proce dure, and to obtain data in as close to real time as possible.
tal population. To overcome this low den sity, researchers in the laboratory must often concentrate several liters of water into a much smaller volume for analy sis by passing it through filters designed to retain the protists, then resuspending them in smaller volumes for analysis.
Overcoming engineering hurdles
Several technical challenges, however, still make it difficult to remotely detect and count microbes in their own environ ment. One is the number of organisms, or microscopic cells, in a given water sam ple. In most marine planktonic environ ments, microbes are present in low num bers and organisms targeted for study may only be a small proportion of the to
Once water samples are collected and concentrated, microbes can be analyzed in several ways, so automated systems must be designed to accommodate the analysis method. For instance, if scien tists want to use only the organisms' ge netic material to identify them, collection systems must be able to break open cells and collect their DNA. If they want to study the whole organisms, though, the systems must keep the cells intact.
In fact, researchers are already devel oping instruments that can either detect a genetic signal from a microbial popula tion or monitor one of its biological ac
Oceanus
Magazine • Vol. 43, No.2 • 2004 • oceanusmag.whoi.edu tivities—and do it autonomously, without requiring scientists to be on the scene.
They can be pre-programmed to col lect water samples over time periods ranging from hours to months and spaces ranging from inches to miles—depending on the particular microbes and biologi cal activities the scientists want to study. These instruments inject water into flex ible bags containing a solution that pre serves the cells for later examination.
SID, ESP, and FlowCytobot
Three examples of instruments for re mote analysis of marine microbes do solve many of the technical problems.
The Environmental Sample Processor, ESP, developed by Chris Scholin at Mon terey Bay Aquarium Research Institute (MBARI), attaches to a mooring anchored to the ocean bottom and collects and pre serves water samples. It extracts nucleic acids from the protists in the water and detects specific organisms by their DNA. It can also preserve samples for microscope analysis in the laboratory. Researchers have already used it to detect species that cause harmful algal blooms and to dis tinguish types of planktonic larvae in the ocean. It will soon have even greater ca pacity to detect and distinguish organisms.
The Submersible Incubation Device, SID, a moored instrument developed by Craig Taylor at WHOI, determines levels of photosynthesis in the water around it by robotically measuring carbon dioxide taken up by phytoplankton in the sam ples. Up to 50 of these experiments can be performed before the instrument needs to be removed from the ocean to analyze the samples and determine what species are present.
A third instrument, FlowCytobot, is a submersible flow cytometer— a device that counts single cells flowing through it. Developed by Robert Olson at WHOI, it is also anchored to the seafloor near the coast. It counts and analyzes microbial cells in the water continuously for up to two months. FlowCytobot identifies mi crobes by the way they scatter light, or by
the way certain pigments in the cells emit fluorescent light. Because it samples con tinuously, scientists can see changes in plankton populations over time that can not be detected by traditional sampling.
A coastal observatory network
The ultimate goal is a continuous, re mote system that can detect, distinguish and count microbes in the environment. In the laboratory, scientists can do all these things by filtering samples, identi fying DNA within them, and examining microbes under microscopes. But design ing, programming, and building a system to carry out all of these steps remotely is a challenge.
One of the difficulties for this work is that DNA analysis requires heat, which requires power. Remotely deployed in struments depend on batteries for power, and adding batteries quickly makes in struments too heavy, big, and costly to build. To overcome this hurdle, scientists have sought a viable alternative; develop ing long-term installations of instruments powered by cables from a nearby shore.
In recent years, several coastal ocean observatories have been built that have cables linking power nodes on the ocean floor with shore-based facilities. One of these is near Woods Hole, at the Martha's Vineyard Coastal Observatory (MVCO). Instruments plugged into seafloor nodes receive power from the cables and trans mit data back via the cables.
This level of available power has stimulated the development of new bio logical sensors and methods that will let scientists take measurements continu ously and accurately.
In the lab, we are working to develop and assemble several instrument modules into the FlowCytobot automated system to install at the MVCO. The system will de tect microbial cells, identify them geneti cally, and obtain accurate counts of partic ular species. It will let us monitor specific microbial populations that play significant roles in the food web and to detect changes taking place, on a daily basis.
TIRELESS UNDERSEA WORKER—The robotic Environmental Sample Processor (ESP) lifts off the deck and begins its journey to the seafloor off Monterey, California. It will be moored there for a lengthy stay and take repeated samples of protists in the water.
The development of new sensors is also important to national efforts to build an infrastructure of ocean obser vation systems. Ocean observatories are the wave of the future in many fields of oceanography. Some will monitor coastal water; others will monitor the open ocean. Many already exist, and many more are being planned, through several national programs. These pro
grams will incorporate existing coastal observatories into a network, expanding their research capabilities, and building more at key coastal sites. We will use the observatories, each with seafloor cables supplying power, to collect and share information on a previously intractable microbial world – the broad group of tiny cells that control the coastal ocean's food supply.
Genetics at Ohio State University in 1994, and then came to WHOI as a Postdoctoral Scholar, where she has remained, keeping warm between visits to the ice and slush. In other projects, she studies sym biotic relationships of protists—where they occur and how they function. She is developing techniques to detect human pathogenic organisms (Giardia and Cryptosporidium) and invertebrate parasites (Quahog Parasite Unknown or QPX, a parasite in clams) in coastal ocean waters.
Biologist Rebecca Gast uses molecular methods to study the mi croscopic ocean. An Associate Scientist in theWHOI Biology Department, she examines the ecology of single-celled non-bacte rial organisms, or protists in the marine environment. Her work is often based in the Antarctic, where she studies protists in seawater, sea ice, and slush. She is interested in their diversity, distribution, and abundance, and how their proteins function in the extreme cold. Becky received her Ph.D. from the Department of Molecular
Woods Hole Oceanographic Institution
5
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Chapter 15
Music for Chamber and Church in the Early Seventeenth Century
1. [328] What are the three styles? (Compare SG 23, #19) Church, chamber, theatre
2. Review: What are the forms of Italian popular music? Canzonettas, ballettos, villanelles
3. And the forms for the elite? Madrigal, monody, dance songs, dramatic recitative, aria
4. What devices were used "to create large-scale forms and enrich the expressive resources of music"? Concertato medium, ritornellos, repeating bass patterns, contrasts of style
5. (329) What works illustrate the concertato medium? TQ: What exactly is concertato medium?
Monteverdi's madrigals, books 5-8; voices and instruments have different parts (instead of colla parte, where the instruments double the voices)
6. What does basso ostinato mean in Italian? What's another name for it? Write the definition. What are the traits? What are the Spanish and Italian versions?
Persistent bass; ground bass; repeating bass line; triple or compound meter, usually 2, 4 or 8 measures; Guárdame las vacas, romanesca, Ruggiero
7. Could you write a descending tetrachord? Statement: In the old days we learned that this was called a lament. TQ: What are the names of the NCTs in Example 15.1?
Yes and I'd do tone, tone, semitone; that's what I thought too!;
m. 1=anticipation; m. 2=anticipation; m. 3=escape tone;
m. 4=retardation; m. 9=suspension; m. 10=anticipation;
m. 12=suspension
8. (331) A chacona is the opposite of a lament. What is the Italian equivalent? What was its purpose originally? Where did it come from? Where did it go? What was the "chord" structure? (Should I be saying chord yet?) What instrument would play the chords?
Ciaccona; fast dance-song; Latin America; Spain and Italy; I-V-vi-V; guitar
9. What is the meaning of cantata? What is its definition at mid-century? Where was it performed? Widely disseminated? Who are the composers?
To be sung; secular, with continuo, solo voice, lyrical or quasi-dramatic text, in several sections; private settings; preserved only in manuscript, so no; Luigi Rossi, Antonio Cesti, Giacomo Carissimi, Barbara Strozzi
10. (332) SR. What is the Academy of the Unisoni? List her works.
A gathering at the Strozzi home for intellectuals; 3 collections of cantatas and arias, 2 of arias, 1 of madrigals, 1 of motets
11. (333) What is a sacred concerto? What church? Religious texts with basso continuo (hereafter b.c.), concertato medium, monody, operatice styles; Roman Catholic
12. Composers still wrote polyphonic church music. What are the two styles? TQ: What's the difference?
Stile antico (old style) and stile moderno (modern style); the modern allows the text to override the rules of harmony
13. What is the famous Palestrina counterpoint book? (Note: This is the appropriate place to mention the book but it's anachronistic. Beethoven will have to learn this stuff as part of the his early training.)
Johann Joseph Fux, Gradus ad Parnassum, 1725
14. What are the large-scale works written for the Catholic church? Who are the representative composers? Vespers, psalms, mass movements, polychoral motets Giovanni Gabrieli, Orazio Benevoli
15. What's the definition of the small sacred concerto? Who was the first and what was its first?
1+ solo voices, organ accompaniment with 1+ violins; Lodovico Viadana, Cento concerti ecclesiastici, 1602; first sacred vocal music printed with b.c.
16. (334) Alessandro Grandi wrote solo _______ that used the _________ style (i.e., recitative, solo madrigal, and lyric aria). Note: i.e. is Id est, which means that is. Motets; monodic
17. How was music in convents? Stiffled by men!
18. (335) In what ways did Lucrezia Vizzana overcome the suppression?
Componimenti musicali, 1623, 20 motets, 1+ soprano voices with basso continuo; monody, ornamentation, recitative, dissonant NCTs
19. Who is Chiara? Which convent? Her works? Style traits? Margarita Cozzolani; Santa Radegonda in Milan; 4 collections of sacred concertos, Mary Magdalene dialog, Vespers; polychoral, solo/duet arias, declamatory styles, refrains, sequences, repeating bass line
20. (336) How did oratorio receive its name? How does it differ from opera? Define testo, oratorio latino, and oratorio volgare
Prayer hall; religious subject matter, not staged, narrator (testo), use of the chorus; in Latin (oratorio latino) for the church; or Italian (oratorio volgare) for secular settings, more like opera, not preserved
21. (336) Who is the leading oratorio composer? What is the example? Giacomo Carissimi, Jephte, 1648
22. (337) Were religious and secular styles exclusive? No
24. What was Heinrich Schütz's training? Where did he work? Read the remaining paragraphs to get a sense of what the collections are about.
23. Lutheran Germany sometimes used the _______. Biblical motets (name the composers) sometimes used the _______________. The small __________ was even more common (name the composers and the work).
Chorale; Hans Leo Hassler, Michael Praetorius, large-scale
contertato medium; sacred concerto, Viadana, Hermann
Schein, Opella nova, 1618, 1626
Venice with Giovanni Gabrieli (1609-12), Monteverdi (1628-
29); Dresden
25. (338) Make a list of works from the SR. Psalmen Davids (German polychoral psalms), Cantiones sacrae (Latin motets), symphoniae sacrae (sacred symphonies, 3 vols.), Musikalische Exequien (funeral music), Kleine geistliche Konzerte (small sacred concertos, 2 vols.), The Seven Last Words of Christ, Christmas History, 3 passions
26. (340) Musical figures were described by the theorist _________ for what purpose? Christoph Bernhard; describe passages that break the rules
27. (341) What is a historia? Musical setting based on a biblical narrative
28. What is the classification of a passion? Subset of a historia
29. What was Schütz's legacy? A bee that lands on the German flower with Italian pollen
30. Jewish music maintained their traditions with little change. Apparently popular music tried to invade but was denounced. ___________ was introduced in Ferrara. Improvised polyphony
31. Name the composer and his works. Salamone Rossi, Hashirim asher lish'lomo (The Songs of Solomon, 1622-23), 33 psalms, hymns, synagogue songs
32. (342) Summarize the first paragraph of "Instrumental Music."
Instrumental developed, got away from vocal models, but adapted b.c., affections, focus on soloist, ornamentation, idiomatic writing, style contrasts, recitative/aria. Violin becomes important.
33. Describe the performing forces. Solo, chamber, large (after 1650)
34. Describe the venue.
Church (organ, ensemble), chamber (solo, ensemble), theater (dances and interludes in ballet and opera)
35. Describe the nationality.
They differ in genre and stylistic elements
36. (343) List the types of instrumental music (until 1650). Keyboard/lute in improvisatory style: toccata, fantasia, prelude
Fugal pieces, continuous imitative style: ricercare, fantasia, fancy, capriccio, fugue
Pieces with contrasting sections, often in imitative counterpoint: canzona, sonata
Settings of existing melodies: organ verse, chorale prelude
Pieces that vary a given melody: (variations, partita), chorale
(chorale partita), bass line (partita, chaconne, passacaglia)
Dances (suite)
37. What are the keyboard types after 1650? Prelude, toccata, fugue, chorale/chant setting, variations, suite
38. What are the ensemble types?
Sonata and suite
39. What are the large ensemble types? Suites, sinfonias, concertos
40. How does an organ toccata differ from one on harpsichord? Sustained notes, unusual harmonies
41. Describe Frescobaldi's toccata.
Sectionalized, each ending with a cadence, sometimes virtuosic and others that pass the motive among voices
42. What is the performance practice of the toccatas? Sections can be played separately; tempo does not have to be steady
43. (344) SR: List Frescobaldi's works.
Toccatas, fantasias, ricercares, canzonas, partitas; Fiori musicali (Musical Flowers) with 3 organ masses; ensemble canzonas; madrigals, chamber arias, motet, and 2 masses
44. What is an organ mass?
Music from the mass that would be played on an organ
45. What does open score mean? What is the printing method?
Each voice on a separate line (like SATB); single impression
46. (344) Who is the next composer? Johann Jacob Froberger
47. (345) Define ricercare. What term is eventually used? Composition in which one subject (theme) is continuously developed in imitation; fugue (It. flight)
48. (346) Write a summary statement about the SR. Frescobaldi thought that instrumental music could move the listener by varying the tempo.
49. What is a fantasia? Who are its representative composers?
Ricercare on a larger scale with different countersubjects and augmentation/diminution; Jan Pieterszoon Sweelinck, Samuel Scheidt
50. What was new about Scheidt's New Tablature? TQ: What would we call it? TQ: Organ tablature?
Writing out voices on a separate staff; open score; "Gosh, it would be nice if I knew what organ tablature was; I'll ask my teacher." Answer: keyboard tablature
51. What was the performance medium for the English fancy? Who were the composers?
Viol consort; Alfonso Ferrabosco the Younger, John Coprario (né Cooper)
57. What are the three types?
1. Melody repeated but with different contrapuntal material or may transfer from voice to voice. This type is known as cantus-firmus variations
2. Melody in the top voice is ornamented while the harmonies remain constant
3. Bass or harmonic progression remain the same. The chaconne and passacaglia are types of this category
58. (349) What is a suite? Know Schein's collection. Linking of 2 or 3 dances; Johann Hermann Schein Bachetto musicale (Musical Banquet, 1617), 20 suites for 5 instruments with continuo (padouana [pavane], gagliarda [galliard], courante, allemande, tripla [a triple-meter variation of the allemande])
59. (350) Statement: New styles were used interchangeably. With so many new genres, they fell out of fashion quickly only to be rediscovered late in the 19th century. These pieces have been published and recorded. Perhaps their music is less predictable in terms of melody, harmony, rhythm, etc. is one reason why they faded.
52. (347) TQ: The canzona is an instrumental version of the Parisian ____________. It's livelier than the ricercare. Chanson
53. What is the usual definition of a sonata?
1+ melody instruments (violins) with b.c.; ensemble sonata is 4+ melody instruments with or w/o continuo. idiomatic writing while the canzona was more reserved
54. Statement: The canzona and sonata merge after about 1650.
55. (348) In Germany organ improvisations on chorale melodies are known as ___________.
Organ chorales or chorale preludes
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St. Margaret Catholic School Viking Vine
"Be Who God Meant You to Be And You Will Set The World On Fire." November 16, 2018
Principal's Corner
Events
Dear Parents, consequences of actions, so they learn to recognize how being thankful is a great way to live.
In our consumer driven society, we might be unwittingly drawn into the culture of the "must-haves". We don't want to disappoint our children, we want to make sure they have everything their friends have and so we are lead to buy every possible "gadget" that's "fashionable".
"By providing our children with their every heart's desire, and maybe more, we have failed to provide them with the proper attitude in which they should be received. Instead of appreciating and being thankful for what they have, our children want and expect the latest iPods, mobile phones, laptops. We have entrenched our family firmly in commercialization." Susan Newman. Little Things Long Remembered.
We all know that parents are all-loving of their children and would never dream of allowing a "negative" thought concerning their children to pass through their mind. Never? Well, maybe a quick thought about how our children don't really appreciate all we do for them or how self-absorbed and self -centered they can be and how we thought that, when we had them, we were inviting them to join us, whereas, now, on occasion our teenagers might grudgingly allow us to join them …. OOPS!
Not to worry. Children don't come into the world hardwired to be appreciative or thankful. They learn this over time. Teaching children to be thankful helps them to resist the urge to be selfcentered and self –absorbed. It is important for children to appreciate the "good" in their lives, for thankfulness is directly related to happiness. This "good" is centered round the simple pleasure of life: a home, food, clothing, education and the love of family and friends.
We parents are the most significant example of any quality to our children and when it comes to demonstrating thankfulness, we need to portray it not as a shallow formality but something to be internalized and thought about before it is expressed. All children are selfish and ungrateful at times. However, that just gives us an opportunity to encourage deeper thinking in our children, such as the
HALO
Our HALO this week was Ms. Tesa Pace. We thank Ms. Pace for her expertise in writing and love of her students and this school.
to each other for the many things we often take for granted but which really make our lives worth living. We use this day to celebrate our Christian heritage, demonstrate the love of God, thank those who have made a positive impact on our lives and encourage each other.
"Let us be thankful to people who make us happy; they are the charming gardeners who make our souls blossom." Marcel Proust.
Peace and Blessings,
Wendy L. Wicke
It can be helpful for our children to receive the occasional reality check by exposing them to videos from "third world countries". We can challenge our children's assumptions about the things they take for granted by having them observe the everyday struggle billions of people have to find food, clean water and adequate shelter. Doctors, dentists, teachers are but a dream for so many of these people but are taken for granted in our children's lives. Our children will realize that even in the simple things of life, they have much more than many other children.
As Americans and Christians we celebrate Thanksgiving every fourth Thursday in November. This special holiday gives us the opportunity to reflect on our lives. I believe its purpose is to encourage us to pause as a nation and say thank you to God and
Things to Remember
Club Meetings
Tuesday, November 27, 2018
Noon - BETA Club
Wednesday, November 28, 2018
3:00 - 4:00 pm - Science Club
Thursday, November 29th
3:00 - 4:000 pm - Chess Club
Friday, November 30th
Noon - Spanish Club
Monday, November 19th Friday, November 23rd Thanksgiving Holiday
Monday, November 26th
Return to School
Thursday, November 29th
Free Dress for November Birthdays
Friday, November 30th
8:15 am Mass
Saturday, December 1st
10:00 am - Second Grade First Penance Service in Church
Lunches
Monday, November 26th Gr. Beef Nachos, Corn, Apple Wedges and Wheat Cinnamon Roll
Tuesday, November 27th Meatballs/Rice/Gravy, Broccoli, Yam Patty, Fruit & Wheat Roll Wednesday, November 28th Chicken Nuggets, Mac & Cheese, Baby Carrots, Cherry Tomatoes, Celery Sticks with Dip
Thursday, November 29th Baked Chicken, Brown Rice, Lima Beans, Glazed Carrots Applesauce, Fruit & Wheat Roll Friday, November 30th Chili Hot Dog, Fries, Mexican Beans, Fruit & Dessert
Choice of Milk Daily
Viking Lagniappe
Unveiling the Virtues
As we continue to work on Habit #3 – Put First things First, our students work to prioritize their lives and stay focused on what they are doing. When practicing habit #3 minimizing distractions and regrouping if off task helps students develop good work ethic. When we work on Habit #3, we are also practicing the virtue of Justice. Justice is another name for fairness. We recognize what is due God and others. Virtues related to Justice are Obedience, Patriotism and Prayerfulness. When we are obedient we assent to rightful authority without hesitation or resistance. As parents. it is our responsibility to teach our children that teachers and administrators are part of rightful authority. Patriotism is paying due honor and respect to our country and having a willingness to serve. When we practice patriotism, we stand for our National Anthem and the Pledge, and we speak respectfully about our governing officials. Cultivating a spirit of prayer means taking time to be still and listen to God's message to us. As we continue through the month of November, please help us cultivate in your child the first 3 Habits: 1. Be PROACTIVE, 2. Begin with the END in MIND and 3. Put FIRST things FIRST; and 3 of the 4 Cardinal Virtues: Temperance, Prudence and Justice.
Americans and Spanish settlers held a feast and the Holy Sacrifice of the Mass was offered. This was 56 years before the Puritan pilgrims of Massachusetts. Don Pedro Menendez came ashore amid the sounding of trumpets, artillery salutes and the firing of canons to claim the land for King Philip II of Spain. The ship chaplain Father Francisco Lopez de Mendoza Grajales chanted the Te Deum and presented a crucifix that Menendez ceremoniously kissed. Then the 500 soldiers, 200 sailors and 100 families and artisans, along with the Timucuan Indians celebrated the Holy Sacrifice of the Mass in gratitude to God.
FAMILY MOVIE NIGHT!!
Free Admission and Popcorn!
Come join us as we prepare for Advent with the story of The Fourth Wise Man. He never made it to Bethlehem but he gave the greatest gift of all.
Remember that "Thanksgiving" in Greek is Eucharistia. Thus, the Body and Blood of Christ is the true "Thanksgiving Meal". (Source: taylormarshall.com)
Is Mass part of your Thanksgiving Day tradition? If not, why not start it this year?
ATTENTION!!
Family Faith Formation
When did the first Thanksgiving really happen? History books will tell you that the first Thanksgiving was celebrated by Puritan pilgrims of Massachusetts in 1621. That is not so. There was a Catholic Thanksgiving in 1565 in Florida and another one in 1589 in Texas.
The first American Thanksgiving was actually celebrated on September 8 in 1565 in St. Augustine, Florida. The Native
Junior Catholic Daughters of the Americas need your help! Just as we did last year, JDC's are collecting religious items (rosaries, prayer cards, prayer books, pen…) to donate to the Seafarers Organization ran by Deacon LaPoint, the spiritual guide and director. Your donations will be given to men working on ships for 6-18 months. This act of kindness will surely put a smile on these men's faces. We are also collecting hotel soaps, shampoo, conditioner and any other personal hygiene items to go in gift bags.
Wednesday, November 28, 2018
6:30 p.m. in the East Room
Breakfast with St. Nicholas
Sunday, December 9th
8:00 am - 12:00 pm
St. Margaret Catholic Church Family Life Center.
Come see St. Nicholas and Enjoy a Pancake Breakfast.
The items need to be turned in by December 7, 2018
Sincerely, JCDA Sponsor, Mrs. Judy Reeves
2 Pancakes, Sausage, Drink — $5.00
Pictures with St. Nicholas-$8.00
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N OA H WA LLA C E YO U T H E N R I C H M E N T
HISTORY DETECTIVES
(part 2)
Fleece to Yarn: Wool was one fi ber used in weaving cloth or in knitting a pair of stockings. Look at and handle fl eece, card the wool using authentic paddles, then twist the fi ber using a drop spindle.
Calligraphy: Learn the art of writing as colonists did, using ink and pen, plus attempt using a quill pen! The type of ink used, storage of it, and actually writing with a pen will be tried before students learn the process of sealing envelopes with wax.
What is It?: In this segment students will look at four different items popular during the colonial period and determine what each is. They will learn how and why these items existed this way, then create a version of one using current supplies and modern day advantages.
Create Herbal Sachet: Herbs played an important part in the lives of colonists as medicines and teas, but also using fragrances for storing linens. Smell lavender, lemon balm, thyme and other dried herbs. Create your own herbal sachet with precut fabric, choose several dried herbs to add before tying off with twine.
4/23, 4/30, 5/7, 5/14 4:15 PM - 5:15 PM Grade K-4 Noah Wallace Elementary Course Fee: $39
TO REGISTER...
visit www.fpsct.org/fce, call 860-404-0290 or complete and return the registration form on the back
REGISTER...
ONLINE
Register by visiting www.fpsct.org/fce
BY MAIL
Mail registration and payment to: Farmington Continuing Ed 1 Depot Place Unionville, CT 06085
BY PHONE Call 860-404-0290 between 8:30 AM and 4:30 PM (M-F)
IN PERSON Bring registration and payment to: Farmington Continuing Ed 1 Depot Place Unionville, CT 06085
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DISCLAIMER: As a service to the community, the Farmington Board of Education, through its Farmington Continuing Education office, offers enrichment courses through its Adult and Youth Enrichment programs.
In some cases these courses are taught by third party businesses pursuant to a contract with Farmington Continuing Education. These businesses, and their personnel who are instructors in Farmington Continuing Education enrichment courses, are not agents or employees of the Farmington Board of Education. The businesses are responsible for the enrichment course and their instructors for the Farmington Continuing Education enrichment courses.
The Farmington Board of Education's offering of an enrichment course does not constitute an endorsement by the Farmington Board of Education or its officials, agents or employees of any particular information, product, view, opinion or advice that may be presented in any enrichment course.
In addition, any person who relies or acts on the advice of any enrichment instructor does so at his or her own risk. In consideration for being allowed to enroll in an enrichment course, the registrant releases, and waives any and all claims he or she may have against, the Farmington Board of Education, Farmington Continuing Education, its officials, agents, and employees with respect to any such advice.
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Old Wives Tales
About House and Home
Use a word from the list on the right to fill in the blanks of the "Old Wives Tales" you find on the left. You may only use each word once.
Scatter Solomon's seal on the floor to banish ___________ from the room.
To protect your house from ______________, gather hazel tree branches on Palm Sunday and keep them in water.
Add _________________ to chicken feed to keep poultry from wandering.
Stuff ___________ in your keyhole to protect against witches.
Never carry a _________ into the house. If you do so by mistake, carry it out again, walking backward to avoid bad luck.
Never walk under a __________, it brings bad luck.
If you give a ____________ to a friend, make the recipient pay you a penny to avoid cutting the friendship.
Never pound a _________ after sundown, or you will wake the tree gods.
Nail an ____________________ to new rafters to bring good luck.
An __________________, hung high, will bring good luck to a house.
When you move to a new house, always enter first with a ____________ and a new broom.
Never bring an old _______ into your home- it may still carry remnants of the past, and if it falls, it means company is coming.
Make sure you exit by the same __________that you entered or you will never settle.
If you find a ______________ inside your home it means luck.
A __________flying through a window means death.
If a ______________ land on your house it will soon burn down.
If a __________________ nests under the eaves you will be protected.
Ivy growing over the top of your house keeps you safe from _______________.
Never give a _________as a housewarming present -your new neighbor will become an enemy.
Never sweep over a ____________ or you will sweep all the good luck out.
Grasshopper
Steel Blade
Black Magic
Fennel
Loaf of Bread
Hoe
Knife
Evergreen Branch
Swallow
Caraway Seeds
Ladder
Broom
Bird
Nail
Lightning
Serpents
Swarm of Bees
Trash
Threshold
Empty Hornet's Nest
Door
Old Wives Tales
About House and Home
ANSWER KEY
Scatter Solomon's seal on the floor to banish serpents from the room.
To protect your house from lightning, gather hazel tree branches on Palm Sunday and keep them in water.
Add caraway seeds to chicken feed to keep poultry from wandering.
Stuff fennel in your keyhole to protect against witches.
Never carry a hoe into the house. If you do so by mistake, carry it out again, walking backward to avoid bad luck.
Never walk under a ladder, it brings bad luck.
If you give a steel blade to a friend, make the recipient pay you a penny to avoid cutting the friendship.
Never pound a nail after sundown, or you will wake the tree gods.
Nail an evergreen branch to new rafters to bring good luck.
An empty hornets' nest, hung high, will bring good luck to a house.
When you move to a new house, always enter first with a loaf of bread and a new broom.
Never bring an old broom into your home- it may still carry remnants of the past, and if it falls, it means company is coming.
Make sure you exit by the same door that you entered or you will never settle.
If you find a grasshopper inside your home it means luck.
A bird flying through a window means death.
If a swarm of bees land on your house it will soon burn down.
If a swallow nests under the eaves you will be protected.
Ivy growing over the top of your house keeps you safe from black magic.
Never give a knife as a housewarming present -your new neighbor will become an enemy.
Never sweep over a threshold or you will sweep all the good luck out.
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ARCHDIOCESE OF LIVERPOOL
INSPECTION REPORT
HOLY CROSS CATHOLIC PRIMARY SCHOOL
LIVERPOOL
__________________________________________
Inspection Date Wednesday 7 th May 2014
Inspectors Miss Julie Lockett Mr Tony Ford
Unique Reference Number 104633
Inspection carried out under Section 48 of the Education Acts 2005 and 2011
__________________________________________________________________
Type of School Catholic Primary
Age range of pupils 3-11
Number on roll 133
Chair of Governors Mr James Doyle
Headteacher Mrs Helen Bannon
School address Fontenoy Street,
Liverpool
L3 2DU
Telephone number 0151 2369505
E-mail address email@example.com
Date of last inspection 1st December 2009
Introduction
This inspection was carried out under Section 48 of the Education Acts 2005 and 2011
The report of the inspection is produced for the Archbishop of Liverpool (Code of Canon Law 804 and 806) and for the governors of the school.
The inspectors are members of the Christian Education Department and their associates approved by the Archbishop of Liverpool for this purpose.
Information about this school
* Holy Cross Catholic Primary school is a smaller than average sized Catholic Primary School situated in Liverpool City Centre, serving the parish of St. Sylvester.
* There are 9 teachers of whom 6 teach Religious Education and 5 have a suitable qualification in Religious Education. Nine teachers are baptised Catholic.
* There are 133 number of children on roll of whom 83 are baptised Catholic, 1 comes from an other Christian denomination, and 42 from other faith or religious traditions. Seven have no religious affiliation.
* Since the last inspection there is a new headteacher in post and the Religious Education coordinator now has full responsibility of the subject. There is also a new Religious Education link governor.
Key for inspection grades
Grade 1
Outstanding
Grade 2
Good
Grade 3
Requires Improvement
Grade 4
Inadequate
______________________________________________________________
© 2014 copyright – Archdiocese of Liverpool. This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school.
Overall effectiveness:
Holy Cross Catholic Primary School is a good school in providing Catholic Education.
Inspection Judgements
The extent to which the pupils contribute to and benefit from the Catholic life of the school.
* The extent to which the pupils contribute to and benefit from the Catholic life of the school is good.
* Pupils are involved in its evaluation. They have produced valuable and well presented work surrounding their mission of, 'I am special and unique. All children are equal. All children are welcome at Holy Cross.'
* Pupils know and understand the school's Mission Statement and motto, 'Children are our future,' and understand the part they play within it.
* Holy Cross is a truly inclusive school where pupils have a sense of belonging to the school community and value and respect others. Pupils of all beliefs and backgrounds are invited to share what makes them special and unique.
* Pupils are involved in developing the Catholic character of the school.
* Pupils' behaviour is outstanding. They have a good sense of right and wrong and apply this in their personal relationships. They show responsibility for themselves and their actions.
* Pupils are encouraged to take on roles of responsibility in the school e.g. through the school council and recently formed school chaplaincy leaders group.
* Pupils are involved in service to their local community by being alert to their needs through sharing resources of food and clothing, donations and local fundraising efforts. They have shared their talents with the community in an annual choir event at the local town hall at the Holocaust Memorial.
* Pupils show wider responsibilities through a variety of fundraising events. Funds are regularly raised for CAFOD, Missio and Nugent Care.
* Pupils participate in parish masses with the local worshipping community and share key events in the liturgical year.
* Pupils are invited to take part in transition links with the local high school. The school is keen to plan for retreat days to develop pupils' spiritual and moral guidance.
* Pupils benefit from participation in residentials to Colomendy in Wales and there are regular educational visits. Due to the school's close proximity to the city centre of Liverpool, pupils are often invited and able to access many events, such as an Indian cultural exhibition for pupils and their parents.
* Education for pastoral care and personal relationships has fostered positive attitudes in pupils and their families. Holy Cross has excellent pastoral support through 'Nugent Care School Support,' working closely with the Educational Psychologist, the headteacher and staff members for an invaluable network of support for many of its families.
* Holy Cross praises and acknowledges the contribution of others this is evident in their achievement and celebration assemblies. They show a readiness to embrace and celebrate their lived experiences.
* There are plans formulating for pupils to access an Education for Personal Relationships programme that will continue to support and develop their pastoral care.
How well pupils achieve and enjoy their learning in Religious Education
* Pupils' achievements and enjoyment in Religious Education is good.
* They make good progress in relation to their starting points and capabilities.
* Their attainment in Religious Education is good.
* On entry to school many children have a limited knowledge and understanding of the Catholic faith.
* Outcomes for pupils with additional or special needs are good.
* There is no difference in performance between pupils of different gender.
* Analysis of assessments undertaken provides evidence of pupils increasingly attaining appropriate levels for their age and stage of development in each key stage.
* Pupils are becoming increasingly more religiously literate. Their knowledge, understanding and skills are developing appropriate to their age or capacity.
* Pupils show good attainment for lower levels. There is some good evidence of pupils attaining higher levels and this can develop by continuing to raise expectations and challenge pupils in their work.
* They are developing the skills that enable them to reflect spiritually, think ethically and theologically and are becoming more aware of the demands of religious commitment in everyday life.
* Pupils are encouraged to work independently and collaboratively.
* Pupils' engagement in and enjoyment of their learning is good as shown by their interest, enthusiasm and behaviour. They are diligent and are keen to do their very best.
* Pupils are anxious to learn and improve their knowledge, understanding and skills as they become independent learners.
How well pupils respond to and participate in Collective Worship
* Pupils' response to and participation in Collective Worship is good.
* Pupils' knowledge of prayer and liturgy is increasing.
* All pupils show interest, respond well and actively participate in Collective Worship.
* They are becoming familiar with a variety of prayer styles. They appreciate and are open to the Word of God in the scriptures.
* On the day of inspection pupils reflected on the fruits and the power of the Holy Spirit. Pupils gathered and listened to the Word with reverence. They responded and reflected with prayers and each child understood the message they were to go forth with.
* Pupils sing joyfully and join in community prayers appropriately and with confidence.
* Pupils' response is particularly encouraged by the thoughtful and meaningful focus areas and the creative and well presented resources used, such as balloons and prayer cards.
* Pupils respond well and are encouraged to develop their skills in preparing and leading worship in some year groups. This good practice will be further enhanced through the pupils' chaplaincy group, which at present is in its infancy. Once embedded, pupils in the group will have the opportunity to be role models when participating in worship and encourage their peers.
* This good practice, in response to Scripture, will enable pupils to now further develop their deep thought, heartfelt response and silent reflection.
The quality of teaching and how purposeful learning is in Religious Education
* The quality of teaching and purposeful learning in Religious Education is good. On the day of inspection some of the lessons observed were outstanding.
* Teachers work hard to ensure there is consistency in behaviour and expectations of pupils.
* It is consistently effective in ensuring that pupils are interested and engaged and make good progress.
* Teachers display good subject knowledge and deploy a range of teaching styles to motivate and inspire pupils.
* On the day of inspection teachers used a variety of teaching methods and resources such as talking partners, differentiated questioning and table top driver word cards.
* The curriculum is taught in innovative ways with a variety of activities to inspire and enthuse pupils. Display areas are thoughtfully presented and show quality resources.
* Teachers brought the theme of the Holy Spirit to life through many practical resources. Items such as fruits, super hero masks, lollipop sticks for questioning, ribbons, balloons and even popcorn enabled pupils to remember and enjoy their lessons. This is strength of the school.
* In an inspiring lesson observed, the youngest pupils were filled with awe and wonder. Pupils were shown how to express their feelings about the Holy Spirit through a variety of ways including soap bubbles and the sound of the wind which surprised children and captured their imaginations to gain understanding of the power of the Holy Spirit. This was revisited in the plenary and pupils took a gift of a bubble machine home to keep spreading the good news.
* In the Foundation Stage teachers give pupils an inspiring start to their Religious Education. Formative and summative assessments are detailed and used to inform planning. There are well presented portfolios of pupils work and planning. Religious Education is promoting and developing many early skills.
* Teaching Assistants throughout the school provide outstanding care and support to pupils. They are deployed effectively and show sensitivity to pupils needs. They ensure all pupils in their care reach their full potential.
* Effort and achievement at all stages of learning is celebrated.
* Some opportunities for ICT were used including power points, the use of I-pads and the interactive whiteboard maximised pupil learning.
* Planning is annotated and detailed with clear learning objectives and good evaluations.
* Driver words are used when teaching and this good practice can now be embedded across the school with driver words clearly displayed and used as part of a working wall to encourage and challenge pupil expectations further.
* Teachers take into account pupils' prior learning and plan differentiated tasks so that the work consolidates, builds and extends their knowledge and understanding. When planning teachers differentiate using driver words to level an activity chosen.
* Teachers provide opportunities for pupils to work independently and collaboratively.
* Teachers are able to identify how well pupils are achieving and tackle underachievement. The school tracks the achievement of all the pupils.
* The school has good assessment strategies in place which provides detailed information on the achievement of all the pupils.
The extent to which the Religious Education Curriculum promotes pupils' learning
* The extent to which the Religious Education Curriculum promotes pupils' learning is good.
* The curriculum is good in meeting pupils' needs.
* The school using the Come and See programme recommended by the Archdiocese meets the requirements of the Curriculum Directory for Religious Education. Appropriate levels of the programme are being followed in different classes. This ensures complete Religious Education entitlement for each child and meets National and Archdiocesan requirements.
* Planning ensures full coverage of the Religious Education programme. Imaginative and well planned strategies are deployed to enrich pupils' learning.
* Of the total curriculum time 10% is allocated to Religious Education. This fulfils the requirements of the Bishops of England and Wales.
* The school implements new curriculum developments as appropriate.
* The curriculum is linked well with many areas of school life, such as music, drama and ICT.
* The curriculum is customised to meet the needs of groups and individuals.
* The Religious Education curriculum provides many opportunities for pupils' spiritual, moral development and vocation. For example, visitors are invited such as, Ten Ten, a Christian theatre group, to explore with pupils their actions, choices and consequences
* Fundraising for and visits from Missio to school develop pupils understanding of the wider and global need of Christian communities.
* The subject leader ensures close links for PSHE with Religious Education through detailed mapping of topics throughout the year for all key stages.
* Extra-curricular activities through a variety of after school clubs, such as choir, ICT, and Science all have a positive impact on the curriculum.
* Children have explored the beliefs and values of other faiths and religions. This helps to promote tolerance and respect for those who think differently. Judaism is taught each year and Islam, Hinduism and Sikhism are taught on a rolling programme. The school has provided trips to a synagogue and a mosque. Outside visitors of other religions and faiths would give further support and first hand experiences for pupils.
The quality of Collective Worship provided by the school.
* The quality of Collective Worship provided by the school is good. It reflects the Catholic character of the school.
* Children are enabled to pray formally and informally using a variety of prayer methods and styles.
* Holy Cross is an inclusive school. Pupils are invited to prayer, taking into account the variety of faith backgrounds among the pupils.
* Collective Worship has a high profile and is central to the life of the school.
* The school provides opportunities for staff to develop the skills in planning, leading and evaluating Collective Worship. This good practice can be developed by introducing small and gradual steps for pupils to prepare and lead worship across the school in partnership with adults.
* Collective Worship plays a key part in meeting the spiritual needs of the pupils.
* The school has good portfolios of collective worship practice from across the school.
* The parish priest supports and leads many liturgical events including regular class masses and works closely with the school for Advent and Lenten services.
* There are many opportunities provided to enable full, active and conscious participation of the whole school community. For example, there are regular end of topic Rejoice celebrations and whole school Advent and Easter liturgies.
* Opportunities are provided for parents, carers the local and wider faith communities to participate in a variety of celebrations of the Come and See programme and the Church's liturgical year.
How well leaders, governors and managers promote, monitor and evaluate the provision for the Catholic life of the school and plan and implement improvement to outcomes for pupils.
* Leaders, governors and managers are outstanding in promoting monitoring and evaluating the provision for the Catholic life of the school and in the way they plan and implement improvement to outcomes for pupils.
* There are plans for a full review of the schools' Mission Statement in the next academic year. This will enable the whole school community, particularly its new members, to create a distinctive mission for Holy Cross and produce clear aims and practical objectives to direct and guide all aspects of school life.
* This is reflected in the school's current Mission Statement. All who form part of the school community including parents, clergy, governors and children were involved in the development of the Mission Statement. The Mission is a useful tool by which the school evaluates its effectiveness.
* The Self Evaluation Document is accurate and provides evidence of the schools monitoring, searching analysis and self challenge. It provides a basis to celebrate strengths and outlines areas for development.
* Regular updates are received from the Headteacher regarding the Catholic life of the school.
* Governors have full knowledge and understanding of the Catholic life of the school and fulfil their responsibilities. They have effectively helped to shape the direction of the school.
* There are positive relationships at every level within the school.
* The Parish priest, who is part of the governing body, visits school regularly and celebrates with the school community for liturgical occasions, class masses and supports Religious Education topics. Working closely with the school he knows of the 'deep commitment the school has to the Catholic faith and the openness to all faiths, religions and cultures to overcome prejudice.'
* Leaders, governors and managers are proud of their inclusivity and 'diversity and cultural richness.' All are welcomed into the school family with respect and love for one another.
* There are excellent home, school, and parish links through the support for the With You Always Sacramental programme.
* Leaders, governors and managers use monitoring data well to evaluate the schools performance, celebrate, and plan future improvements.
* Leaders, governors and managers work in partnership with local schools supporting one another and often sharing celebration masses together.
* Opportunities are provided for the staff to play an active part in Catholic life and Mission of the school. Staff regularly take part in Come and See For Yourself reflections prior to topics taught. In-service training has included a 'well-being' day where the school family and ethos of the school has been explored.
* The quality of Collective Worship is a priority for the school. It is effectively monitored and evaluated by leaders, governors and managers. An up to date policy is in place which would benefit from outlining graduated steps and expectations of pupils when planning and leading worship.
* The school provides valuable induction and regular in-service training to enable staff to further understand the Church's Mission in Education and play their unique part in it. A high proportion of staff members are studying for or have received their Catholic Certificate in Religious Studies.
* Parents are consulted regularly and involved in a variety of ways in the life of the school e.g. through regular newsletters, the school website and a variety of liturgical liturgies.
* Holy Cross works hard to ensure that parents are cared for and feel a part of the school family. The PTFA is becoming successful through events such as 'Planting Day' where parents work together with pupils and staff to enhance the school environment. Parents regularly support the school through many fundraising events.
How well leaders, governors and managers promote, monitor and evaluate the provision for the Religious Education of the school and plan and implement improvement to outcomes for pupils.
* Leaders, governors and managers are good in promoting monitoring and evaluating the provision for the Religious Education of the school and in the way they plan and implement improvement to outcomes for pupils.
* Training and updates provided by the Archdiocese are attended regularly. Continuing professional development opportunities are provided for staff. Communication with the headteacher, staff, parents and governors is effective.
* The subject leader is enthusiastic, positive and committed to ensure that all areas of Religious Education are improving and progressing. She introduces new initiatives when appropriate by encouraging staff and having high expectations.
* The new Religious Education link governor works closely with the subject leader to ensure governors are aware of standards and improvements made. In partnership with the subject leader she has been involved with monitoring and is aware of strengths and areas to be developed.
* Good documentation guides and directs all staff in the delivery of the subject. This is updated as necessary.
* Monitoring is timetabled and good practice is shared with appropriate feedback and support given as necessary. Monitoring data is used well to evaluate the schools performance. The impact of monitoring can now enable the school to plan for further future improvements.
* Formal assessment tasks are undertaken in line with Archdiocesan guidance. Moderation is completed with staff members. Higher attainment levels can improve in detail and content by moderating with partner schools to gain a wider understanding and portfolio of expectations, particularly with the higher levels of attainment.
* Curriculum outlines are provided for parents who are consulted on different issues depending on the topic being covered.
* Assessment information is collated and tracked by the subject leader and shared with the leadership team, governors and parents.
* Formal written reports give priority to Religious Education and inform parents of their child's achievements.
What the school needs to do to improve further?
* Develop the Catholic life of the school by:
- enabling the whole school community to create a distinctive mission for Holy Cross and produce clear aims and practical objectives to direct and guide all aspects of school life.
* Raise expectations and standards in Religious Education by:
- continuing to improve attainment by moderating alongside partner schools to widen understanding and expectations of higher levels of attainment.
- continuing to use driver words when teaching and use as part of a working wall to encourage and challenge pupil expectations further;
* Continue to develop the quality of Collective Worship provided by the school by:
- outline the graduated steps and expectations of pupils when planning and leading worship in the Collective Worship policy.
- introducing small and gradual steps for pupils to prepare and lead worship across the school in partnership with adults;
INSPECTION JUDGEMENTS
OVERALL EFFECTIVENESS
OUTCOMES FOR PUPILS
PROVISION
LEADERS AND MANAGERS
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14. (267) The lute was introduced by _______ through ________. Be able to describe it. What is the tuning?
Chapter 12 The Rise of Instrumental Music
1. [264] What are two reasons why there is little surviving instrumental music?
2. What are the forms that don't depend on vocal music?
3. (265) Name the two books and their authors.
4. T/F Professional musicians specialized on one instrument like we do today.
5. Do you remember the two meanings of haut and bas?
6. (266) In Performance. What are the terms for the decorative figures that are ornamentations for long notes?
7. T/F. Embellishments were only for the top voice.
8. Who are the authors of treatises that deal with embellishments?
9. Were these examples of embellishment exactly adhered to or for guidance?
10. (267) What is a consort? TQ: What is a chest of recorders? TQ: What is a broken consort?
11. The wind instruments already in use are:
12. What are the new instruments?
13. What about percussion music?
15. (268) A Spanish guitar is the __________.
16. Did viols (or viola da gamba) tune their strings like violins or lutes? Were the tenor and bass of this family played like lutes, violins, or cellos?
17. TQ: What is the tuning of the violin? How many strings does the early violin have? TQ: The modern violin?
18. (269) _______ (= ________________) were added to the organ. The pedal was found only in the _____________. TQ: Do you know why?
19. Of the small organs, which survives?
20. What are the two types of keyboard string instruments? Which one has a tangent? Which a plectrum?
21. What are the various names for a harpsichord? TQ: Why isn't the last in bold font?
22. TQ: What is the author's opinion of playing that music on "period" (= genuine) instruments?
23. List the five types of instrumental music.
24. (270) What are the two types of dance music? TQ: What does stylized mean?
25. Give a general view of dances.
34. (275) What are the various ostinatos?
26. (270) The basse danse was a ______ dance with couples raising and lowering the body. The three branles were branle _____, branle _______ (both in _____ meter) and the branle ______ in ________ meter.
27. (271) SR: How important is dance in the Renaissance? Who is the author of the dance book? TQ: Do you agree in principle with the very last sentence?
28. (272) How many dances in a group? What was the favorite combination? What is the example cited? What is the combination in Italy?
29. (273) Turning a vocal piece into an instrumental one is called _______________. In doing so, one has to consider the idiomatic capabilities of the instrument. (TQ: What does idiomatic mean?) What is the ornamentation called?
30. (273) TQ: Setting of Existing Melodies. In the first paragraph, there are three sentences. The second sentence was added in the 8th edition. Why?
31. What is an organ verset (or verset)? What is an organ mass?
32. How was "alternation" handled in the Lutheran Church before and after 1570? TQ: What would be the cantus firmus in "the more elaborate settings and embellished paraphrases"?
33. What is the famous English c.f. and it's origin? How many pieces?
35. What is the term for Spanish variations?
36. In Narváez' variations, what remains constant?
37. Who are other Spanish composers of variations?
38. (276) Who are the English composers? What's the name of the collection?
39. (277) What's the pattern in English variations?
40. (278) SR: TQ: Fact or fiction?
41. (279) Pieces that derive from improvisation include what? The composer cited is ____________.
42. What is the main keyboard type after 1550? Who is the composer cited?
43. (280) What is an alternative name for toccata-like pieces?
44. The ricercar is an instrumental ________, in that it is sectionalized. It eventually turns into a ________.
45. (281) The canzona is an instrumental ____________.
46. What are the characteristics of a canzona?
47. (282) Who are the composers of St. Mark's? Organists?
48. (283) SR: List Gabrielli's works.
49. What are polychoral motets? What is cori spezzati?
50. (284) What is a sonata? What is the famous example? Why is it famous?
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Chapter 35 Between the World Wars: The Classical Tradition
1. [875] Music has long been linked to politics.
2. (876) What was one thought on the relation of music and politics? What science supported it?
Music was independent; musicology focused on styles and procedures of the past rather than on its social function
3. What was the action in democracies where there was economic crisis between the world wars? What are examples (genres) that they directed their attention? Composers wanted to make their music have relevance; music for amateurs, theater, nationalism
4. What role did the government play?
Public schools had music in the curriculum (Zoltan Kodaly); radio was controlled by the government in Europe; the New Deal in the U.S. employed musicians/composers; totalitarian governments wanted music that supported the state and its ideologies; the Soviet Union and Nazi Germany sought to suppress modernism
5. (877) What point is worth bearing in mind? The same piece of music can be viewed conservative or radical, depending on the politics
6. When did anti-German sentiment begin in France? After the Franco-Prussian War (1870-71)
7. Who represented the conservative view in France? Ligue de la Patrie Française (League of the French Homeland), Vincent d'Indy, Schola Cantorum, to perform music from the middle ages to classical composers after Franck
8. And the other side?
French government, Berlioz, Saint-Saëns, who freed music from the bonds of tradition
9. How did the French nationalists view their position? How was German music viewed?
Classic; romantic
10. What is neoclassicism?
Use of classical genres and forms, tonal centers, and commonpractice or neotonal harmonies, allied with emotional restraint and a rejection of Romantic excess
11 How did conservatives (the right; D'Indy) view neoclassicism? What traits are opposite? Balance, order, discipline, tradition (and, apparently, nationalism); irrationality, individualism
12. (878) How did the liberals (the left; Ravel) view it? Encompasses the universal and not just the national
13. What are some examples of Ravel's thought?
La valse (Viennese waltzes), Bolero (Spain), Tzigane (Gypsy style), violin sonata (blues), jazz (Concerto for the Left Hand)
14. Who are members of Les Six? Why that designation?
Arthur Honegger (1892-1955), Darius Milhaud (1892-1974), Francis Poulenc (1899-1963), Germaine Tailleferre (1892-1983), Georges Auric (1899-1983), Louis Durey (1888-1979); parallel to the Mighty Five in Russia trying to escape foreign domination in music
15. Who were their mentors?
Erik Satie, Jean Cocteau
16. How did they collaborate? Concerts, an albus of piano music, and Cocteau's absurdist play/ballet Les maries de la tour Eiffel (Newlyweds on
the Eiffel Tower, 1921)
17. Which one left very early? Durey
18. Which one was most in tune with neoclassicism? What influences were there for her Piano Concerto (1923-24)? Tailleferre; Couperin, Rameau
19. Which one was most influenced by Satie's avant-garde approach?
Auric
20. What are Honegger's traits? Dynamic action and graphic gesture, short melodies, ostinato, bold colors, dissonant harmonies
21. How is Pacific 231 (1923) modernistic? It's about a machine (locomotive)
22. What was Honegger's oratorio? What are the styles? King David (1923; from Gregorian chant to Baroque polyphony to jazz; traditional forms, diatonic
23. (879) In what genres did Milhaud compose? How many string quartets?
Piano pieces, chamber music, suites, sonatas, symphonies, film music, ballets, songs, cantatas, operas, music for children; 18
24. Name and identify specific pieces.
Le boeuf sur le toit (The Ox on the Roof, 1919, comic ballet); Christophe Colomb (1928, opera-oratorio); Sacred Service (1947; Jewish background); Le création du monde (1923; saxophone, piano, chamber ensemble)
25. What are some of the Americanisms? (Mention the work.)
Saxophone, ragtime syncopations, blue notes, blues melodies, riffs combined with fugue, polytonality, and polyrhythms (La création du monde, 1923); Brazilian folk melodies/rhythms (Le boeuf sur le toit, Saudades do Brasil (Souvenirs of Brazil, 1920-21)
26. What was Milhaud's trademark? What does that mean? Polytonality; two keys simultaneously
27. What was the source of Poulenc's music? Popular song from the cabarets and revues
28. What is his style like? Ingratiating (pleasing) harmonic idiom, grace and wit from popular styles, satirical mimicry to fluent melody
29. Name his works.
Les mamelles de Tiresias (The Breasts of Tiresias, 1940), Concert champêtre (Pastoral Concerto) for harpsichord or piano and chamber orchestra (1928) of Rameau and Domenico Scarlatti; sonatas, chamber works, Mass in G for a cappella chorus (1937), motets, other choral works, numerous songs; Dialogues of the Carmelites (1956)
30. (880) What were the years of the Weimar Republic? When did the Nazis come into power? How was music impacted?
1919-1933; 1933; modern music was decadent so some who were persecuted left Germany.
31. What was the neoclassic movement in Germany? Neue Sachlichkeit (new objectivity, new realism)
32. What was its position? The composer? Should it be autonomous?
Opposed complexity, promoted the use of familiar elements (popular music, jazz, classical/baroque procedures); Ernst Krenek (1900-1991); no, it should be widely accessible, communicate clearly, and draw connections to the events and concerns of the time
33. What is the name of his opera that used jazz? Jonny spielt auf (1927)
37. Again, it uses jazz. What instruments are in the pit? Stage? The opera is a spoof on capitalism.
Two saxophones, piano, banjo, bass guitar, winds, timpani; three saxophones, zither, bandoneon (accordion), strings, brass
38. The most famous work was the ____, which is based on
_______.
34. Krenek later adopted the ____ method and in 1938 moved to ____.
12-tone; America
35. Who's next? What was his objective?
Kurt Weill (1900-1950); social commentary and entertain
everyday people
36. (881) Weill and ____ teamed up to produce the opera _____.
Bertolt Brecht; Aufstieg und Fall der Stadt Mahagonny (Rise and Fall of the City of Mahagonny, 1930)
Dreigroschenoper (Threepenny Opera, 1928); Beggar's Opera by John Gay
39. Who is Lotte Lenya? Soprano, Weil's wife, and his promoter after his death
40. Where did Weill settle after his exile? Paris, then New York City
41. (882) What are the names of his musicals? Knickerbocker Holiday (1938), Lady in the Dark (1940), Lost in the Stars (1948; apartheid in South Africa)
42. Next? Paul Hindemith; Berlin School of Music (1927-37); Yale University (1940-53), University of Zurich (1951-57)
43. He thought of himself as a _____ musician. What's the evidence?
Performing; violin, viola, conductor, and able to play many other instruments
44. What were his three styles (and the example)?
Late Romantic; expressionistic, Murder, Hope of Women (1919); New Objectivity, the seven Kammermusiks (1922-27)
45. What are some of the traits of the last style? Neo-Baroque ritornello forms, military marches/dances; neotonal
46. What was Hindemith's dilemma in the late 1920s? Widening gulf between modern composers and a passive public
47. What was the solution? What does the word mean? What is the example cited?
Gebrauchsmusik; music for use; Wir bauen eine Stadt (We Build a Town, 1930)
48. What was the work that responded to attacks?
Mathis der Maler, (1934-35) and the symphony (1933-34)
The painter joins the peasant rebellion but when defeated, he realizes that he had walked away from the thing that
made him most worthwhile
49. (883) What style does he adopt in the 1930s? Explain "harmonic fluctuation."
Neo-Romantic, less dissonant linear counterpoint and more systematic tonal organization; consonant chord go dissonant and then move back to consonance
50. (886) List the late works.
Sonatas for nearly every instrument (1935-55), Ludus tonalis (Tonal Play, 1942), Symphonic Metamorphosis after Themes of Carl Maria von Weber (1943), Symphony in Bb for band (1951)
51. What happened in 1936? Nazi government prohibited Hindemith's works
52. What were Hindemith's movements after 1936? Switzerland in 1938, America in 1940, back to Switzerland in 1953, he died in 1964
53. When were his instrumental sonatas written? TQ: What's remarkable about the sonatas?
1935-1955; they're for nearly every orchestral instrument
54. What is the model for his Ludus tonalis? It's fugues linked by _____ and framed by what?
Bach's WTC; interludes; prelude/postlude that have tritone relationships and (if you can't tell) the postlude is the prelude in reverse
55. Who was the leader of the Reich Chamber of Culture? Who was its first president? Why did he resign? Joseph Goebbels; Richard Strauss; collaborated with the Jewish librettist Stefan Zweig
56. (885) What were the "nots"? What was the result? Must not be dissonant, atonal, 12-tone, "chaotic," intellectual, Jewish, jazz-influenced, or left-wing
No German style; most of the emphasis was on performance (especially 19th-century masterworks)
58. Who was the one successful composer? What is his piece? What are the traits employed in that work? Carl Orff; Carmina burana (1936); folk songs, chant, medieval secular song, drones, ostinatos, harmonic stasis [stagnation], strophic repetition
59. Why else is Orff important? What is the method? Music education; movement, singing, playing percussion, experience great variety of scales and rhythms
60. What were the purposes of the arts in the Soviet Union? Indoctrinate the people in Marxist-Leninist ideology, enhance patriotism, venerate the leaders
61. Who controlled the arts? Was it the nobility? Public? Government
63. (886) What were the two organizations and what was their position?
Association for Contemporary Music, modernist trends (Scriabin), contacts with the West (perform the music of Stravinsky, Schoenberg, Hindemith)
Russian Association of Proletarian Musicians, simple tonal music with wide appeal (mass songs to socialist texts)
64. That ended when _____ came to power in _____. What is the group formed in 1933? Joseph Stalin; 1933; Union of Soviet Composers
57. They promoted ______ composers, especially __________. German; Wagner
62. There was a civil war in ______ and economic crises in the _____. 1918-20; 1920s
65. What is socialist realism?
Using a realistic style (vs. abstraction or symbolism) in a socialist message showing the progress of people, celebrating revolutionary ideology and its heroes
66. What was the result in music? Simple music centered on melody, folk or folk-like styles, patriotic or inspirational subject matter
67. What is formalism? Music for its own sake or modernist styles
68. What are Prokofiev's traits? Modernist, dissonance, motoric rhythms
69. Where did he reside? What (generically) did he write? When did he return to Russia?
North America and Europe; piano works and concertos, The Love for Three Oranges (1921); 1936
70. What are some of his works?
Lieutenant Kije (1934), film score; Romeo and Juliet (193536), ballet; Peter and the Wolf (1936), symphonic fairy tale for narrator and orchestra; Alexander Nevsky (1938), film music
71. (887) What are his classical genres? What are the characteristics of these works? When did the authorities crack down again?
Piano sonatas nos. 6-8 (1939-44), fifth symphony (1944); tonal, harmonic juxtapositions, alternating dryness, lyricism, motoric rhythms; 1948
72. Where did Shostakovich study? What was his alignment in the 1920s? What work catapulted him to prominence? Petrograd (Leningrad, St. Petersburg) conservatory; modernist; first symphony (1926)
NOTE: It's St. Petersburg, from 1703-1914; Petrograd, 19141924; Leningrad, 1924-1991; St. Petersburg, 1991-; St. Petersburg was the capital until 1918, when Moscow replaced it.
73. (888) What work got him into trouble? What is Pravda? What is Purges?
Lady Macbeth of the Mtsensk District (1934); newspaper; removal of political figures, intellectuals, artists
74. What was his reply (and condescension)? Fifth symphony (1937)
75. TQ: Anything unusual about the symphony? Second and third movements reversed
76. TQ: How convincing is the author's dual message theory?
OK, but you didn't believe me when I told you about Josquin's Tu pauperum refugium
77. What work was against the Nazis? Seventh symphony (Leningrad, 1941)
78. (889) SR: What does Pravda mean? How would you characterize the article?
Truth; scathing
79. What works have his name? What pitches spell his name?
Tenth symphony (1953, 3d mvt.); 5th and 8th string quartets (1952, 1960); violin concerto, cello conterto; D-Es-C-H
80. (890) What was the American trick to gain attention? Nationalism
81. Where were the orchestras in Canada? What did they play?
Quebec (1903), Toronto (1906); European music
82. TQ: Why do you think Ernest MacMillan is important enough to be added to the 8th edition? What is the representative work?
Canadian nationalism (teacher, conductor, collector, arranger, promoter, editor, composer); Two Sketches for Strings (1927)
83. What are the influences of Claude Champagne? Fiddle music, dance tunes, Russian composers, Renaissance polyphony, Faure, Debussy, modal
84. Name is two works. Suite canadienne (1927), Dance villageoise (1929)
85. (891) Who was the most famous Brazilian composer? What were his works? What is the instrumentation of no. 5?
Heitor Villa-Lobos; 14 Choros (1920-28) series of popular music; 9 Bachianas brasileiras (1930-45), suites 2-4 movements, Baroque harmony, counterpoint, genres, and styles with folk elements, long, lyrical melodic lines; soprano and 8 cellos
86. Who was the Mexican artist? Composer? His works? His position?
Diego Rivera; Carlos Chavez; two ballets, Sinfonia India (1935-36), piano concerto (1938-40), Sinfonia romantica (no. 4, 1953); conductor of Mexico's first professional orchestra and director of the national conservatory
87. (892) Who is the other Mexican composer? His work? Silvester Revueltas, Homenaje a Federico Garcia Lorca (1936). My favorite is Sensemaya (1938), which was a NAWM example through the 8th edition.
88. Who were the refugees of the 1940s? Rachnaninov, Schoenberg, Stravinsky, Bartok, Milhaud, Krenek, Weill, Hindemith
89. Who helped set up the American Conservatory at Fontainebleau in France?
Walter Damrosch and Charles-Marie Widor
90. Who was the French composition teacher? Who were her pupils?
Nadia Boulanger; Aaron Copland, Virgil Thomson, Roy Harris, Walter Piston, Ross Lee Finney, Elliott Carter
91. What were the two schools between world wars? Who was aligned to each?
Experimental, ultramodern (Edgard Varese, Henry Cowell, Ruth Crawford Seeger); nationalism (Aaron Copland, William Grant Still, Cowell's later works)
92. (893) What organizations promoted new music? International Composers Guild (Varese), League of Composers (Claire Reis); New Music (Cowell)
93. Name Varese's works.
Offrandes (1921), Hyperprism (1922-23), Octandre (1923), Integrales (1924-25), Ionisation (1929-31), Ecuatorial (1932-34)
94. What are the terms he used to describe his music? What are the bases of his forms?
Spatial; sound masses; sections of sound masses
95. (895) What composers came under Varese's influence? Cage, Feldman, Boulez, Stockhausen
96. From the 1920s he was interested in new sounds. What compositions fulfilled his requirements?
Deserts (1950-54) for winds, percussion, and tape; Poeme electronique (1957-58) for tape
97. What are Henry Cowell's experimental works and the technique used?
The Tides of Manaunaun (c. 1917), tone clusters
Piano Concerto (1928), tone clusters
The Aeolian Harp (1923), strums piano strings
The Banshee (1925), strums piano strings with a darning needle
98. (896) What is the name of Cowell's book? New Musical Resources (1930)
99. Cowell was interested in ______ musics. His "American" works can be found in his _________. Non-Western; Hymn and Fuguing Tunes
100. What was the name of his periodical? New Music
101. (896) What was Ruth Crawford's first? Where did she roam?
Guggenheim Fellowship; Chicago (1924-29), New York (1929-33)
102. Who was her husband? What were his theories? Charles Seeger (composer and musicologist); dissonant counterpoint, rhythmic freedom between contrapuntal voices
103. What path did Crawford follow? With whom? Preserving folk songs; Carl Sandburg, John and Alan Lomax
104. (899) What is Crawford's best known work? String quartet (1931)
105. (898) Gershwin saw no difference between popular and classical music.
106. What is Gershwin's most famous piece? What are some of his other pieces that incorporate jazz?
Rhapsody in Blue (1924); Piano Concerto in F (1925); folk opera Porgy and Bess (1935)
107. (901) What is Copland's music like in the 1920s? 1930s and '40s?
Dissonant; modernism with American idioms
108. What personal things weighed against him? Jewish, homosexual, leftist politics
109. With whom did he collaborate? Mentor? Ives, Chavez, Virgil Thomson; Leonard Bernstein, Elliott Carter, David Del Tredici
110. What works have jazz elements? Music for the Theatre (1925), Piano Concerto (1927)
111. (899) What are some of his "music for the masses"? El Salon Mexico (1932-36), Billy the Kid (1938), Rodeo (1942), The Second Hurricane (1936), Our Town (1940)
112. What is his Americanist works? TQ: Who was the choreographer who commissioned the first work? Appalachian Spring (1943-44); Martha Graham
113. Name Copland's later works. Third Symphony (1946), Piano Quartet (1950), Piano Fantasy (1957), Inscape (1967)
114. (900) What was William Grant Still's sobriquet [nickname]?
Dean of Afro-American Composers
115. What were his firsts? How many works did he compose? What was his most famous work?
First African American to conduct a major symphony orchestra (L.A. philharmonic, 1936), opera produced by a major company (Troubled Island) at New York's City Center, 1949), opera televised; 150; Afro-American Symphony (1930)
116. (901) Music between the world wars ignored politics.
117. (902) What seems most important about classical music was ____. Its great variety
118. Look at the pictures on pages 878, 893, 895, and 901. TQ: What do you notice?
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Chapter 25 The Romantic Generation: Song and Piano Music
1. [586] Music in the middle ages was composed for ______________; later music was for ______________; in the 19th century music was for ________________.
Church and court; home and the general public (though court
and church still have a place); home and public
performance
2. (587) The period 1789-1815 had a lot of changes; 18151848 established a period of nationalism.
3. (588) The Haitian revolution of 1791 led to its independence in 1804 and the first nation founded by ____________. 1810-24 was a period of revolution that freed _________________; by ______ most nations were established. Between 1803-48 ___________ pushed westward. In Canada, France and Britain were united in _______ and federated in _______. Who are the authors?
Liberated slaves; Latin America; 1838; America; 1841; 1867;
Washington Irving, Nathaniel Hawthorne, James Fenimore
Cooper; songs of Stephen Foster.
4. "_____ and ______ impoverished the aristocracy." So what?
War and inflation; they can't be patrons of the arts any longer
5. How did musicians make a living? Freelance through public performance, teaching, composing for commissions or publication
6. Employers had expected that musicians played several instruments. What's the situation now (meaning chapter 24)? And the next level up is what? Examples? How is that also true for composers? Examples? What about the guild system? TQ: Does the guild system still exist?
Specialize on one instrument; virtuoso (Paganini, Liszt);
specialize in one medium (Chopin, piano music; Verdi, opera); eliminated; yes in unions
7. What were the new opportunities? Conservatories and music journals
8. (589) Music making in the home was an important part of life for which group of people? Upper middle class (money and leisure)
9. How was "music also a means of social control"? What were the factory objectives?
State-sponsored opera had political messages; churches, amateur choirs; factories, wind bands; home, women.
Entertain the workers, elevate taste, keep them from drinking and carousing
10. TQ: What do you suppose are the improvements in the piano between 1820 and 1850?
88 keys instead of 61 and cast-iron frame would be the two obvious choices
11. (590) SR: A large piano plant in London in the 1770s produced how many pianos a year? 1800? 1850? 20; 400; 2,000
12. SR: Let's see if you were right about question #10. Damper pedal allows strings to sing; metal frame gives greater volume, wider dynamic range, longer sustain, better legato; felt-covered hammers allow louder fortes and softer pianos; six octaves by 1820, seven by 1850; double-escapement for quick repetition of notes, thus virtuosity
13. SR: Harp?
Fork mechanism with seven pedals to get to the chromatic notes
14. (591) SR: When did piston/rotary valves come into being? What do they do? 1810; open an extra length of pipe
15. SR: What new brass instruments came about? Many, but the tuba is mentioned
16. SR: What about woodwinds? When? What other instrument benefited from interlocking rods, gears, and screws?
Boehm – flute; Boehm – clarinet; Sax – saxophone; midcentury; timpani. Hey, do you know about the Albertsystem clarinet? Hey, you want to talk bassoon? Hey, you want to talk oboe?
17. SR: What about string instruments? TQ: Any thoughts about "Fingerboards were lengthened to allow for higher notes"?
Bigger more dramatic sound with greater string tension, a higher bridge, and a tilted fingerboard. François Tourte (1785) concave bow. The principle is the longer the instrument, the lower the sound.
18. (592) TQ: What is your reaction to the "Women and the piano" subheading?
No particular answer here. I know that's the way it was. The practice relaxed somewhat in the 20th century. Women were housewives until they were accepted in the workplace after WWII (after being forced into the workplace during WWII.
19. TQ: Hey, what do you think of that painting?
Again, no particular answer. I think there are a lot of interesting things about it. The subject matter is one: Who would buy such a painting, unless this is a "family portrait," but it isn't very "portrait-ee." Lighting is neat; realistic detail is excellent. It's a family room, but it doesn't look very comfortable.
20. TQ: What do they call "music for two players at one piano"?
Piano four hands; piano duet
21. In the 1770s, publishers listed ________ of items in their catalogues; 1820s, __________. In 1794 London has ____ music stores; in 1824, ____.
Hundreds, tens of thousands; 30, 150
22. What allowed for better publishing in 1794? TQ: Do you have any idea what that is?
Lithography; no, but I'll ask my teacher sometime
23. (593) TQ: If publishers had to supply what the public demanded, then what was the purpose of publishing music before 1800? TQ: Would this lower the standards of serious music for composers to divert their attention to supply works that would feed their faces?
Probably the same, but to a lesser extent; they were probably publishing for courts
(chamber music, orchestra, aristocracy). There were probably plenty of composers doing just that (Charles Grobe, for example, comes to mind); some
might have achieved some fame doing just that.
24. What are the characteristics of this music? Accessible and appealing; tuneful melodies and simple accompaniments; homophonic; maintain the level of difficulty; imagery, evocative titles, national or exotic associations; familiar chords interspersed with dramatic/colorful harmonic contrasts; four-bar phrasing, songlike forms, idiomatic writing.
25. How about harmonic devices?
NCTs, unexpected progressions, chromatic chords and voice leading, distant modulations, tonal ambiguity
26. What does the term romantic denote? Distant, legendary, fantastic, an imaginary or ideal world far from everyday reality
27. How was the term used in the 19th century? Something in contrast to classic
28. Romantic arts focused on what? The individual and on expression of the self
29. (594) Give me the classic adjectives. Romantic. Classic: elegant, natural, simple, clear, formally closed, universally appealing
Romantic: search for the original, interesting, evocative, individual, expressive, extreme
30. Where does Beethoven fit?
Both classic and romantic
31. When does the romantic period start for us (who are reading the ninth edition)?
1815
32. "Romanticism as reaction" would make a nice chart. Do it.
Nation vs. common folk (Romantics) Cities vs. nature for refuge, inspiration, revelation A mass society vs. solitude and the individual Routine vs. novelty, boundlessness, exotic Capitalist economy, artists pursue higher ideal of enlightening the world through access to a realm beyond the everyday (rather than money)
33. Composers sought intense _________ while cognizant of conventions such as ____ and _____. Emotion; harmony and forms
34. (595) What is the point of "Music as autonomous"? Music doesn't have to serve the words, convey an affect, or fulfill a particular social role. Composers are not bound by the dictates of their patrons.
35. What is absolute music? Characteristic (descriptive)? Program?
Plain music without any extramusical associations; depict/suggest a mood; tells a story
36. Comment on "Organicism."
It's similar to "music as an autonomous art" above. All symphonies don't have to be the same. As long as the symphony "works," it's acceptable.
37. (SR) What is ETA's position?
Instrumental music is the most Romantic art
38. (596) "Despite the prestige of instrumental music, _____ was central to the work of most composers." Name some composers.
Literature; Berlioz, Schumann, Liszt, Wagner
39. What are the extremes of songs?
Simple settings (strophic poems, syllabic settings), chordal accompaniment, strophic to through-composed, accompaniment rivals voice
40. The German _____ is the heavyweight, but the British and Americans have their ______ songs.
Lied; parlor
41. In the late 1700s about ____ song collection was published a month; by 1826, _____.
1; 100
42. What is the subject matter for German Lied?
Classical and folk traditions; "an individual confronting the greater forces of nature or society, vulnerable yet ennobled by the encounter or nature as a metaphor for human experience.
43. (597) What is a lyric? Who are the two ancient poets? Short, strophic poem on one subject expressing a personal feeling or viewpoint; poets Sappho and Horace
44. Name the two collections.
Johann Gottfried von Herder, Volkslieder, 1778-79; Clemens Brentano and Achim von Arnim, Des Knaben Wunderhorn, 1805
45. Describe the ballad.
Alternate narrative and dialogue, romantic adventures or supernatural incidents; greater length, different moods, piano more important
46. (597) What is the unifying theme for a song collection? Texts by a single poet or a common theme
47. What is the usual phrase for a collection of songs grouped together?
Song cycle
48. TQ: What is a Liederkreis? (See Index, p. A120) TQ: Could another composer write a Liederkreis or was that name now copyrighted?
Song cycle = a collection of songs; "song circle" is just a German word, not a copyrighted title
49. What is a Schubertiad?
A gathering in a private home during which Schubert would play piano and either sing his own songs or accompany a singer; a sepia drawing is one made with brown ink
50. Name the two poets of Schubert's songs. Goethe; Wilhelm Müller (Die schöne Müllerin, The Pretty Mill Maid, 1823, Winterreise, Winter's Journey, 1827)
51. What was Schubert's goal in his Lieder? TQ:
Monteverdi's goal?
Make the music equal to the words; music subservient to the words
52. When would one use a strophic form? Modified strophic form? What other forms are used?
Poem sustains a single image or mood (Heidenröslein, Das Wandern); when there's contrast or change (Der Lindenbaum); (598) ternary (ABA or ABA'; Der Atlas); bar (AAB; Ständchen from another song cycle Schwanengesang, 1828); through-composed (599) (Erlkönig, 1815); declamatory/arioso (Der Wanderer, 1816)
By the way, long works are usually in italics; parts of a long work, such as an individual song, are usually in quotation marks. This book has adopted a practice of putting song titles in italics.
53. (598) SR: Who was Schubert's composition teacher? What else did he study? What was his occupation? How did he earn most of his money? How old was he when he died? What was the cause of death? How many works did he compose?
Antonio Salieri; piano, singing, violin, organ, counterpoint, figured bass; school teacher; publishing songs and piano music; 31; syphilis or mercury poisoning; 1,000 Comment: I worry about how a person can support himself in music. Schubert was a freelance composer. In the 1820s he started on larger forms, some of which weren't performed until after his death. TQ: Is that a wise move? Symphony and opera aren't; chamber music is a possibility; music already in print is going to provide the income. Enough? I guess so.
54. SR: Make a list of the works.
600 songs (Die schöne Müllerin, Winterreise) , 9 symphonies (#8 and #9); 35 chamber works (piano quintet in A major [Trout], string quartet in D minor [Death and the Maiden], string quintet in C major); 22 piano sonatas; many short piano pieces; 17 operas and Singspiels; 6 masses; 200 other choral works
55. (599) Schubert wrote nice melodies. What are the three described?
Simple, seemingly artless quality of folk song (Heidenröslein, Das Wandern); sweetness and melancholy (Ständchen); declamatory and dramatic (Der Atlas)
56. What is the goal of the accompaniment? Fit the poem's mood and the personality of its protagonist
57. What about the harmony?
Das Wandern has five different chords; Ständchen alternates minor and major form of a key or triad (a trademark of Schubert's style); complex modulations (Der Atlas, diminished seventh chord to move from G minor to B major [moving by thirds rather than by fifths is a Schubert trademark)
58. (601) What's the story of Winterreise? 24 poems; nostalgia of a lover revisiting in winter the haunts of a failed summer romance
59. (602) Robert Schumann wrote 120 songs in 1840, making it his ______. Name the two cycles cited. Year of song; Dictherliebe (A Poet's Love, 16 poems) and Frauenliebe und –leben (Woman's Love and Life)
60. What are the solo piano parts in a song called? Prelude, interlude, postlude
61. Schuman usually chose ___ figuration for the accompaniment.
One
62. What are the topics in Dichterliebe? Longing, initial fulfillment, abandonment, dreams of reconciliation, resignation
63. SR: Robert's professions? Clara's? Music critic and composer; pianist, composer, teacher
64. SR: Robert's background? Studied piano from age 7; son of a writer/book dealer, so he
became interested in literature (Friedrich Schlegel, Jean Paul, E.T.A. Hoffmann); studied law, sought to become a concert pianist; studied in Leipzig with Friedrich Wieck, injury to right hand, edited the Leipzig Neue Zeitschrift für Musik 1834-1844. He was against empty virtuosity, wanted older music studied, advocate for Chopin, Brahms, Schubert's instrumental music
65. SR: What are the different mediums that Schumann concentrated his efforts?
Piano music, until 1840; songs, 1840; symphonies, 1841; chamber music, 1842-43; oratorio, 1843; dramatic music, 1847-48; church music, 1852
66. SR: Clara's background?
Prodigy, first appearance at age 9, toured Europe, by 20 one of the leading pianists in Europe
67. SR: When they toured, he _____ and she _____. What was his official position and where? Conductor; played the piano; Dusseldorf municipal music director (1850-53)
68. SR: Schumann's state of health? Syphilis, depression (hereditary); suicide attempt in 1854; died in an asylum in 1856 (46)
69. SR: How many children? What did she do before his death? After his death? She concertized until _____ and taught until ____.
8; perform and compose; performed, taught, promoted/edited his music; 1891; 1896
70. SR: His works.
300 piano works (Papillons, Carnaval, Fantasiestücke, Kreisleriana, Album for the Young); about 300 songs; 75 partsongs; 4 symphonies; piano concerto; 3 piano trios; 15 chamber works; various works for orchestra, solo with orchestra, or voices with orchestra
71. SR: Her works.
Piano trio, op. 17; piano concerto, many piano pieces, and several collections of Lieder
72. (603) Using "Im wunderschönen Monat Mai," how did the composer write music to express the text? Harmonic ambiguity = tentative feelings; suspensions and appoggiaturas = longing a desire; refuses to settle into a key and ending on a dominant seventh = unrequited love
73. What is the conclusion by our author regarding Schumann's role to Heine's poetry?
Co creator
74. (604) Name other representative German Lied composers.
Felix Mendelssohn, Fanny Hensel, Franz Liszt, Johannes Brahms, Hugo Wolf, Gustave Mahler, Richard Strauss, and Arnold Schoenberg.
75. Now name the composers that you don't know. Louise Reichardt, Carl Loewe, Josepine Lang, Robert Franz, Peter Cornelius.
76. What is the French version of Lied? Approximately when?
Melodie; sometime after "in the 1830s"
77. Who are the representative 19th-century French composers?
Hector Berlioz, Jules Massenet, Gabriel Faure, Claude Debussy.
78. What's the English term for home-performed songs? Canada/America? Where else were they performed? Ballad or drawing-room songs; parlor songs; theater and public concerts
79. What are their characteristics?
Strophic or verse-refrain form with intros and postludes based on the phrases from the tune; the piano supports rather than plays a role
80. What is the example cited? Characteristics? Henry R. Bishop, Home! Sweet Home!, 1823; verse-refrain form, 4-measure phrases, simple melody, diatonic, stepwise, triadic, but tuneful, charming, and expressive, with opportunities for embellishment
81. (605) Who is the Canadian? TQ: First B.M.? James P. Clarke, Lays of the Maple Leaf, 1853
82. Who is the American? Training? First at what? Librettist?
Stephen Foster; no formal training; first American to earn a living solely as a composer; he did (sentimental or comic)
83. What kind of music influenced Foster? British ballads, American minstrel songs, German Lieder, Italian opera, Irish folk songs
84. Characteristics?
Diatonic, stepwise or pentatonic (Irish and minstrel songs), 4measure phrases, simple accompaniment and harmony
85. What was the thought about parlor songs then and now? Same market as German Lieder; today we would classify them as popular songs
86. (606) What are the three overlapping purposes of piano music?
Graded studies (Clementi's Gradus ad Parnassum) and etudes (eg., Carl Czerny); dances, lyrical pieces based on songs, character pieces, and sonatas; virtuoso pieces
87. Who are the three internationally famous composers of piano music?
Fryderyk Chopin, Franz Liszt, Louis Moreau Gottschalk
88. What are examples of Schubert's amateur piano pieces? Marches, waltzes, dances, Moments musicaux (1823-28), 8 Impromptus (1827); piano duets (Fantasy in F Minor, 1828)
89. (617) What are his more challenging works? 11 sonatas, Wanderer Fantasy (1822)
90. (606) What are features of the Wanderer Fantasy? 4 connected movements, theme and variations based on his song Der Wanderer; song motives found in the other movements; first movement sonata form without recap., slow theme and variations, scherzo and trio, and finale; it has organic unity; C, E, Ab, C keys
91. (607) What is Schubert's conflict? Lyrical melodies that don't develop well
101. SR: What were Mendelssohn's activities? Composer, concert pianist, conductor; music director in Dusseldorf, music director/conductor of Gewandhaus Orchestra in Leipzig, founded Leipzig Conservatory in 1843
92. What about keys in sonata-form movements? Three keys instead of two
93. His last three sonatas in ___________ show an awareness of ____________. C minor, A major, B-flat major; Beethoven
94. Mendelssohn combined ______________ and
________________.
Contrapuntal writing and formal clarity with Romantic
expression, beautiful melodies, unpredictable rhythms
95. What are his major works? 3 sonatas, variations, fantasias
96. What fad did he start in 1827? Character pieces
97. What are his best known works? Describe them. Lieder ohne Worte; 48 pieces in 8 books
98. What is the performance problem? Playing three lines with two hands and emphasizing the melody and bass and hiding the arpeggiation
99. (608) SR: How does Mendelssohn compare with Mozart?
Greater
100. SR: Grandfather Moses was a _____________; father Abraham was a __________________. Mendelssohn's background was ___________ but the family converted to ____________. Why? He grew up in what city? Jewish philosopher (Enlightenment); banker; Jewish,
Christianity; escape persecution; Berlin
102. SR: List Mendelssohn's works.
St. Paul and Elijah oratorios; 5 symphonies (symphonycantata Lobgesang); violin concerto; 2 piano concertos; 4 overtures; incidental music to 7 plays (Midsummer's Night Dram); chamber works (6 string quartets, 2 piano trios, 2 cello sonatas, Octet, op. 20); pieces for piano and for organ; choral works, 100 songs
103. Until 1840 Schumann's works were for ______. They were collections of ________ pieces. Name them. Piano; character; Papillons, Carnaval, Fantasiestücke,
Kinderscenen, Kreisleriana, Album für die Jugend
104. (609) SR: What is Mendelssohn's point? "Music says something that words cannot" is what I get out of it.
105. What is the purpose of adding titles to works? (610) How did Schumann do it?
To get the listener to imagine how the music represents the title; wrote the piece then named it
106. Who are the different characters in Schumann's personality?
Florestan (hero in Beethoven's opera), impulsive revolutionary; Eusebius (4th-century Pope), contemplative dreamer. The others mentioned in the previous edition are Master Raro (Friedrich Wieck), arbitrator; and the Davidsbund League, a group that campaigned against the Philistines of music
107. (611) What cipher did Schumann use in Carnaval? ASCH
108. What's the situation for women?
Clara Schumann was a pianist/composer who performed and published her works; Fanny Mendelssohn Hensel didn't
109. What was unusual about Clara's performances? What are the two other areas?
She played what was written; she did improvisations and she performed her's and Robert's works
110. What did she write? Polonaises, waltzes, variations, preludes and fugues, character pieces, Sonata in G Minor (1841-42)
111. What about Fanny? She played in private gatherings (salon)
112. What are her works? 400 pieces (250 songs, 125 piano pieces)
113. When was she "discovered"? About 40 years ago
114. (612) SR: What was the usual musical profession for women performers? Singer or piano.
115. SR: In general were women enrolled in music at the college level?
No
116. (613) SR: How was Pauline Viardot was exceptional? She earned more money as an opera singer than did her husband who was director of the Theatre Italien.
117. SR: Name the two women who gave up marriage in favor of a career. Marie Pleyel (pianist) and Maria Szymanowska (pianist)
118. SR: If a woman was a composer, what genre were she limited to?
Domestic music (songs and piano pieces)
119. SR: What female composers did tried larger forms? Lousie Farrenc wrote three symphonies but could only get piano and chamber music works into print; Louise Bertin, opera composer
120. (612) What is Hensel's masterpiece? Das Jahr, 1841, character pieces based on a trip to Italy
121. (613) Describe Chopin's works. 200 piano pieces, six works for piano and orchestra, 20 songs, 4 chamber works
122. (614) What are the three levels of difficulty? Teaching works (etudes) Amateurs (dances, nocturnes) More challenging works (ballades, scherzos, sonatas) For him and other professionals
123. How many etudes are there? What kinds of things do they address?
27 (op. 10, 25, and 3 separate ones); parallel diatonic and chromatic 3ds (6); parallel 6ths in the right hand (8); chromatic octaves in both hands (10); 16ths against march (11)
124. What is a concert etude? An etude suitable for performance
125. How many preludes? What do they display? 24 (op. 28); arpeggiated chords around a tenor melody doubled at the octave above (1); wide two-note intervals in left hand (2); 16th-note pattern (3); pulsating chords sinking chromatically through nonfunctional sonorities (4)
126. TQ: How did Chopin arrange his compared to Bach? Major, relative minor, then up a perfect fifth; Bach major, parallel minor, up a minor second
127. (615) SR: Fryderyk Chopin was born in ________ (country), traveled, but spent the rest of his life (from 1831) in __________. How did he make his living? Who was his girlfriend? What killed him?
Warsaw, Poland; Paris, France; private salons and publishing;
Aurore Dudevant (George Sand); tuberculosis
128. SR: Make a list of his works.
2 piano concertos, 3 piano sonatas, 4 ballades, 4 scherzos, 20 nocturnes, 27 etudes, 27 preludes, 57 mazurkas, 17 waltzes, 15 polonaises, 4 chamber works with piano, 20 songs
129. (616) What are some of the stylized dances? What are the traits for each?
Waltzes (Viennese dance in triple meter), mazurkas, polonaise (3/4 meter with eighth, sixteenth, sixteenth opening
130. Here are the mazurka traits. How did he make it folkish? ¾ meter, accents on the second or third beat and dotted figure on the first; simple accompaniment; 4-measure phrases in an AA BABA CACA form; ornaments to imitate inflections, drone fifths, unusual harmonies, augmented seconds, holding the damper pedal down
131. What is the meaning of rubato? How is it indicated? Fluctuating right hand against a steady left; it doesn't always matter if it's indicated as performers used it ad libitum.
132. Who was Chopin's predecessor in the nocturne? How did the piano nocturne come into being? What work is cited? TQ: How would you know from the title that it wasn't written in the Classic period?
John Field; Maria Szymanowska; vocal nocturne (two or more voices accompanied by piano or harp); D-flat major, op. 27, no. 2; too many flats
133. (617) What are the other one-movement works? Who else composed the first type?
Ballades and scherzos; Clara Schumann
134. How many piano sonatas? Structure? What movement became his most famous?
3; sonata, minuet/scherzo, slow, finale; no. 2 in B-flat minor, funeral march
135. How does Chopin's music mirror his life experiences? Polish nationalism, concentration on piano music, virtuosity in public performance combined with lyricism of the salon, originality (melody, harmony, pianism) from the salon and marketplace.
Hungary; Paris; Sébastian Erard; double escapement, which is one our modern pianos whereby when you depress a key, the hammer doesn't stay in contact with the string; Countess Marie D'Agoult; Album d'un voyageur (183738), Années de pèleriange (1838-61, 1877-82); poem (3 sonnets of Petrarch, one on Dante) or art (Raphael painting, Michelangelo sculpture)
136. (618) Liszt is from _______. Where did he go? Who is the piano maker? TQ: Do you know what the feature is? Between 1835 and 1839 he had an affair with ______________________, that inspired ____________ and _______________, which is based on ____________.
137. (618) Liszt performed _____ concerts in ____ years, which resulted in the solo ________, two features of which are _____ and _____. He was the equivalent of the modern ________ but insisted on ______. He quit __________ in 1848 and concentrated on _______
1,000; 8; recital; wide range of music from different periods, memorization; rock star; quiet; concretizing; composition
138. What did Liszt get from Hungary? Viennese and Parisian pianists? Chopin?
Hungarian or Romany (Gypsy) melodies (19 Hungarian rhapsodies); virtuosity; melodic lyricism, rubato, rhythmic license, harmonic innovations
139. Who was another source of inspiration for Liszt's playing?
Violinist Nicolò Paganini (1782-1840)
140. TQ: Could you describe Un sospiro as an example of Liszt's virtuosic technique?
Music is on three staves but is manageable with two hands (if written in the normal manner); his hand could stretch a 10th
141. (619) SR: What is Liszt's importance in performance, composition, conducting, and as a teacher?
Virtuoso so he invented new playing techniques and textures; new forms and harmonies, symphonic poem; championed Bach and Beethoven and contemporaries, such as Berlioz and Wagner; masterclasses
142. SR: Liszt's father worked for _______________. (Hmm!). What did the family do to further Liszt's piano study? (TQ: What has your family done for you and could you hold this example over their heads?) With whom did he study? Where did the family go next?
Prince Nickolaus Esterházy; moved to Vienna; Carl Czerny
(piano), Antonio Salieri (theory and counterpoint); Paris
143. SR: From 1848 to 1861 he was _________________ in _______. During the time he had _________ and received __________. From 1861 he resided in __________ and took __________ in the Catholic Church/ The rest of his life was spent in
_____________.
Court music director; Weimar; love affairs, honors; Rome, minor orders; Rome, Weimar, Budapest
144. SR: List Liszt works not already recorded. Funerailles, sonata in B Minor; Mazeppa, Les preludes + 10 other symphonic poems; Faust symphony; chamber music, choral music, songs
145. What are the devices? (620) TQ: Could you do the same with harmony? TQ: What kind of A6? Arpeggios, chromaticism, parallel 6ths; German
146. (621) What did Liszt abandon?
Tonality
147. What are the three traits of Liszt's harmony in the first complete paragraph?
Third relationships, equal divisions of the octave (augmented triads and diminished seventh chords), nondiatonic scales (whole-tone and octatonic)
148. How is his Sonata in B Minor (1853) different? Single movement; four themes in three sections
149. What is a double-function form? Blending of a single- and multi-movement structure
150. Liszt is known for "thematic ____________." Transformation
151. What are the two types of arrangements?
Operatic paraphrases (reminiscences) are free fantasies (Mozart, Bellini, Donizetti, Verdi); transcriptions (Schubert songs, Berlioz and Beethoven symphonies, Bach organ fugues, excerpts from Wagner operas)
152. Who is the American-born composer/pianist? He was born in _________ and studied in __________. He flavored his compositions with his _________. (622) The example cited is _______.
Louis Moreau Gottschalk; New Orleans; Paris; (Creole) Caribbean background; Souvenir de Porto Rico
153. (622) Home music-making ______ in the late 19th century and was replaced by what? Family gatherings for music making _______.
Declined; bicycling, radio, phonograph; is dead
154. The core of art songs are by _______ and _______. Fugues by _____, oratorios by _________, string quartets by ________, symphonies by __________, popular song by _________.
Schubert, Schumann; Bach; Handel; Haydn; Beethoven; Stephen Foster
155. What pieces became classics? What pieces redefined piano music? What pieces disappeared and why?
Bach's WTC, Mozart and Beethoven sonatas; Mendelssohn's Songs without Words; Schumann's character pieces, Chopin's etudes, preludes, dances, and ballades, Liszt's etudes and character pieces; home and virtuoso, focused on the great composers rather than entertaining music
156. (623) What's the difference about music composed by men vs. women in the19th century? TQ: Today researchers are going back to rediscover music by women composers, so what are the pros and cons?
Genius vs. to amuse oneself.
It's good but the danger is to rewrite history out of context. Take, for example, the chapter on Beethoven.
157. What style influenced 19th music? Melody-centered
158. What's the difference between artisan and artist? Someone who goes through the motions of creating a work of art within traditional frameworks vs. thinking outside the box | <urn:uuid:dc649488-4900-4423-b7dc-b8537a7a59e8> | CC-MAIN-2019-13 | http://www.wtamu.edu/~tdubois/NinthChap25M.pdf | 2019-03-19T21:02:55Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00353.warc.gz | 400,963,817 | 7,590 | eng_Latn | eng_Latn | 0.995608 | eng_Latn | 0.996182 | [
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HARRIS LEARNING LIBRARY
Library Tips for Students
www.eclibrary.ca
Twitter & Instagram: @Library4NUCC
Need information for an assignment? Start at www.eclibrary.ca
Use the Catalogue to look up:
books, e-books DVDs, videos audiobooks CDs, games kits, puppets course reserves
Go to E-Resources to find:
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Search Journals by Title to see:
if the Library has the specific journal, magazine or newspaper you need
Logging into E-Resources
Canadore students:
Username = student number Password = birthdate (mmddyy)
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Password = MyNipissing password
Username = MyNipissing username
Searching for Books & Articles
- Identify the main ideas or concepts of your topic.
- Think of single words or short phrases that best describe these ideas.
- Use these as search terms in a "keyword" search. Examples: medieval, global warming
- Try more than one search using variations of your search terms.
The Call Number is a book's "address" on the shelf, and is a combination of letters and numbers.
Example: E96.5 .S64 2012
Renew Your Books Online!
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Finding Course Reserves
Go to the Catalogue, select first drop-down menu to choose 'Course Reserves.' Search by Course Name, Course ID, or Instructor Name.
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- Short Loan Reserves are also kept at the Circulation Desk. These are 2-day loans that can be taken out of the Library.
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August 2018
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Narrow your search by:
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selecting a publication type,
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Searching for Articles
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Looking at Your Search Results
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if the article is available in another database, get it! will link you to it. →
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Interlibrary Loan
Need a book or article that is not available at this Library? Request it online through RACER. (Most ILLs are free!) See Interlibrary Loan at www.eclibrary.ca
Evaluating Websites
Information from the Internet used for university or college assignments must be critically evaluated for reliability.
- Determine who wrote the information. Are they an expert on the subject? Is the site affiliated with a credible organization? Look for an "About Us" link.
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Nurses: Champions for carers across the life course
Carers
Carers provide regular and on-going care and emotional support to a family member who has a physical or mental illness, a disability, and/or misuses substances. Carers may be supporting a parent, sibling or other family member.
Carers may becomes vulnerable when the level of caregiving and responsibility to the person in need of care becomes excessive or inappropriate for a child, risking impacting on his or her emotional or physical well-being or educational achievement and life chances*.
*Working together to support young carers and their families: A Template for a Local Memorandum of Understanding between Statutory Directors for Children's Services and Adult Social Services (August 2012)
Design created by Lucy Davies, aged 11
http://www.youngcarer.com/sites/default/files/imce_user_files/PTP/mou_young_carers_2012.pdf
Issues facing carers
Key Messages from young carers
* Poor public health outcomes including:
* We need to know who the school nurse is, what support they can provide and how to contact them and to be reassured the service is confidential
o Physical health problems such as back injury caused by lifting and tiredness because of interrupted sleep
The following are examples of the impact of caring across the life course:
o Mental health issues including, behavioural problems, self-harming or eating disorders, stress and anxiety and depression
* School absences / work absences, underachievement and lowered aspirations.
* Social isolation
* Many young carers experience bullying
* Poor self-esteem and feeling that they are different from other children
* Poor diet
* Difficultly in sleeping and concentrating
* Financial hardship
* Fear of being taken into care or losing parent or partner/family member
* Reluctance to seek help
* Increased risk of safeguarding issues for young carers
* Access to services that are non-judgemental, who listen to me and support me
* Recognise that our caring responsibilities can affect our health and wellbeing – including educational attainment, emotional, physical and social health
* Reassurance that school nurses have the skill, knowledge, training and confidence to support me
* To only have to tell our story once and not to feel pressured into sharing information
* To know that school nurses are working in partnership with schools, teachers and other health services to support young carers
* To be able to contact my parent and for time out when things are difficult
* Confidence that I have time to be 'me' but know that my caring responsibilities are being met
* For support to be non-intrusive support and tailored to my needs
* We need help to find our way through 'systems' and to find the right support
Useful resources
* The Children's Society
* Young and adult cares pathways
* Be Bothered: Making education count for young carers, Family Action 2012
* Barnardos
* Carers Strategy
* Carers Trust
* Recognised, valued and supported, Next Steps for the Carers Strategy, Department of Health, 2010
* Supporting Young Carers: A resource for schools, Carers Trust and The Children's Society, 2012
* Supporting Young Carers: Identifying, assessing and meeting the needs of young carers and their families, Ofsted, 2009
* Carers Trust Carers Hub
* Care in local communities: A new vision and model for district nursing
* No-one Alone
* Access to support or respite when I need it most to avoid crisis
* To be recognised as an 'expert' in care and my contribution valued
Key Messages from adult carers
* We want to keep a normal home routine
* Involve us in decision making and keep us informed of changes
* Recognise and value our contribution to caring
* We want someone to listen to our concerns – without being judgemental
* Help us with our 'wellbeing' and mental health
* Take time to speak to our families and carers to find out our needs
* Help us to stay in our home with as much support as is necessary
* Help us to identify triggers to anticipate and prevent crises
* Tell us what carer breaks and respite are available to us
* Help us to get support to manage care alongside paid employment/childcare responsibilities
* Support young carers with the transition role to adult carers
* Recognise increasing frailty of older carers/likelihood of spouses undertaking mutual caring roles
Making every contact count
Nurses: Champions for carers across the life course
My role as a Champion for Carers is to:
As a champion for carers I pledge to:
* Ensure that the voices of carers and carers groups are heard by decision makers and commissioners in order to influence service delivery and design.
* Contribute to the development of local and regional networks of school nursing champions for young carers and emerging adult nurse networks
* Act as an advocate for young or adult carers
* Act as an expert for my team and colleagues
* Work with partners, such as schools, employers, secondary health services and social care to raise awareness of the needs of carers in order to achieve early identification and support for them and their families.
* Contribute to training by promoting information and resources
* Work with partners, such as GPs, Community Nurses and secondary care to improve early identification and support of carers and their families in primary care
Local Information
Photograph modelled for The Children's Society © Nick David
* Be responsible for remaining professionally updated regarding policy and practice where appropriate
* Keep myself and my colleagues informed about current best practice for supporting young and adult carers and their families
* Attend updates for 'School Nurse Champions for Young Carers' or champions for adult carers
* Commit to sharing my knowledge on supporting young and adult carers and their families with at least 25 people (professionals and carers).
* Link to partner agencies and organisations including voluntary organisations to understand the contribution and support they can provide e.g. Carers Trust, The Children's Society, Barnardos, Carers Trust
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Christine Stent Pinha RD.SA
BSc.Dietetics.UP Pr # 0040398
Registered Dietitian; Corporate Nutrition Specialist; Brain Chem.Coach
Healthy Lunches for Children
Healthy lunches for school don't have to be complicated. In fact, often the easiest ideas are the most delicious! It is all about planning ahead, experimenting and getting excited about new lunch options.
These suggestions below can be used for school or for snacks/lunches when at home:
Sandwich Ideas
Cookie cutters – Kids of all ages, love food in shapes. Surprise them with different shapes over the week.
Alternatives to bread: whole wheat bagels or wholewheat pitas or tortillas.
Aim to use protein on sandwiches - Serve lean sliced/shaved cold meats (MSG FREE), chicken, tuna or egg salad.
Meatless filling options: peanut butter works well! Very nutritious. Some kids don't like peanut butter, then try cashew nut butter or almond butter! Low fat cottage cheese or white cheeses on low GI bread are options.
Optional spreads: mustard, low fat mayonnaise, tomato sauce or chutney.
Tea sandwiches: These are bite-sized sandwiches. You can make your child a low fat cream cheese tea sandwich with very thin cucumber slices. Serve sliced lean cold meats rolled up into tubes and offer the bread separate.
Bite-Sized Food Ideas
Toothpicks can add some fun too . So make a mini-sandwich and place a toothpick in it. You can get toothpicks with fun designs at party stores.
Make your own Japanese rolls: Use Korean roasted seaweed (this has a nice sesame flavor to it) and sticky rice. Just roll up the rice into a mini-cylinder shape. (Tip: get your child involved. Let him/her help you the night before).
Add dips. Dipping food enhances the food experience! Fruits and veggies are great for dipping! - - Baby carrots (buy the carrot balls or julienne carrots); slightly steamed broccoli, sliced apples (use lemon juice to keep them from browning), baby corn; baby tomatoes, celery sticks…. Dip into peanut butter, low fat smooth cottage cheese, lite mayonnaise, etc….
Sweet potato can work. Cook in microwave and slice into circular shapes. Sprinkle a dash of sugar or Xylitol.
Take advantage of tropical fruits such as mango slices or kiwi (easy to scoop out with a spoon).
Cube cheese or Laughing Cow Lites and offer it on a toothpick.
Trail mix (nuts, dried cranberries, mixed seeds).
Yoghurt and berries. Add some granola or raw nuts on top (Tip: place in small coloured plastic container).
Cereal. Ensure it is low fat (i.e. <10g total fat per 100g) and high in fibre (>3g per serving). Provide a container with a top and a spoon. Your child can eat dry or add a small yoghurt or small drinking probiotic milk.
Healthy Snack foods for children
For younger children: put snacks in small colourful containers, wrap in cartooned or coloured wax paper, cut into shapes where you can (e.g. you can use shaped cut-outs on pineapple pieces)
- Raw nuts
- Popcorn
- Baked pretzels (Sunbites pretzels) or Clicks Pops range
- High fibre crackers with cheese wedges/blocks
- Lean biltong (about 35 – 40g packs)
- Carrot sticks and cucumber slices with hummus dip
- Ants on a stick: celery stick/carrot stick with peanut butter and raisins on top
- Apple slices spread with peanut butter
- Dried fruit (Limit to maximum 1 closed handful per day for weight loss)
- Fresh fruit (Limit to maximum 3 – 4 for weight loss)
- Low fat yoghurts and milk drinks and Woolworths probiotic drinks
- Low GI muffin or low GI banana bread (see recipe) – put some Nutella chocolate spread
- Oatees or Coco Pops cereal with raisins and nuts – in a container
- EATRITE biscuits (2 – 3)
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cally killed in an accident. Clara was a school teacher and taught at Thompson College.
tended Western Illinois University and was a school teacher. Irene's family settled in Schuy ler County in the 1800s. Patricia's father, Vick, received his Master's Degree from Columbia University in New York and was involved in school administration in Illinois. Patricia also attended Western and the University of Illi nois. Patricia taught school in Good Hope un til her retirement in 1994. Together, Joe and Patricia raised three sons: Scott, Doug and Chris. The family still owns the original farms dating back to the 1800s in McDonough, Hancock and Schuyler Counties.
Edna was born and raised in Warsaw, IL. She was the daughter of Alberum and Mary Peyton. Edna's ancestors came from England and were the first farm settlers in Warsaw Township, settling there in 1830. She gradu ated from the University of Illinois.
While attending the University, Joe learned of the use of anhydrous ammonia. He brought the information home and he and his father were the first farmers in Hire Town ship to use anhydrous ammonia to grow corn. Also, in 2001 Joe entered the National Corn Growers Yield Contest for the first time and was the State winner in Illinois.
J.W. was very progressive for his time. He built two houses that are still standing and remain in the Schwerer family and numer ous barns that are still being used today. Their legacy was passed to their only child, a son, Louis Schwerer. Louis was born Sept. 23, 1896. He attended Gem City College in Quincy and Knox College in Galesburg. At a dance in Carthage, IL he met his future bride, Edna Peyton. They married Nov. 12, 1921 in Keokuk, IA. Edna was also a school teacher in her earlier years and taught at Warsaw.
Louis and Edna continued to build on the legacy left them by J.W. and Clara. They raised two children, Evelyn Elaine and Jo seph. Evelyn married and moved to Califor nia while Joseph was the next generation to continue with the farm. He attended the Uni versity of Illinois and married Patricia Lang ford on Aug. 15, 1952.
Patricia was the daughter of Vick and Irene (Raper) Langford. Patricia's ancestors came from Switzerland. Patricia's mother, Irene, at
242
Today Chris, his nephew, Adam and Chris' son, Jared, continue to farm the land their ancestors acquired and use the barns that J.W. built.
SCOTT – The Richard Arlyn and Elizabeth (Neff) Scott family history began in 1953 in
the end of the Korean War. In May, Elizabeth had graduated from Carthage Community High School.
McDonough County when they arrived in Macomb to en roll at Western Illinois Univer sity. Richard was from Schuyler County and Elizabeth from Hancock County. Richard had just been discharged from the Army at
Richard Arlyn Scott was born near Rush ville, IL on Sept. 21, 1929. He was the only son of Ada Irene (Ward) and John Claudius Scott. The Ward and Scott families were early set tlers of Schuyler County. Richard's only sibling was Mrs. John (Virginia Scott) Campbell. Rich ard attended the Ridgeville Country School for six years, than four years at Browning and two years at Astoria, graduating in 1947. Dur ing the years of 1951-1953, Richard served in Korea as a signal corps radio repairman, being honorably discharged in 1953 as sergeant.
Elizabeth was born July 5, 1935 in Han cock County, the oldest daughter of 13 chil
dren. Her parents were Harold and Daisy (Rogers) Neff. Elizabeth's parents were both life long residents of Hancock County. She served in many leadership roles of various academic and social organizations over the years as Delta Kappa Gamma, the Presbyte rian Church of Bushnell, and the McDonough County District Hospital Auxiliary.
After college graduations in 1957, Richard and Elizabeth began their teaching careers in McDonough County. Richard taught Biology at Bushnell-Prairie City High School. Elizabeth taught elementary school in Macomb at MacAr thur and Logan Grade Schools for nine years.
Elizabeth's family's introduction to Mc Donough County actually began near the small hamlet of Pennington Point, southwest of Adair, IL. Her paternal great-grandparents, Rebecca (Hamm) and Henry S. Neff were both born in York County, PA. In their early life they moved to McDonough County in 1873. As a young adult, their youngest child, Chapin C. Neff, moved to Hancock County where he met and married Lucy M. Seigfried. They were the parents of Elizabeth's father, Harold.
The couple was married June 7, 1959 at the First Presbyterian Church in Macomb. On Jan. 24, 1960 their daughter, Julia Lynn, was born at the new McDonough County District Hospital. The family moved to 129 West Har ris, Bushnell, IL in 1966 where they resided through the years.
Richard taught for the Bushnell-Prairie City School system for 31 years. He earned his mas ter's degree from Western in 1962. While work ing on his master's degree, he discovered a new species of insect. On his birthday in 1958, he collected a sample of small insects that he could not identify with any available literature. With little art ability, he decided to use pho tography as a means of illustrations in the the sis. The unidentified insects were sent to a na tional authority on "springtails." An entomolo gist established them as a new species named Dicyrtoma macomba Wray in honor of the city in which they were found, Macomb, IL. Affec tionately known as "Doc Scott" by students and colleagues at B-PC, he taught biology, general science, physiology, psychology and sponsored the science club. Since photogra phy had become a special interest for Richard, he also sponsored a photography club. He and its members took and printed many of the pic tures used in the B-PC yearbooks. From 1965 through 1969, Richard worked as a ranger naturalist during the summers at Yellowstone National Park. He loved the outdoors and spent many adventures canoeing, hiking and enjoying the beauty of the national parks. He was an ardent supporter and defender of en vironmental and wildlife causes. For 17 years, Richard served on the Bushnell Library Board. Richard was an avid gardener specializing in raising tomatoes. After retiring from teaching in 1988, his interest in photography continued when he established Scott's Photography. In addition to graduation pictures, he special ized in weddings, senior pictures and family and class reunions. Elizabeth often assisted in the business, especially at the more than 285 weddings he photographed. A large percent | <urn:uuid:74364db4-6313-4d57-b263-08137e2c7b39> | CC-MAIN-2019-13 | http://www.mcdcgs.com/wp-content/uploads/2018/10/242Errata_McDonoughCountyIL.pdf | 2019-03-19T21:19:41Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00357.warc.gz | 326,426,226 | 1,520 | eng_Latn | eng_Latn | 0.998316 | eng_Latn | 0.998316 | [
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10. What are the principal types of polyphony written by Dunstable? What's the total?
Chapter 8 England and Burgundy in the Fifteenth Century
1. (167) Two ___________ composers, _________ and ___________, were praised for imitating the ______________________ of John _____________. It was seconded a generation later by _________________.
2. What two styles are "indebted to English influence"?
3. (168) How did two French composers come in contact with English music?
4. (169) What are the characteristics of the English quality?
5. An English style has the chant in the _________ voice, with the _________ voice following in thirds (occasionally going to a _____) while the ________ voice follows the chant at the interval of a _____. Parallel _____ are to be avoided; every vertical sonority is ___________.
6. (170) What is the term given to this style? What is the Continental version of the term?
7. (171) Cantilenas are related to the ______________. (You know what that means, don't you?) Next were the __________ and ___________ motet. Finally, it was Mass ____________ texts.
8. The manuscript source for this music is the _______________. It contains:
TQ: Does anything surprise you about the contents?
9. (172) What are the characteristics of a carol?
11. (173) SR: Make a list of Dunstable's works.
12. How do the antiphons and hymns fit into your list?
13. The chant is in the ________ voice. When it isn't, the technique is called _____________ because:
14. (174) Why could Quam pulchra es be called a cantilena? Why also a motet?
15. When did the isorhythmic motet end?
16. Give a generic definition of a motet? (The chart on p. 175 is useful in tracing motet changes.)
17. (176) The Duchy of _________ was at times as powerful as the king of France. It was located in present-day ____________________________. It ended in ______. Its nominal capital was ______, but other main cities were:
18. What does "cosmopolitan" mean?
19. (177) What are the four types of compositions? How many voices? What is the range of the top two voices? What roles do the voices play?
20. The chanson had the form (178) of the ____________ or (less likely) the form of the _________,
21. SR: What was Binchois' name? Make a list of his works.
31. In fauxbourdon, the ________ and _______ are notated and the other voice moves a _____ below the ______ voice, except at cadences when it moves to the ______. Du Fay has ___ pieces in this style. It is used for:
22. Most compositions were in ____ or ____ meter, but not in ______. There were occasional cross-rhythms called _________.
23. (179) Describe the text setting.
24. Describe the contour of the parts.
25. TQ: Could you write a Burgundian cadence on d?
26. (180) SR: Du Fay's music survives in about ____ manuscripts copied between 1420 and the early 16th century. Make a list of Du Fay's works.
27. List the French and Italian styles in the ballade "Resvellies vous."
28. Example 8.5. TQ: What is the "S" in the last measure?
29. The ballade "Se la face ay pale" has English traits. What are they?
30. (182) Du Fay's motets are mostly for ___ voices with the melody in the ___ voice. Where is the chant (if there is one)?
32. (183) TQ: What is the term to describe the practice of "only the even-numbered stanzas were sung polyphonically, alternating with the others in plainchant."
33. What are the three styles of motet writing?
34. What was the practice of writing music for the Mass prior to 1420? It was the ________ (nationality), especially the composers _______________ and ________________, who started writing cycles, (184) starting with _________ or _________ pairs. Then all five items of the Mass Ordinary calling it a ______. (What is the capitalization rule for the Mass/mass?)
35. The practice of writing Mass Ordinary items began in the ___th century. Grouping? Were they musically related?
36. One method of unifying the Mass cycle was the plainsong mass. What is a plainsong mass?
37. What is a motto mass?
38. What is a cantus-firmus mass? What is its other name?
39. (185) What is a cantus-firmus/imitation mass?
40. How are masses named? Know the "L'homme armé" melody.
41. Early tenor masses were for ___ voices and had the chant in the _____ voice. Why add a voice below?
42. (186) How did the four voices get their names?
43. (186) Statement: Whew! I read all of the Missa Se la face ay pale paragraph before he said the "cantus-firmus/ imitation mass" word. He scared me with that cantus firmus business!
44. Why the cantus-firmus mass then and now?
45. SR: The Missa Caput is based on what?
Making it a _____ mass?
The three composers are:
Caput symbolically represents what?
How do we know it's a dragon?
The compositions were for what religious holy day?
What are the two musical symbolisms?
46. (190) What function did it serve?
47. "An Enduring Musical Language" is a good summary statement. TQ: Could you write an essay such as this if you were to discuss chapter 8? | <urn:uuid:342455b9-f2fe-4628-9b99-823744cd90e0> | CC-MAIN-2019-13 | http://www.wtamu.edu/~tdubois/Burkholder8.pdf | 2019-03-19T21:11:12Z | crawl-data/CC-MAIN-2019-13/segments/1552912202131.54/warc/CC-MAIN-20190319203912-20190319225912-00358.warc.gz | 392,189,258 | 1,254 | eng_Latn | eng_Latn | 0.99754 | eng_Latn | 0.998327 | [
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Identity Theft Protection
What is Identity Theft?
Identity theft occurs when someone uses your personally identifiable information, like your name, social security number, or credit card number, without your permission to commit fraud or other crimes.
What Do Identity Thieves Look For?
* Name
* Social Security Number
* Address
* Date of Birth
* Credit Card Numbers
* Bank Account Numbers
* PIN Numbers
* Health Insurance Number
* Signature
* Any Answers to Security Questions...
- (mother's maiden name, first pet's name, etc.)
11.6 Million adults were victims of identity theft in 2011, with a total amount of $48 Billion stolen
(Javelin Strategy & Research, "Identity Fraud Industry Report," 2012)
In 95% of cases, information was used to open an account in the victim's name
How Your Information is Misused
Here are the most common ways that thieves use stolen information, and how frequent they occur among ID theft cases...
Open a credit account - 60%
Open a phone account - 10%
Open a bank account - 19%
Take out a loan - 4%
Open an Internet account - 4%
Open an insurance account - 2%
Other - 1%
(Source: FraudWatch International)
130 Rumford Ave., Suite 202, Auburndale, MA 02466-1371 1-800-769-3571 ConsumerCredit.com
Document #: ED REF017 r(0)
Effective Date 3/08/13
How Does Identity Theft Occur?
Identity theft can occur in a number of ways. Thieves use several methods to obtain the information they need. Some are old, some are new, but all can be effective in wreaking havoc on your finances. With simple precautionary measures you can protect yourself from theft.
Dumpster Diving
Thieves will literally dig through your garbage looking for documents that contain your personal information, such as bank and credit card statements, utility bills, etc.
Prevention:
* Shred personal and financial documents before disposing.
Mail Theft
Any unlocked mailbox on the street could be susceptible to mail theft. Someone could walk by and grab an envelope containing private information, or even a check.
Prevention:
* Bring outgoing mail to the post office.
* Put outgoing sensitive mail in a blue USPS mailbox.
* Use online bill payment services.
* Use a PO Box or mailbox with a lock.
Tip: Never carry your social security card or number on your person
Stolen Wallet / Purse
Your wallet/purse probably contains your IDs, credit cards, insurance card, and maybe your check book. With these items, a thief could make purchases, empty accounts, or even open new accounts in your name.
Prevention:
* Never leave it unattended.
* Keep your wallet/purse close to you.
* Know what's inside in case of theft.
130 Rumford Ave., Suite 202, Auburndale, MA 02466-1371 1-800-769-3571 ConsumerCredit.com
How Do Thieves Use Technology?
Skimming
Thieves place their own "skimmers" over the card slots on ATMs, gas stations, store check out lines, etc. so that they can capture the information on your card. They will then create duplicates of your card for their own use. They may also use cameras pointed at the keypads to watch you enter your PIN.
Prevention:
* Cover the keypad with your hand whenever you enter your PIN to hide it from cameras or onlookers.
* Anytime you swipe your card, inspect the device for loose or mismatched parts and anything out of the ordinary.
Phishing/Email
Phishing is when you receive an email or a pop-up ad claiming to represent a financial institution or company, asking you to verify personally identifying information.
Prevention:
* If you wish to do any business online, visit the correct website by typing in the official URL yourself. Othewise call the institution directly.
* Do not respond to such emails, or click any links.
* Report phishing emails to the FTC by forwarding to email@example.com.
Malware
Malware is malicious software that can gather sensitive information or gain unauthorized access to computers. Malware can infect your computer if you click pop-up ads, unfamiliar links, or download music or videos from illegitimate sites. Some malware may even disguise itself as protective software, telling you that you're in danger, and to click a link for protection.
Prevention:
* Do not click on pop-up ads or run unfamiliar programs.
* Do not download illegal copies of music or videos.
* Install anti-virus software from a reputable company.
* Use creative passwords for your accounts with mixes of numbers and letters, and avoid writing them down.
* Do not respond to or click unfamiliar notifications.
130 Rumford Ave., Suite 202, Auburndale, MA 02466-1371 1-800-769-3571 ConsumerCredit.com
How to Monitor Your Identity
Credit Reports
* You are entitled to one free credit report every year from each of the three credit reporting agencies (Experian, Equifax, TransUnion).
* Review your credit reports at least once a year. You can check it for any incorrect information or fraudulent activity.
* You can get them all at once or stagger your requests every 4 months, so that you are monitoring your credit report as frequently as possible.
Monitor Your Accounts
* Review your bank and credit card statements every month and check for any unfamiliar activity.
Explanation of Insurance Benefits
Request Your Free Credit Reports Online at AnnualCreditReport.com Or Call 1-877-322-8228
* This document from your health insurance provider will outline any activity regarding hospital and doctor visits, procedures, etc.
What if You've Been Victimized?
Contact the 3 Credit Reporting Agencies
* www.Equifax.com | 1-800-525-6285
* www.Experian.com | 1-888-EXPERIAN
* www.TUC.com | 1-800-680-7289
* Contact each agency, and ask to place an identity theft alert on your reports.
Contact your Bank and Creditors
1
2
* You can close/freeze any accounts that have been tampered with.
* You can report stolen/missing cards, and any fraudulent activity on your statements.
3
Contact the Federal Trade Commission
* File a complaint with the FTC and you will receive a document verifying that you are the victim.
* www.FTC.org | 1-877-ID-THEFT
* Fill out the ID theft affidavit.
Contact the Local Police
* Your identity should be treated like any other stolen property. Document and report the theft to begin the investigation.
* File a report with local police.
* Get a copy of the report as evidence for re-securing your identity and removing the fraudulent charges.
130 Rumford Ave., Suite 202, Auburndale, MA 02466-1371 1-800-769-3571 ConsumerCredit.com
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TROPICAL BIOLOGY AND NATURAL RESOURCES: HISTORICAL PATHWAYS AND PERSPECTIVES
K. Del-Claro
Institute of Biology, Federal University of Uberlândia, Brazil
Keywords: Biology, Botany, Ecology, Forest, History, Naturalists, Tropical, Tropical Rain Forest, Zoology.
Contents
UNESCO – EOLSS SAMPLE CHAPTERS 1. Introduction 2. The Foundations of Tropical Biology 2.1. Linnaeus, Humboldt and the Illuminists 2.2. The Victorian Naturalists 3. New Insights in Tropical Biology 4. Important topics in Tropical Biology 4.1. Tropical Ecology 4.2. Tropical Botany 4.3. Tropical Zoology 4.4. Tropical Agriculture, Phytopathology and Entomology 4.5. Other Topics 5. Conclusion and Outlook Glossary Bibliography Biographical Sketch Summary Since the first explorers arrived in the tropical lands, the general aspects of nature, its natural resources, medicines and the culture of native populations called attention initially of European countries and, with the passage of time, of all the world. The richness and diversity of unknown forms of life fascinated the European naturalists that produced though time lot of documents, drawings and collections about tropical nature that, in some cases, remains conserved in great museums, universities and botanical gardens. Here, we present a brief description of this history, a description of the initial and main papers, the foundations of Tropical Biology and its settlement as a science in the modern world. The importance of colonial governs, priests and explorers in the 16 th and 17 th centuries; the great collections of animals and plants, followed by the initial texts in tropical biology, botany and ecology during the 18 th and 19 th centuries produced by the firsts real naturalists to set feet on tropical lands will be discussed. Additionally we will present the new insights in Tropical Biology, and discuss the importance of appearance of scientific organizations dedicated to the study of tropical biomes and their efforts to answer questions like: How to explain the extraordinary biological diversity of tropical regions? How many species really are there in the tropics? How to understand the origin and maintenance of tropical diversity? How to increase life quality, production and economy of people in tropical countries and at the same time to maintain preserved the tropical ecosystems? This chapter will take the reader from an
understanding of the importance of Tropical Biology today to the preservation of viable natural communities conserved, while introducing the Tropical Biology Theme in the Encyclopedia of Life Systems Support (EOLSS).
1. Introduction
"I think that by crossing the equinoctial line to reach it, there is the earthly paradise" Christopher Columbus
UNESCO – EOLSS SAMPLE CHAPTERS The Italian explorer, Christopher Columbus, was one of the first men to describe the tropics. On a third expedition crossing the Atlantic Ocean (May 30, 1498-October 1500), Columbus sailed farther south, to Trinidad and Venezuela. Columbus was the first European since the Viking Leif Ericsson (sometime during 980-1020) to set feet on the mainland of America. Since Columbus arrived at the "earthly paradise", humankind has been overwhelmed by the extreme richness of beauty and natural resources of tropics (Figure 1). However, after five hundred years of inconsequent exploration by the colonial governs, wars and social conflicts, bad use of soil, predominant poverty and low education of major part of people living in the tropics, nowadays we have these "paradises" in a severe endangered situation. As in regions of the New as in that of the Old World, the tropics need all of our attention as it has been shown through the last two centuries by the tropical biologists.
Figure 1a. The Atlantic Coast of Southeastern Brazil, in a view very similar to that observed by the first explorers. (Photo by Kleber Del-Claro).
Perhaps it is easier to define tropical biologists than to define tropical biology and its
importance. In this sense, tropical biology is what scientists, mainly biologists, decided to study in the tropics: water, soil, microorganisms, fungus, plants, worms, arthropods, reptiles, birds, mammals, species' interactions, ecology of populations, communities and/or ecosystems. Tropical biology is about the nature, its physical and biological aspects, of the tropical regions. It includes the historical pathways that enable us to understand the evolutionary and ecological processes that generate the rich diversity of life in the tropics. This knowledge is absolutely necessary, to conserve viable natural communities and, consequently, the life on Earth.
Explorers with a soul full of curiosity, open eyes and mind, having inside their crew missionaries, collectors, cartographers, chroniclers and painters can be regarded as the pioneering tropical biologists. These people had, as main duties in the tropics of New and Old Worlds, to document and to report to the colonial governs about the biological riches of the new lands. Hundreds of documents were produced in the first century of colonization, in great part letters and reports, some of them illustrated with drawings. Unfortunately for the biological sciences, the major number of these documents presented superficial description of plants, animals and biomes, concentrating details on the indigenous people and natural resources, mainly wood, food and minerals that could be obtained by direct extractive action. Perhaps, the poverty of documental information of this period, compared with the following centuries, has been a result of the enormous difficulties that Europeans had to settle themselves in the new lands, mainly in tropical Americas. However, there are some documents of this period that are precious in terms of natural history details, some of them are most known than others. A good example is the "Sumario de la natural história de las Indias" written in 1526 by Gonzalo
UNESCO – EOLSS SAMPLE CHAPTERS Figure1b. Inside the Tropical Forest: The interior of a preserved forest in the Atlantic Coast of Brazil. (Photo by Kleber Del-Claro). 2. The Foundations of Tropical Biology
Fernández de Oviedo y Valdés who spent 34 years in the New World serving King Ferdinand of Spain. This report presents the first elaborate description, with examples and specific details of fauna and flora of Spanish America, mainly of Mexico region. Other famous documents were small reports and letters of several Jesuit priests and chroniclers who stayed for five or more years in different parts of the coast of Africa, South Asia, Caribbean Isles, Central and South America. Together, these fragments of history can provide us the first impressions about the tropical world. Nevertheless, the letter of Pero Vaz de Caminha written in 1507 to the King of Portugal, is possibly the first document describing the exuberance of the Brazilian tropical forest, detailing animals and plants, the soil quality, and also the aspect of the indigenous people of the tropics in South America. Despite some romantic accent, common in official documents of the early times of the colonial period, Caminha did a very good description of Atlantic forest. In some aspects this letter could be regarded as one of the first documents testifying plant-animal relationships in the tropical rain forest.
In the seventeenth century political and economical contests between colonial empires produced some good natural narratives, and novelties in documentations; this occurred mainly because in some parts the contests brought to the tropics members of the dominant elite. As an example, the Dutch prince Joan Mauritz von Nassau-Siesgen was sent to Brazil by the Dutch East India Company and begun a contest against Portugal by the northeast part of Brazil and other colonies in the west coast of Africa. Nassau settled in Recife for almost six years (1638-1644) and with fellow European naturalists collected many botanical and zoological treasures, surpassing anything done early in the Americas. In the following years, these collections were studied by Georg Marcgrave and Willem Piso, probably the first well prepared European scientists that studied the flora and fauna of Brazil. Their indirect observations, transformed into papers and reports represent one of the earliest real looks of scientists at the tropical life.
UNESCO – EOLSS SAMPLE CHAPTERS By the end of the 15 th century, a very interesting literary work called attention of West Europe; it was the book "Historia natural y moral de las Indias" published in 1590 by José de Acosta. Like other Jesuit priests, Acosta was sent to Spanish Americas to catechesize and to spread the fundamental principles of Christian faith, in his case in Peru where he could observe and do annotations during years on aspects of the culture and life of the indigenous people. He included in his annotations data about typical diseases and some natural medicines, aspects of tropical animals and plants used as food or to obtain specific products, and also about general characteristics of the natural environments that he visited. Again in Europe his book had a phenomenal success, because common people and the nobles alike were interested to know a bit about the new continent and new opportunities. Thus, details of the medical flora, diseases, description of adventures and the native life of the New World received great attention. Other documents followed in the steps of Acosta, describing other parts of the tropical world to Europeans, in way similar to our novelists nowadays.
Similar to what occurred in Americas, the expansion of the British East India Company in South Asia also produced an enormous amount of specimen collections, stories and surveys of the tropical Asia. The ornithologist Francis Willughby published in 1628 a first compendious bird book, written in English, presenting the life of birds and other animals mainly in Tropical India. Another work that received attention in this century
was that produced in 1678 by the famous botanist John Ray. He compiled a book describing the new species of unknown parts of the world, in the major part and obviously, tropical areas. These first naturalists had enormous importance registering the initial impressions of tropical life. They created the basic conditions, experienced the initial difficulties and showed to the colonial governs the enormous importance of a well done naturalist work in the new tropical lands of New and Old Worlds. However, the literature produced in the seventeenth century related to tropical biology was very small and superficial when compared with the development of tropical biology in the following centuries. It is not a demerit of the studies of the first two centuries of colonial period, but a simple result of great advances in the manner of thinking, new devices and political changes that surged after 1700.
The Spaniard José Celestino Mutis traveled to Colombia in 1760, followed by a pupil of Linnaeus, Pehr Löfling. Mutis, influenced by the ideas of Linneaus, that were transmitted to him by Löfling before his premature death, performed successful botanical expedition that resulted in eighteen volumes, the "Mutis Flora", reviewed in 1988. What is significant in the Mutis' work, is that it was not only just a simpler description of new botanical material, but it also included aspects of the new Linnean classification, full data on localization and geography of plants occurrence. Due to this detailed and more organized scientific way to work on natural collections, we have nowadays conditions to study and understand the original tropical flora present in the early times of colonization in South America, specially in the Amazonian vegetation. Rumors are that over a hundred boxes of botanical material, more than 6,500 drawings of plants, and four thousand pages of Mutis' manuscripts, still reside in the Spanish national archives, in very good condition, waiting for proper attention.
UNESCO – EOLSS SAMPLE CHAPTERS 2.1. Linnaeus, Humboldt and the Illuminists After more than three hundred years of European colonization in the tropics of New and Old Worlds, the commerce between the colonies and Europe increased immensely, followed by the number of regular trips and the establishment of new cities. The colonies were now vital to Europe as font of food, minerals and wood. The colonial needs exerted an enormous pressure on native communities; civilizations were dominated and destroyed in proportion to colonizers who went to the interior of countries searching for more and new natural resources. Thus , more and more naturalists and adventurers visited regularly the tropics. On the other hand, the advances of Illuminism, or the Enlightenment, during the eighteenth century brought profound political, economical and cultural changes in the human way of life, mainly in Europe and North America. The naturalists and first biologists found in the age of "reason" an open door needed to advance in all fields of science. In the mid-eighteenth century Carl von Linnaeus created a new system of species identification and classification bringing certain stability and a general pattern in the study of natural sciences. Indeed, it created a new horizon of research and development to the biological sciences, the classification system called "Linnean nomenclature". As relevant examples we may mention the advances in tropical biology due to Linnaeus and illuminist influences; we have to comment and to single out the works of Mutis, Banks and Solander.
UNESCO – EOLSS SAMPLE CHAPTERS The Linnaeus' influence spread quickly also to the Asia and Oceania mainly when in 1768, Captain James Cook navigated to Tahiti having on board two naturalists, Joseph Banks and Douglas Solander, the latter a student of Linnaeus. This two enthusiastic tropical-adventurer-scientists, helped to produce enormous improvements in the natural sciences when they returned to Europe after their long trips. For example, Banks helped to found the famous Royal Botanical Garden at Kew, England. Kew is until now a reference place where one can find one of world's most important and representative collections of tropical plants. Solander and others, as Alexander von Humboldt, created in 1788 the "African Association", an entity used to promote exploration and provide funds to a future series of British expeditions mainly to Africa, Americas and Oceania. After numerous unsuccessful attempts to visit the tropics by himself, Alexander von Humboldt (1769-1859) joined to the amateur botanist Aimé Goujaud Bonpland. Together they finally convinced the Spanish ministers to support and carry out a new scientific expedition to Spanish America (1799-1804). These two young explorers traveled ten thousand kilometers of unknown areas of the tropical world on foot and by canoe, collecting around twelve thousand plant specimens. With their well documented tropical collection, these young men doubled the number of plant species known in the Western Hemisphere. Their "Voyage aux Régions équinoxiales" consumed almost all of Humboldt's fortune, and this masterpiece was translated to English between 1814 and 1829, in five volumes under the title of "Personal Narrative of Travels to the Equinoctial Regions of the New Continent during the years of 1799-1804". "Humboldt's narratives" was for more than a century a reference book and an example to other adventurer-scientists, that followed Humboldt's steps, producing similar literature. In another book, "Essai sur la geographie des plants" (Humboldt, 1805), he firmly established plant geography as a scientific discipline. Humboldt has probably exerted more influence than any other tropical naturalist in the scientists of his time. In this team of new explorer-naturalists from the early nineteenth century, strongly influenced by Humboldt books, we can include among others, the eminent Karl von Martius, Charles Robert Darwin and Alfred Russel Wallace. This new generation of explorers was also known as "Victorian Naturalists". - TO ACCESS ALL THE 22 PAGES OF THIS CHAPTER, Visit: http://www.eolss.net/Eolss-sampleAllChapter.aspx
Bibliography
Burslem, D; Pinard, M. and Hartley, S. (eds) 2002. Biotic Interactions in the Tropics. Cambridge University Press, 564 pp. [It is an important and recent book specially about plant-plant and animal-plant interactions in the tropics, pointing out to interactions as a key to understand tropical diversity].
Chazdon, R.L and Whitmore, T.C. (eds) 2002. Foundations of Tropical Forest Biology. The University of Chicago Press. 862 pp. [A compendium with some of the most important papers yet published, mainly in
the twentieth century, in tropical biology. Including chapters discussing the history of tropical biology and several historical and classical papers in diverse areas of tropical biology. The introductory chapter is a classic paper describing the history of scientific thinking on the tropics]
Mittermeier, R.A.; Myers, N.; Gil, P. R. and Mittermeier, C.G. (eds) 1999. Hotspots. Earth's biologically richest and most endangered terrestrial ecoregions. CEMEX, S.A. 430 pp. [ A very well illustrated book resulted of an enormous effort of Conservation International and researches through the world to map the most important and endangered ecosystems of the planet].
Oliveira, P.S. and Marquis, R.J. (eds) 2002. The Cerrados of Brazil. Ecology and natural history of a Neotropical Savanna. Columbia University Press. 398 pp. [This book represents a successful effort to characterize one of the most endangered tropical ecosystems of the Earth in all of its aspects, geology, morphology, animals, plants and future conservancy. An example to be followed].
UNESCO – EOLSS SAMPLE CHAPTERS Terborgh, J. 1992. Diversity and The Tropical Rain Forest. Scientific American Library, 243 pp. [This book is exemplifying how nowadays naturalists describe the tropical life. A very interesting and well illustrated perspective]. Biographical Sketch Kleber Del-Claro is a biologist with doctorate in Ecology by State University of Campinas (Unicamp) in Brazil. Since 1992 is a teacher at Federal University of Uberlândia (UFU), where between 2003 and 2007 was the coordinator of the graduate program in Ecology. Kleber is the coordinator of the international cooperation agreement between UFU and the University of Missouri, St. Louis (UMSL), USA. He is a researcher from the Brazilian Council of Research, Science and Technology (CNPq) since 1996. At UFU and other Brazilian universities he was instructor of several master and doctoral thesis in ecology and animal behavior developed in the tropics. His scientific history, books and publications are available in: www.leci.ib.ufu.br. In 2005 he was the president of the "Frontiers in Tropical Biology and Conservation" meeting, settled in Brazil (Uberlândia), the annual meeting of Association for Tropical Biology and Conservation (ATBC) and supported by the Brazilian Society of Ethology (SBEt, now President for the second time). | <urn:uuid:b80bb93e-ff96-42f9-ac47-11d97b042d72> | CC-MAIN-2024-30 | https://www.eolss.net/Sample-Chapters/C20/E6-142.pdf | 2024-07-21T08:24:53+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517648.65/warc/CC-MAIN-20240721060614-20240721090614-00804.warc.gz | 649,779,082 | 3,922 | eng_Latn | eng_Latn | 0.990504 | eng_Latn | 0.994588 | [
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Historical Fiction
For Early Readers
@ Electronic book or audiobook available
* Indicates part of a series
by Tomie DePaola
26 Fairmount Avenue
A popular children's author recalls the childhood adventures he had in the late 1930s when his family built their house at 26 Fairmount Avenue. Level E
David Copperfield
A young orphan deals with hardship in his early life at a boarding school and living with a controlling aunt. Level E
by Dickens
* Sparky
by Dog Diaries Set with a backdrop of the Great Chicago Fire and follows the heroic adventures of a Dalmatian fire dog who confronts a stubborn rescue horse. Level E
Stranger on the Silk Road : A Story of Ancient China
by Jessica Gunderson Song Sun likes to talk, but when she says too much to a stranger on the silk road, she fears she may have given away the secret to fine Chinese silkmaking. Level E
* Koda
perils while traveling west in 1846. Level E
by Horse Diaries Enjoying life on the ranch with Jasmine, his loving owner, a horse named Koda learns what matters most after the family sets out on the Oregon Trail and endures great
* Skunked!
by Jacqueline Kelly Helping care for an baby skunk who has learned to share a home with humans, kind Travis offers to help the skunk's littermate, who proves to be less cooperative. Level E
Park Ridge Public Library
Park Ridge, Illinois 60068
20 S. Prospect Ave.
847-825-3123
www.parkridgelibrary.org
Historical Fiction
For Early Readers
@ Electronic book or audiobook available
* Indicates part of a series
by Tomie DePaola
26 Fairmount Avenue
A popular children's author recalls the childhood adventures he had in the late 1930s when his family built their house at 26 Fairmount Avenue. Level E
David Copperfield
A young orphan deals with hardship in his early life at a boarding school and living with a controlling aunt. Level E
by Dickens
* Sparky
by Dog Diaries Set with a backdrop of the Great Chicago Fire and follows the heroic adventures of a Dalmatian fire dog who confronts a stubborn rescue horse. Level E
Stranger on the Silk Road : A Story of Ancient China
by Jessica Gunderson Song Sun likes to talk, but when she says too much to a stranger on the silk road, she fears she may have given away the secret to fine Chinese silkmaking. Level E
* Koda
perils while traveling west in 1846. Level E
by Horse Diaries Enjoying life on the ranch with Jasmine, his loving owner, a horse named Koda learns what matters most after the family sets out on the Oregon Trail and endures great
* Skunked!
by Jacqueline Kelly Helping care for an baby skunk who has learned to share a home with humans, kind Travis offers to help the skunk's littermate, who proves to be less cooperative. Level E
Park Ridge Public Library
Park Ridge, Illinois 60068
20 S. Prospect Ave.
847-825-3123
www.parkridgelibrary.org
Historical Fiction For Early Readers
* Stealing the Sword
Arthur's castle on a mission to save the King. Level E
by Wendy Mass Chase and his sister Ava find an old suitcase filled with strange objects, including a dragon-headed doorknob. Touching the doorknob, they travel in time to King
* Rescue on the Oregon Trail
Unable to pass his tests as a search-andrescue dog, Ranger is transported to 1850, where he helps a young boy and his family on the Oregon Trail. Level E @
by Kate Messner
Anne of Green Gables
by Montgomery Anne is sent by mistake to live with a lonely, brother and sister on a farm. Level D
The Drinking Gourd : A Story of the Underground Railroad
by F. N. Monjo When he is sent home alone for misbehaving in church, Tommy discovers that his house is a station on the underground railroad. Level D @
* Civil War on Sunday
by Mary Pope Osborne Jack and Annie are transported by their magic tree house to the time of the Civil War where they meet Clara Barton. Level E @
* The Adventures of Tom Sawyer
A abridged and adapted edition of Twain's classic tale of the escapades of a mischievous boy growing up in Missouri in the late 19th century. Level E
by Twain
* Going to Town
the My First Little House Books series. Level E
by Laura Ingalls Wilder When Pa gathers the Ingalls children to take them on a trip to town, they couldn't be more pleased, in this latest addition to
Historical Fiction For Early Readers
* Stealing the Sword
Arthur's castle on a mission to save the King. Level E
by Wendy Mass Chase and his sister Ava find an old suitcase filled with strange objects, including a dragon-headed doorknob. Touching the doorknob, they travel in time to King
* Rescue on the Oregon Trail
by Kate Messner Unable to pass his tests as a search-andrescue dog, Ranger is transported to 1850, where he helps a young boy and his family on the Oregon Trail. Level E @
Anne of Green Gables
by Montgomery Anne is sent by mistake to live with a lonely, brother and sister on a farm. Level D
The Drinking Gourd : A Story of the Underground Railroad
When he is sent home alone for misbehaving in church, Tommy discovers that his house is a station on the underground railroad. Level D @
by F. N. Monjo
* Civil War on Sunday
by Mary Pope Osborne Jack and Annie are transported by their magic tree house to the time of the Civil War where they meet Clara Barton. Level E @
* The Adventures of Tom Sawyer
A abridged and adapted edition of Twain's classic tale of the escapades of a mischievous boy growing up in Missouri in the late 19th century. Level E
by Twain
* Going to Town
the My First Little House Books series. Level E
by Laura Ingalls Wilder When Pa gathers the Ingalls children to take them on a trip to town, they couldn't be more pleased, in this latest addition to | <urn:uuid:b9b8f921-3888-4de6-8800-f18db4c090b1> | CC-MAIN-2024-30 | https://www.parkridgelibrary.org/wp-content/uploads/2023/08/Historical_Fiction_Easy.pdf | 2024-07-21T07:53:24+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517648.65/warc/CC-MAIN-20240721060614-20240721090614-00804.warc.gz | 799,587,253 | 1,331 | eng_Latn | eng_Latn | 0.997083 | eng_Latn | 0.997423 | [
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IMPACT OF REFLECTIVE TEACHING ON PRE-SCHOOL CHILDREN'S PERFORMANCE IN SCIENCE ACTIVITIES IN IVETI DIVISION, KATHIANI SUB-COUNTY, MACHAKOS COUNTY IN KENYA.
BY
MUTISO FRANCIS KITAVI
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION IN THE DEPARTMENT OF EDUCATIONAL COMMUNIATION AND TECHNOLOGY OF UNIVERSITY OF NAIROBI
NOVEMBER 2014
DECLARATION
The research proposal is my original work and has not been presented for award of degree in any other university.
Signature:……………………………………… Date:……………………
Mutiso Francis Kitavi
This research proposal has been submitted for examination with the approval of the supervisor
Signature:……………………………………… Date:……………………
Dr Justus O. Inyenga
Senior lecturer
i
DEDICATION
This work is dedicated to my children (Michelle and Stacy) and wife, Serah.
ACKNOWLEDGEMENT
I sincerely appreciate my supervisor Dr. Justus. O. Inyega for his exemplary scholarly guidance and positive criticism throughout my research period. Special thanks go to National Commission for Science Technology and Innovation for permitting me to conduct research. My sincere thanks also go to the D.E.O Kathiani (Mrs. Kitema) and other education officers for allowing me to conduct research in their area of jurisdiction. I thank the participants and my family for the assistance that they accorded me during the research period.
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
ABBREVIATIONS AND ACRONYMS
ABSTRACT
The purpose of this study was to investigate the impact of reflective teaching on pre-schools children's performance in science activities in Iveti division, Machakos County. The study used quasi experimental research design focusing on eight pre-schools, four in the experimental group and the other four (4) in the control group. This study targeted two hundred and seventy (270) pre-school children. The pre-school children were assessed before and after two weeks of teaching. Data were collected using questionnaires (for pre-school teachers and headteachers). Observation schedule was also used. Data were analysed using frequencies, mean scores, standard deviation and t-test based on SPSS software, version 17.0. The study used a two-sample independent t-test to find out whether there was a statistically significant difference in children's performance in science activities between the experimental and control groups. The findings were that children who were taught science activities using reflective teaching in addition to non-reflective teaching performed better than children who were taught science activities using non-reflective teaching approach only (t (6) = -14.562, p = 0.001, two tailed). This implies that pre-school children need to be taught science activities that help them reflect back on the learnt information. The teaching of preschool science activities should be taught using reflective teaching in addition to non-reflective teaching approach. Based on the findings of this research, it is recommended that materials developed for teaching in pre-schools should factor the aspect of reflective teaching. A policy should be set by the government that encourages teachers to use modern teaching approaches in teaching science like use of reflective teaching. Both pre- and in-service teachers should be trained on reflective teaching in science activities.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Science is an organized body of knowledge that involves scientific process skills. It is through the process that knowledge can be gathered, analyzed, synthesized and disseminated (Oguninyi 1992). Science knowledge and scientific processes are complementary because unless knowledge is gathered through a process then it can be easily lost. When children learn through the process, there are high chances of the knowledge acquired to be retained. The knowledge can be remembered easily and practically applied. This discourages memorization of concepts and ideas.
Pre-school science activities are those scientific tasks that involve direct experience and participation of the children to acquire basic scientific skills like observation, manipulation, classification, measurement, communication, experiment designing, prediction, problem solving, recording and questioning (K.I.E pre-school syllabus,2008).The children should be able to use the five senses that is, smelling, feeling, hearing, tasting and seeing as they perform various activities to discover scientific facts and ideas.
Science activity gives the learner an opportunity to think (Nasibi, 2005). Preschool children should be allowed to perform activities and draw conclusion so as to come up with their own scientific ideas .According to Dewey (1966), children should develop intellectual tactic and sensitivity to solve problem enquiring constantly in classroom. This implies that much of the science activities should be done by the
children. The teacher is a facilitator. Science is learnt best through performing or doing activities. This would help children to come up with their own concept and ideas. The teacher should use progressive methods that are based on the idea of discovery, creative activities, group work, projects and manipulation of objects. Therefore this method stimulates learners mentally hence it is of great importance when teaching preschool science activities.
There are three approaches that can be used to teach science activities namely child centered approach, Heuristic approach and Participatory approach (Nasibi, 2005). In child centered approach, the child learns according to the interest and the teacher is a facilitator. In Heuristic learning the child independently searches for knowledge, skills and attitudes as they interact with the environment. In participatory approach the child is allowed to play an active role individually.
Reflective teaching is a cyclic process in which the teacher moves from one step to the next to understand in a meaningful way what ones does in the classroom practice (Polland and Tann, 1989). This implies that reflective teaching is thinking about teaching through both self-evaluation and evaluation by the colleagues. Dewey (1933) advocated for reflective teaching. He argued that it is the reflection on our experience that leads to learning not merely the experience itself. We learn from those experiences that we ponder, explore, review and question.
According to Farrel (2001) and Coyle (2002), reflective teaching requires that teachers employ and develop their cognitive skills as a means of improving their
practice. They should be able to evaluate and re-evaluate their experience in class to improve their teaching in the future.
Reflective teaching leads to creative and innovative approaches to classroom teaching hence improving the understanding of learners (Coyle, 2002). This may in turn improve the children performance in class and in particular science activities. Teachers should therefore devise new strategies of approaching teaching and stop relying on non reflective teaching approaches.
According to pre-school teachers guide (K.I.E.2003), performance of learners can be assessed using different methods such as questioning, observation, listening to children as they discuss and play. The teachers should be very keen to observe how children use various skills as they perform science activities.
Rai and Richardson (2003) argues that, a teacher can use oral questioning, oral tests or interviews, practical work, direct observation and written tests to assess children. The teacher should be wise so as to maintain highest level of accuracy to award reasonable grades during assessment.
In Kenya, preschools have been managed by the community, parents, churches, community based organizations (CBOs) and non-governmental organizations (NGOs). The parents in public preschools have been paying preschool teachers and funding the purchase of teaching and learning materials and also construction and maintenance of physical facilities.
After 2003, the government gave a careful thought about early childhood education. The responsibility of training and certifying teachers is upon the ministry of education. The ministry also supervises early childhood center's country wide through DICESE'S.
In Kenya, group work is a method commonly used in teaching preschool children. Chiapetta and Koballa (2006) explains that the above method organizes children into small groups that helps to maximize their own and each other's learning. As the children learn science in groups they come up with thought provoking questions.
In Kenya, different assessment methods of preschool children have been used. Most preschools do write exams to rate and grade children for entry to class one. The main method of assessment is paper and pencil test. According to Haggerty (2001), this traditional method of assessment is inadequate. This method does not trigger children to discover scientific ideas on their own. It only tests recall of the already learnt material hence leaving the process skills. Teachers also observe children as they do various activities in science and award some marks. For example when children are learning dissolving of substances in water, the teacher checks how the substances are put into the water and the steps that children are following.
In Machakos County, there are several methods used in teaching preschool science activities. For instance, "talk and chalk" method, memorization and note taking are
used. This is especially because the classes are overcrowded and children sit and listen to their teacher. The expository approach is also used which involves facts and theories. Here, the teacher is the main speaker. Inquiry method is also used. In Machakos County there are different ways used to assess preschool children. Paper and pencil is a method mostly used. In this method, children do a written test and scores are awarded. Observing children while performing science activities is also applied. Though rarely used, the teachers observe how children do activities and then award grades.
In Iveti Division, the methods used to teach pre-school children are 'talk and chalk,' memorization, note taking, expository method and inquiry methods. In terms of assessment, paper and pencil, observation and questioning are the main assessment methods used in Iveti Division.
1.2 Statement of the Problem
Parents, government and other stake holders continue to invest in education but the performance in science remains poor (Munywoki, 2004). With this trend, Vision 2030 would not be realized as the country must have strong scientific foundation right from pre-schools level.
Despite many efforts by educational administrators and stake holders to improve the performance of science in Iveti division, Kathiani sub-county, the results still show that science has been poorly performed. This may be due to teachers not using appropriate methods such as reflective teaching approach. Poor scientific foundation from pre-school leads children to lack proper preparedness in the
successive levels of learning. For instance data collected from the Iveti Divisional Education Office of Kathiani sub-County, indicate that science in the division is not well performed at K.C.P.E level. The results show that many schools registered a below average meanscores in science for the last six years (2007 – 2012) as indicated in Table 1.1. This is wanting to educators and urgent intervention is required. One remedy for this is through the use of reflective teaching approach in teaching science activities in pre-schools.
Table 1.1: KCPE Science Mean Scores Analysis in Iveti Division from 20072012
Source: Iveti Divisional Education Office
Table 1.1 shows that K.C.P.E science performance from the eight sampled preschools in Iveti division of Machakos County have average mean score ranging from the lowest 42.55 to the highest 49.71 from the year 2007 to 2012. This is below average performance.
Although there is no formal examination given to children to grade them for entry to the primary schools, the performance in primary schools science is likely to be influenced by the way science activities were taught in pre-schools. There is likelihood that how the science activities were handled in pre-schools would affect performance of science in higher subsequent levels like primary schools. If the issues on use of reflective teaching in science activities learning is not seriously addressed in our pre-schools, poor result in science subject in other higher levels may continue to be registered.
Children do not sit for the national examination to be promoted to the primary level. Also there are no studies previously conducted to determine children achievements in pre-school science activities when taught by teachers using reflective teaching approach in Iveti division of Kathiani sub-county. It is against this background that there was need to do a research on the impact of reflective teaching on pre-school children's performance in science activities in Iveti division of kathiani sub-county.
1.3 Purpose of the Study
The purpose of the study was to investigate the impact of reflective teaching on pre-school children's performance in science activities in Iveti Division, Kathiani sub-county, Machakos County.
1.4 Objectives of the Study
The study was informed by the following objectives;-
1. To establish pre-school children's performance in science activities in classes where teachers use non- reflective teaching approach.
2. To establish pre-school children's performance in science activities in classes where teachers use reflective teaching approach.
3. To compare the children's science activity mean scores when taught using reflective teaching and non-reflective teaching approaches.
1.5 Research Questions
1. How do children perform in science activities in classes where teachers use non reflective teaching approach?
2. How do children perform in science activities in classes where teachers use reflective teaching approach?
3. Is there a statistically significance difference in children's performance in science activities when taught using reflective teaching approach and non – reflective teaching approach?
1.6 Significance of the Study
The findings of this study may be used by teachers at ECE centers to apply reflective teaching to improve performance in pre-schools science activities as well as at higher levels. The government may use this study to commence in –service courses to train ECE teachers on the value of using reflective approaches when teaching science activities in pre-schools. The findings may also be used by
curriculum planners and implementers in designing a curriculum that includes reflective teaching component as a subset of inquiry method in training of preschool teachers.
1.7 Limitations of the Study
The study was conducted on selected public preschools in a rural area; therefore generalization of the findings was limited to the sub-county, county level and even the whole country. However inferences can be made from this study. Children from a higher socio-economic status may be prepared and intrinsically motivated to learn hence may positively influence performance. Head teachers and teachers may be biased in provision of information thus affecting the research findings. However, the researcher will reassure them of confidentiality.
1.8 Delimitations of the Study
The study focused on the impact of reflective teaching on pre-school children's performance in science activities in Iveti division, Kathiani sub-county, Machakos County, Kenya. Fourteen pre-school teachers, eight head teachers and two hundred and seventy pre-school children participated in the research. The topic that was covered in this study was dissolving.
1.9 Basic Assumptions of the Study
The study assumed that all the pre-school teachers who were trained on reflective teaching approach used it in teaching science activities in their classes. The study also assumed that all pre-school teachers who were trained had no background
information on reflective teaching. The study assumed that all pre-school teachers who were trained on reflective teaching did not collude with the ones who were not trained. The study assumed that all the targeted pre-school teachers were females. The study also assumed that all the pre-school teachers were academically and professionally qualified to teach in pre-schools.
1.10 Definition of Key Terms
Guide learning
Teaching method
Approach used by teachers to facilitate learning
Written evaluation questions A tool that encourages critical assessment through the use of questions directed at the teacher's actions during a science activity lesson.
1.11 Organization of the Study
The study is organized into five chapters. Chapter one deals with introduction, background of the study, statement of the problem, purpose and objectives of the study, research questions, significance of the study, limitations of the study, delimitation of the study, basic assumption of the study and definition of the key terms.
Chapter two deals with literature review. This include; introduction, preschool science activities, teaching of science in preschool, assessment of preschool children in science activities, reflective teaching and science activities, theoretical framework, conceptual framework and summary of the literature review.
Chapter three is on methodology. This chapter contains introduction, research design, sample size and sampling procedure, research instruments (test, observation check-list and questionnaire), validity and reliability of the instrument, data collection, data analysis procedure and ethical issues
Chapter four comprises of data analysis of the research findings as per the objectives and the discussion of the findings. Chapter five contains summary of the findings, conclusion, recommendation and recommendation for further research.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter discusses on the literature review of the study. It focuses on preschool science activities, teaching of science in preschool, assessment of preschool children in science activities, reflective teaching and science activities, theoretical and conceptual framework of the study and summary of literature review.
Science is a body of knowledge which includes observation, measurements and calculations in an attempt to understand the natural world and solve puzzling questions and problems in the society. In pre-schools, children must be given strong foundation in science through various activities so as to develop good and sound scientific principles that would help them pursue science oriented courses like engineering and technology. In this case they are able to appreciate nature through scientific aspects.
In order for children to be successful in preschool science, proper strategies should be applied to give the maximum benefits of scientific skills, activities and ideas. This would make children prepare to become future scientist (Mukachi 2006). Children must investigate and do analysis of what they have done so as to gain scientific knowledge and skills. This can be achieved if pre-school teachers use reflective teaching approach.
2.2 Preschool Science Activities
Nasibi (2005) suggests that science activity gives the learner an opportunity to think. Preschool children should therefore be allowed to perform activities and draw conclusions so as to come up with their own scientific ideas. According to Dewey (1966), children should develop intellectual tactic and sensitivity to solve problems enquiring constantly in classroom. These tactics includes; doing investigations, definition of problems, collecting data, interpreting the information and drawing conclusions. Dewey believes that in science, children learn concepts and social communications. This helps in retention of the learnt material.
According to Oguninyi (1992), science is an organized body of knowledge and processes by which that knowledge is gathered, analyzed and synthesized and disseminated. It therefore implies that other than the knowledge of science, the process skills and the methods used to derive it are of great importance. From the above, science is composed of three scientific enterprises; scientific knowledge and its components such as theories, concepts, principles, and laws and other meanings and explanatory model for natural phenomenon.
According to the national research foundation (1996), science is defined as a particular way of knowing about the world. They believe that science explanations are limited to those based on observation and experiment that can be put to test by other scientists. In 2006, chiapetta and koballa came up with a different way of defining science. They described science as the study of nature in an attempt to understand it and form an organized body of knowledge that has predictive power
of knowledge and its predictability in society. They came up with the four dimensions of science which are recognized by educators and scientist. They include; science as a body of knowledge, science as a way of thinking, science as a way of investigating and science and its interaction with society and technology.
Esler and Esler (2001) describe science as a way of thinking. There is a lot of reasoning in an objective manner and open-mindedness. There are scientific beliefs, curiosity, and imagination and cause- effect relationship. Science as a way of investigating involves experiments, observation, and analysis of results; performing science activities and reasoning. Through investigation the natural laws are discovered. They believe that the process of obtaining information, testing and validating is of paramount importance than knowing the product of science. Therefore pre-school children should be subjected to science processes so as they can acquire process skills.
K.I.E (2003) in their guideline to pre-school teachers indicate that some of the many process associated with science and inquiry include; observing, inferring, hypothesizing, predicting, measuring and experimentation. Critical thinking like predicting and inferring require children to apply new knowledge to new situations. Similar view is held by Chiapetta and Koballa (2006) that through observation, data and information are gathered and organized to make sense. The knowledge formed by scientists who are expert in that field is the result of in-depth observation that brings about concept, principles and theories.
By doing experiment, scientific ideas can be proved. Similarly some false beliefs that children hold as true are eliminated. The last dimension of science is science and its interaction with society and technology. Advancement in technology has made advancement in science. Similarly advancement in science has made advancement in technology. As problem arise in the society, technology comes in to solve this issue.
K.I.E. (2003), notes that pre-school science curriculum consist of three dimensions; body of knowledge generated by science process and procedures used to develop the body of knowledge and attitude and ideas which guide the scientists in their work. In conclusion, acquisition of any knowledge must involve process so as to avoid memorization of information which is easily forgotten. So knowledge and process of acquiring it are complimentary for better understanding of concept and application of information.
2.3 Teaching of Science in Preschools
Science should be taught by doing or carrying out activities rather than giving facts to children. Plenty of activities with relevant, adequate and appropriate materials to manipulate must be provided (K.I.E 2008). This would make children develop scientific skills and knowledge which is important in developing strong scientific foundation. Inquiry method of teaching should be mostly employed as this would encourage investigative attitude on the side of the learners.
Early childhood education is the lowest level of formal education in schools worldwide. According to the United Nations resolution number (21711) education
was declared a basic human right for every human being (United Nations, 1948). The main goal of education is to provide opportunities for the fullest development of the individual personality and strengthening respect for human right by giving young people better opportunities to construct, acquire knowledge, skills, attitude and a sense of value as a member of the society.
Preschool science syllabus by K.I.E. 2003 refers science as the basic concept and content like weighing, measurement, force, solubility, sinking and floating which enhance children understanding of natural environment. The curriculum emphasizes on self-evaluation which is a way of reflective teaching so as to understand how to integrate different materials to improve achievement in science. Demonstration can be used as a method of clarifying the explanation of lecture method. This helps the children to understand better and help them practice what they have learnt. Indeche (2001), Popham and Baker( 1970), hold to this view since children hear, see and can equally demonstrate.
Science and Technology is essential in development of any country today. The learning of science enables the learners to understand the world around them and be curious in nature. They are therefore inherently scientific minded and hence it is essential to provide a conducive and simulative environment so as to enhance this inherent potential (K.I.E. 2008). The pre-school teachers need to provide concrete materials for children to manipulate as they perform science activities. The teachers must also provide favorable environment with a lot of manipulative materials for science activities
According to Fraser and Walberg (1995), appropriate instructional activities can be effective in promoting the development of logical thinking as well as development of some inquiry and problem solving skills in order to increase student's motivation to learn science. A variety of innovative instructional techniques should be used (Fraser and Walberg, 1995). To a pre-school, practical work is of paramount importance in learning science concepts. Esler and Esler (2001), says the demonstration method is inappropriate for teaching science in pre-school.
Chiapetta and Koballa (2006) define science as the study of nature in an attempt to understand it and to form organized body of knowledge that has predictive power and applicability in society. Science is further outlined to have four dimensions that is, science as a body of knowledge, science as a way of thinking and science and its interaction with technology and society.
2.4 Assessment of Pre-School Children in Science Activities
Assessment is gathering information in order to make informed instructional decisions. It is an integral part of most childhood programs (Meisels, 1995). Assessment is an ongoing process that includes collecting, synthesizing and interpreting information about children and their instructions. According to K.I.E (2003), the aim of pre-school assessment is to promote children's achievement in various activity areas.
According to Chiapetta and Koballa (2006), assessment is not just testing and giving grades but is a guide to what was taught and learnt. Formal and informal
observations are part of formative assessment and they are done using performance tasks, checklist, interview, drawing and portfolios. The commonly used method for assessing children by teachers is observing preschool children while at work. To achieve the objective of assessment, there must be set criteria to determine if the objectives set are achieved as per the children's work. The mostly used assessment tools are the checklist.
According to Chiapetta and Koballa (2006), the outcomes of science learning can be assessed using performance task. This is a process in which a child's conceptual understanding may be tested by observing how the task is performed. For example, to determine what happens when air is introduced in soapy water (making bubbles with soapy water) the teacher should develop a rubric ahead of time based on the teacher's objectives.
The teacher should be in a position to find out if children have expressed the newly acquired knowledge and not just what they already know. Martin et.al (1999) argues that interview is an effective way to find out what children are thinking and learning in a science classroom. In this interview, oral open ended questions or structural question can be asked before, during and after instruction. This way as the children respond, the teacher will be in a position to know the level by which the preschool children understand the concept and what the children are thinking. This kind of assessment assists the teacher in determining whether remedial teaching is necessary or whether to change teaching strategies.
In drawing, children may be asked to draw uses of water. Drawing can be pre-and post-unit to show the different concept acquisition. Portfolio is a useful summative assessment tool. It is basically a collection of children's work throughout the term. (Chiapetta and Koballa 2006) says those portfolios involve children in the assessment process and permute assessment of the total child rather than isolated text scores and assessment.
In conclusion, the assessment tool deliberated as above provides in-depth information, in abroad spectrum of outcomes that are not a reflection of the traditional paper-and-pencil test. The research shows that the use of these methods highlights the role of formative assessment in providing feedback that will improve the effectiveness of learning. From above then, it is vital for pre-school teachers to use a diverse system of assessment tools in teaching of science activities in classroom, since one commonly used paper and pencil assessment method alone is not enough. The result of the assessment should be fed to the pre-school children.
2.5 Reflective Teaching and Science Activities
Reflective teaching is a process which generally is about attaching meaning to what the teacher does in the classroom. Reflective teaching is a cyclic process in which the teacher moves from one step to the next to understand in a meaningful way what one does in the classroom practice (Polland and Tann, 1989). In reflective teaching, the teacher must ask questions; what did I do? Why did I do it? And how else could I have done it? Therefore, the teacher must evaluate the lesson and find out how it took the account of; teaching methodology, resources,
discussion, pupil participation and the content of the lesson. If for instance, less time was used for discussion, then the teacher should think of planning for adequate time for each part of the lesson.
Zeichner and Liston (1996) said that reflective teaching is an approach to teaching, learning and problem solving that uses elements of reflective teaching as the main tool. Using these elements of reflective teaching, the teacher gathers data and finally uses the accumulated record of experience to analyze, evaluate, reflect, plan, make decision and lastly act. This would improve the professional aspect of the teacher.
Teachers' beliefs are important in reflective teaching. Borg (2001) argued that a belief is an idea which is held true either unconsciously or consciously by a teacher. According to Acquire and Speer (2002), beliefs shape and orient teachers reflections.To be a truly reflective teacher, one must examine own and other educational beliefs and develop a coherent articulate view of teaching and learning (Calder head, 1992). All these studies about a reflective teacher does not show how pre-schools children's achievement in science activities can be improved in Kenya.
2.5.1 Keeping of Journal/ Daily Diary and Science Teaching
A daily diary is a book in which all happenings of every day teaching are recorded. According to advanced learner's dictionary, A journal is a written record of the things done every day. Therefore the journal records all experiences one goes through in terms of life situation. This record is filled with all the details of what
one goes through in terms of classroom practice. For example, the interaction of the teacher and the children such as the discussion, problems in a lesson such as children having difficulty with an exercise, all events outside classroom that influences teaching for example the children discipline, the teacher planning and what took place in the classroom, children's learning needs, appropriateness and adequacy of task and group work.
According to Farrel (2008), keeping a teaching journal is an established method of reflective teaching. Teaching journals helps the teacher to analyse events and factors both internal and external that affect classroom practice. Keeping journals helps the teacher to become effective and efficient in classroom activities especially in teaching of science activities in pre-schools.
Reiner (2004) argues that making journals helps an individual to reflect on the activities that have taken place in our lives and even to teaching practice. This makes teachers mind engaged and instills reflections in everything that is done .Keeping a teaching journal helps the teacher to see whether the teaching and learning objectives are achieved or not. Journal keeping helps the teacher to remember events and activities that took place in the class. This prevents forgetfulness.
According to Doyle (1997), teaching Journals are important in reflective teaching because they aid the teacher to think about his or her attitude, beliefs, and assumptions and to promote self-evaluation and change. This study did not show
how keeping Journal would help improve performance in science activities in Kenya .After all class experiences are recorded, the teacher can go through the process of analyzing, evaluating, reflecting, planning, decision making and acting.
2.5.2 Peer Tutoring and Mentoring and Science Teaching
This is whereby a teacher walks the Journey with a competent colleague. This colleague observes what the teacher does in the classroom and keeps a record of it. Teachers share or discuss what was recorded during the classroom teaching. The teacher can also talk to other colleagues about what happened and ask them to comment (Cunningham, 2001).
According to Allen et. al. , (1984), mentoring is a relationship in which a person of greater rank or expertise teacher guides and develops a novice. Schein (1978), gave eight mentor roles; teacher confidant, Sponsor, opener of doors, protector and successful leader. A mentor should have a model that allows him or her not only to observe but also to frame the observation as development.
Reflective teaching includes identifying personal meaning and or significance of a classroom as school situation and this includes the disclosure and examination of personal feeling and this can be enhanced when done in a peer mentoring relationship. However, this study did not show how peer mentoring and tutoring can improve pre-schools' children performance in science activities in Kenya.
Instead of using a mentor, the teacher can use video to record what goes on in the classroom. The teacher then can analyze the video recorded data. This would help to evaluate, reflect, make decision and finally act accordingly.
2.5.3 Use of Written Lesson Evaluation Questions and Science Teaching
Teachers can ask children open questions after a lesson so as to get feedback. For instance, how was the lesson? What did you feel about working in a group? Evaluation serves the purpose of reviewing and revising student performance measure generated during initial planning (Steinberg and James-Reid, 1983).
According to Rowe (1985), lesson evaluation should occur directly after the lesson and in written form. This study however does not give the value of oral questions as they are also important. Immediate feedback after a lesson is very important because the longer the time between lessons taught and evaluation the more likely the teacher to forget what went on during classroom practice. Teacher recall less and less of what happened in class if several days pass (wrag, 2002). This study however did not show how lesson evaluation questions impact on preschools children performance in science activities in Kenya.
James-Reid (1983) argues that through regular evaluation the teacher is better able to prepare work with learners needs in mind and will be able to address individual problems when they arise. Moreover, the process, if carried out effectively, will eventuate into children progress and improvement of teaching and the teachers competence. Through the use of written evaluation questions, the preschool teacher
would reflect about the lesson they are to implement (Calder head (1992).This would help in improving future lessons for better understanding.
As the pupils are asked questions during the science activity lesson ,the teacher can use the feedback to check whether the lesson went on well.. The remarks of the children can be analyzed, evaluated and reflected upon and lastly an action is taken.
2.6 Theoretical Framework of the Study
The theoretical framework of this study was based on constructivist theory which views learning as a result of collaboration of a group of learners. This theory was brought forth by Gagne, Vigosky and Bandura. Social constructivists propose that every child is unique and therefore children are empowered to interact with the environment so that they can construct their own knowledge.
According to Johnson and Johnson (1991), knowledge is mutually constructed. Use of reflective teaching approaches is a better way of teaching science in preSchool. The children learn science as they share ideas. They are able to discuss concepts as they do science activities and come up with their own investigation. The teachers should come up with activities that develop scientific process skills. The social constructivist theory fits in this study because it emphasizes social content of learning where teachers should think about their classroom experience so as to come up with better strategies of improving teaching in Pre- School. They can do this by keeping journal, peer mentoring and use of written evaluation
questions. Learning should be a social process where children should do science activities in groups as they work together by sharing ideas as they do science activities.
Reflective teaching approach is based on this theory because the teacher is able to think in terms of activity based method of teaching, the kind of media to use and the same time analyze on how the lesson had impact on the learners. This can be achieved by teachers sharing classroom experiences with their colleagues. In view of this ,the teacher is able to reflect and make some reforms in their teaching to make it more practical and real especially in teaching of science activities in pre school.
2.7 Conceptual Framework
There are many traditional methods of teaching in pre-schools and these methods are different depending on their impact to learning in pre-schools. This study investigated the impact of reflective teaching on pre-school children performance in science activities.
In traditional methods of teaching science, pre-school children are not actively involved in science activities in class, rather they are passive recipients of knowledge hence the performance of pre-school children in science activities remain low. In reflective teaching, the teacher is able to re-think in what was done in class, why it was done and how else could the teaching be made better.
The teacher facilitates the process. The teacher does reflective teaching. According to Polland and Tann (1989), the teacher has to follow several steps while reflecting that is; collecting data of what is happening, analyzing data about what is happening, evaluating what is emerging from the data analysis, reflecting on the findings, planning what to do about the findings, making a decision of what exactly to do and acting on the decisions. Hence the teacher would integrate theory and practice by organizing learners and selecting relevant learning resources for learning science activities. Through this reflective teaching, the learners would be assisted by the teacher hence they acquire useful skills in science and do well in science activities. The teachers prepare lessons plans, vary teaching strategies and provide variety of science activities to improve teaching of science. Children participate in science activities as they interact with learning resources.
This conceptual framework is diagrammatically shown in Figure 2.1 below
Elements of reflective
teaching
Keeping of journal
-
Teaching and
learning records
Peer tutoring and
mentoring
-
Peer work records
-Mentors feedback
records
written lesson
evaluation question.
-
Written lesson
evaluation questions
records
Teachers
Prepare lesson plans
Provide variety of
science activities
Assemble learning
materials
Conduct teaching
asses children
Vary teaching
Pre-school
children's
performance
in
Science
activities
Non-reflective teaching
-
Records on reflecting
teaching not available
Children
Enroll in school
Participate in science
activities
Avail themselves for
assessment in
science activities
Head teacher
Manage and
supervise curriculum
in implementation
Provide instruction
and material for
teaching science
activities
Input
Process
Output
Figure 2.1: Conceptual Framework Showing the Interrelationships Between Study Variables
The conceptual framework consists of the input, process and output. On the input side in the figure, it shows the independent variables which are the elements of reflective teaching and non-reflective teaching. The above variables interact in the
presence of teachers, pupils, parents and head teacher (process) which leads to improvement in performance of science activities in pre-school (output).
2.8 Summary of Literature Review
The literature review covered pre-school science activities, teaching of science in pre-schools, assessment of pre-school children in science activities, reflective teaching and science activities, theoretical framework and conceptual framework of the study. The studies in this review show that reflective teaching is important. The study emphasizes the value of using elements of reflective teaching like using keeping a journal, use of peer tutoring and mentoring and use of written evaluation questions. This research concur with the studies that reflective teaching is important in teaching and especially in pre-school science activities. However, the studies never showed how reflective teaching in teaching of science activities are done in Kenya.
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1. Introduction
This chapter dealt with methodology in the study. It focused on the research design, the target population, sample size and sampling procedures, research instruments, validity and reliability of the instruments, data collection procedures and data analysis techniques.
3.2 Research Design
The research was designed as a quasi-experimental design. This study involved a random selection of two groups of the schools. One of the groups was experimental group (Group I) and the other groups II, the control group. The pre school teachers made the same schemes of work and lesson plan which they used to teach the pre -school groups. Group 1(Experimental group) was taught science activities by teachers who had been trained on reflective teaching approach and the other group (control group) was taught using non-reflective approach by teachers not trained on reflective teaching. The two groups were taught for the same Length of time. The mean score and standard deviation of the control group (both pre- and post- scores) were compared. Similarly the mean scores and the standard deviation of experimental group (pre- and post- test scores) were compared. The treatment effect was determined by comparing the difference between the dependent variable in control group (post test) and experimental group (post test), (kothari, 2004). The treatment effect is shown in Figure 3.1.
At the beginning (pre-test)
Control
1
Group
σ
Experimental
1
3
Group
σ
3
At the end post-test (two weeks)
2
σ
2
4
σ
Treatment effect at the end of two weeks.
Figure 3.1: Design model of treatment effect (pre –test and post- test) of control and experimental group.
3.3 Target Population
According to summer (1986), target population is the entire group of people in categories. Iveti Division has 26 registered pre-school. The study included nine hundred pre-school children, fourty six pre-school teachers and twenty six head teachers.
3.4 Sample Size and Sampling Procedure
The study involved two hundred and seventy pre-school children from the eight selected pre-school from Iveti Division. The effectiveness of reflective teaching approach against the use of non-reflective teaching approach used by the pre-
4
school teachers was to be compared. This study included only children, teachers and head teachers from selected pre-schools.
Four of the pre-school were control group and the other four experimental group. Simple random sampling technique of probability sampling was used. This ensured that each pre-school had an equal and independent chance of being selected. The study took 30% of the target population as the sample size. According to Kombo and tromp (2006), a sample size of 30% is adequate representative of the entire population. This method assisted the researcher to apply inferential statistics to the data and provide equal opportunities for the selection of each pre-school in the division. The sampled Pre-School and the enrollment is shown in Table 3.1.
Table 3.1: Sampled Pre-School in Iveti Division, Machakos County.
Table 3.1 shows that the number of the sampled pre-school children in Iveti Division were 139 from control group and 131 in experimental group. This is a total of two hundred and seventy pre-school children (270).
3.5 Research Instruments
The researcher used the following research instruments; the questionnaire, observation checklist and test. The test was the most used instrument for the study. The experimental group and control group did the same test. The aim of administering the same test for the two groups was to compare the performance of children in science activities in the control group and the experimental group. A module for training pre- school teachers on the experimental group was developed by the researcher. The module contained the meaning of reflective teaching, steps followed in reflection in acyclic process, importance of reflective teaching, challenges facings a reflective teacher and elements of reflective teaching based on science activities (Appendix A).
3.5.1 Test
The test was the mostly used instrument for this study. The treatment group and control group did the same test. A pre-test was used to collect information on the status of children achievement at the start of the study. After two weeks, a post-test was administered to the same children from sampled schools to gather information on the state of children at the end of the study (Kothari, 2004). The pre-test and post-test contained different question sets measuring the same concepts. The test areas included science activities. The questions came from the topic on dissolving (Appendix E).
3.5.2 Questionnaire
The data was gathered by use of questionnaires. The questionnaires were administered on the pre-school teachers and the head teachers participating in the study sample. The questionnaires on the Head teachers contained items that elicited information on pre-school facilities, learning resources and also teaching resources in the pre-schools. The questionnaires for pre-school teachers inquired them to show their qualifications and use of elements of reflective teaching. These questionnaires were issued to both experimental group and control group. (Appendix B and C).
3.5.3 The Observation Checklist
The researcher observed the children perform the science activities during the lesson. The researcher used observation checklist to find out the teaching and learning facilities for teaching and learning science activities in the targeted preschool.
3.6 Piloting
Before the research instruments were used for the study, they were piloted to establish their worthiness in the research. Piloting was done to ensure that the necessary corrections were made before the actual research and whether the instruments used yielded constant results or data after repeated trials.
3.6.1 Validity
To establish the content validity, the researcher prepared the entire research instruments and with the help of the supervisor went through all of them one after the other to ascertain that the content measure what they were supposed to measure. The researcher used the judgment to improve on the content of the research instrument. The judgment of the supervisor was used to identify if content validity of the instrument had weaknesses like clarity of the questions. The researcher made the necessary judgments before using the instrument in the research.
3.6.2 Reliability
Reliability is the measure of the degree to which research instrument yields similar results or data after repeated trials (Mugenda and Mugenda, 2003). The same instrument was used on the same subject. The researcher conducted pilot test of the instrument before using them. A test re-test method was used to test the reliability of the instrument. The pilot testing was done on subjects who came from nonparticipating preschool in the Iveti division. After two weeks, a second test was administered to the subject under the same condition. The correlation of coefficient(r) was calculated using the Pearson correlation formula to determine the nature of relationship between the two sets of test-scores. The value of r was found to be 0.99 for the experimental group and 0.97 for the control group. This showed that there was a very strong correlation. Hence the instruments were reliable.
3.7 Data Collection Procedures
Before embarking on data collection, the researcher secured an authorization letter from school of post- graduate studies University of Nairobi, the National commission for science, technology and information and other relevant authorities and institution. The researchers visited the selected pre-schools to seek permission from the head teacher to use their schools for the study. The researcher was provided with the required data on the performance of the science activities in the pre-schools for the past few years.
3.7.1 Questionnaire
One way the researcher used to collect data was to use questionnaires. The questionnaires were administered on the eight head teachers and to fourteen preschool teachers. They filled them and they were collected within a period of two weeks. The head teacher's questionnaires were mainly concerned with gathering information on availability of physical facilities. The pre-school teachers' questionnaire mainly dealt with pre-school teachers characteristics and the use of reflective teaching of science activities.
3.7.2 Test
The researcher gave the pre-school teachers two weeks to teach. Before the commencement of a two week teaching period, a test (pre –test) was given to gather information on the level of ability of the children. After two weeks of continuous teaching, another test was given (post-test). The aim of the pre-test and post- test was to determine the change difference in performance. The test was
given to both the experimental and the control groups of pre-school. The children were sub- divided into smaller groups and allowed to do investigations on the topic of dissolving. The children in the experimental group were taught using reflective teaching approach by teachers who had been trained on reflective teaching. The control group was taught using the non-reflective teaching approach. The two groups (control and experimental) did the same test on the same topic. The test was marked out of 100% and the grades or scores were recorded.
3.7.3 Observation Check List
The check list was used to ascertain the teaching and learning resources available for the teaching of science activities in the pre-schools.
3.8 Data Analysis Procedure
Data analysis is the process of examining what has been collected in a survey experiment and making deductions and inferences (Kombo and Tromp, 2006).After the collection of data was completed, the researcher grouped the data according to their category. The mean scores and standard deviation for all the preschools in both control and experimental groups were computed. Data from questionnaires was tabulated and analyzed using frequencies, means and percentages .Standard deviation, t-test and p-values were tabulated using SPSS software.
3.9 Ethical Issues
Before embarking on my research, I explained to the subjects the reason for collecting data from them. I assured them that any information they disclosed would be treated with the highest degree of confidentiality at all times. I obtained consent from the respondents before commencing my research. During my research period, I ensured that I was open and displayed utmost good faith when dealing with subjects.
CHAPTER FOUR PRESENTATION AND DISCUSSION OF FINDINGS
4.1 Introduction
This chapter contains the finding of the study. Various sources of data were used to find out the impact of the reflective teaching on pre-school children's performance in science activities. These sources include questionnaire, observation check list and test. The mean scores, percentages, standard deviation, t-scores and p-values were used to compare the performance of science activities.
4.2 Return Rate of Research Instrument
The research instruments were administered to (8) sampled pre-schools. The questionnaires were administered to both head teachers and all the pre-school teachers. The following is the return rate of the research instruments. The return rate is shown in Table 4.1.
Table 4.1: Return Rate of Research Instruments
Table 4.1 shows that eight head teachers returned all their questionnaires 100%, out of 14 pre-school teachers only 12 returned their questionnaires 86% and the observation return rate was 100%. It can be noted that most of the questionnaires administered in the pre-schools were filled and returned. This means that the return rate was a substantial representative of the target population.
4.3 Preliminary Information
The study gathered information on gender, age, professional qualification and experience of the pre-school teachers. The study assumed that there were no male teachers teaching in pre-school level. The analyzed information results are shown in Table 4.2.
Table 4.2: Pre-school Teacher's Characteristics in Iveti Division, Machakos County
Table: 4.2. Indicates that all the sampled pre-schools are taught by female teachers only, at 100%, no male teacher. The average age for most pre-school teachers is [30-50] years 75% and only 25% are between [20-30] years. Majority of the
teachers have a certificate in early childhood 75% and only 25% have a diploma. Many pre-school teachers have a teaching experience of above 5 years 66.7% and only 33.3% of them had a teaching experience of 5 years and below.
Most of the teachers are above 30 years and most of them have the necessary skills required and were qualified to teach effectively in the pre-schools. Most of the teachers have experience to handle pre-school curriculum.
The study investigated the availability of pre-school physical facilities. The results are analyzed in Table 4.3.
Table 4.3: Availability of Pre-school Physical Facilities in Iveti Division, Machakos County
Table 4.3 revealed that 100% of the physical facilities are available in pre-schools. This means that all the sampled pre-schools had physical facilities to enhance learning and teaching of science activities.
The study established pre-school teachers' use of reflective teaching and the results were analyzed as shown in Table 4.4.
Table4. 4: Pre-school Teachers use of Reflective Teaching in Iveti Division, Machakos County
Table 4.4 shows that 16.7% of pre-school teachers in Iveti division always apply reflective teaching approach in their teaching, 83.3% of the teachers either used reflective teaching occasionally, never used reflective teaching or were not sure whether they used reflective teaching approach in science activities classes. The results suggests that majority of the teachers did not use reflective teaching approach.
4.4 Findings on Research Question 1: How do children perform in science activities in classes where teachers use non-reflective teaching?
In order to answer question one, the study sought to collect information about children's performance in science activities when taught without use of reflective teaching approach. Initially the children were pre-tested in the science activities they were to be taught. The pre-test results for children's science activities are shown in Table 4.5.
Table 4.5: Children Pre-test Scores for Science Activities Taught using Nonreflective Approaches
Table 4.5 shows that the children in this group did fairly. The children had a mean score in science activity of 49.13% with a standard deviation of 4.48 for preschool A, mean of 48.40% and standard deviation of 5.22 for school B, a mean of 51.82% and standard deviation of 4.16 for school C and D recorded a mean score of 46.05% and a standard deviation of 8.39.
It can be deduced that the scores in pre-school A and C was homogenous and the scores were close together since the standard deviation of A and C were 4.48 and 4.18 respectively. For schools B and D there were larger variations in the scores since they registered a larger standard deviation of 5.22 and 8.39 respectively.
The study also sought to establish the performance of children after two weeks of continuous teaching. The test was given and marked out of 100% and the results from the data were analyzed in Table 4.6.
Table 4. 6: Children Post- test Scores from Control Schools in Iveti Division, Machakos County
Table 4.6: Indicates that the mean score for the children science activities In school A was 51.67% and a standard deviation of 5.90, a mean of 51.20% and a standard deviation 6.40 for pre-school B, a mean of 53.35% and a standard deviation of 3.87 for pre-school C and pre-school D a mean score of 48.10% and a standard deviation of 6.61.
The average mean score for this group was 51.08% which was higher than pre-test control group which had an average mean score of 48.85%. This can be attributed to a two weeks period of continuous teaching. In this group data was more spread in schools A, B and D which had a standard deviation of 5.9, 6.40 and 6.61 respectively
A paired sample correlation co-efficient for the same group was computed to check the degree of relationship between scores at the pre-test and post- test stage in control group and the results are in Table 3.7.
Table 4.7: Paired sample correlation for control group
Table 4.7, shows that the paired sample correlation coefficient computed for control group was 0.97%. This indicates that there was a high degree of congruence in both pre-test and post-test scores of the control group.
The mean scores for schools A, B, C and D for control schools in both pre-test and post-test were presented on a line graph as shown in Figure 1.3
Figure 4.1, shows both control group and experimental group pre-test and post-test mean scores for each pre-school. The line graph for the control group for pre and post group were almost close together than the experimental group, this is because after two weeks of teaching there was little change in the pre- and post-test scores. This came as a result of teachers using the non reflective teaching approach. In this group teachers were not trained on reflective teaching hence no special
treatment was given. The teachers never used elements of reflective teaching like keeping of journals, peer tutoring mentoring and written evaluation questions. They never shared classroom experiences with their colleagues hence such a performance of a mean score of 48.85% registered in the pre-test compared to a mean score of 51.08% in the post test. This is a small difference of 2.23%. The graph shows that there were some differences between the mean scores in the preand post-test scores for control groups.
The study sought to establish pre-school children's performance in science activities in classes where teachers use non- reflective teaching approach. The results shows that the average mean score for this post-test group was 51.08% which was higher than pre-test control group which had an average mean score of 48.85%. This can be attributed to a two-week period of continuous teaching. The line graph for the control group for pre and post group were almost close together than the experimental group, this is because after two weeks of teaching there was little change in the pre- and post-test scores. This came as a result of teachers using the non-reflective teaching approach. The teachers never used elements of reflective teaching like keeping of journals, peer tutoring mentoring and written evaluation questions. The results are in accordance to a number of studies which include Nasibi (2005) who suggests that science activity gives the learner an opportunity to think. Preschool children should therefore be allowed to perform activities and draw conclusions so as to come up with their own scientific ideas. Dewey (1966) study shows that children should develop intellectual tactic and sensitivity to solve problems enquiring constantly in classroom. A study by
Oguninyi (1992), states that science is an organized body of knowledge and processes by which that knowledge is gathered, analyzed and synthesized and disseminated.
4.5 Findings on Research Question 2: How do children perform in science activities in classes where teachers use reflective teaching approach?
The study sought to collect data on science activities when taught using reflective teaching approach. A test was administered to the group before the commencement of two weeks of teaching (pre-test). The pre-test scores were analyzed in Table 4.8.
Table 4.8: Children Pre-test scores for Science Activities Taught using Reflective Teaching Approach in Iveti Division, Machakos County
Table 4.8, shows that the children had a mean score in science activities of 51.08% with a standard deviation of 2.76 for school E , a mean of 50.29% and standard deviation of 3.50 for pre-school F, school G had a mean score of 52.50% and a standard deviation of 3.68, and H, a mean score of 47.67% and a standard
deviation of 4.52. The average mean score was 50.38% and the average standard deviation was 3.61.
The test was not poorly done. An average of mean score of 50.38% was fair. The table shows that the standard deviation for pre-school E, F and G were homogenous because their standard deviations were 2.76, 3.50, 3.68 respectively. The standard deviation for school H was 4.52. This implied that the scores for this school slightly varied than the scores for schools E, F and G .After two weeks of continuous teaching, a test was administered (post-test) to the experimental group, marked out of 100% and scores analyzed in Table 4.9.
Table 4.9: Children Post-test Scores for Science Activities Taught using Reflective Teaching Approach in Iveti Division, Machakos County.
Table 4.9 indicates that the science activities mean scores for school E was 59.10% and a standard deviation was 3.77, school F had a mean score of 58.51% and a standard deviation of 3.98 ,School G had a mean score of 60.00% and a standard deviation of 4.80 and for school H, the mean score was 57.22% and a
standard deviation of 6.38. The average mean score was 58.73% and the average standard deviation was 4.74.
The findings of this group were that the children did better with an average mean score of 58.73% as compared to a mean score of 50.38% at pre-test. This is a difference of 8.35%. This difference can be attributed to the treatment given to the group.
In school E, and F the children scores were homogenous since the scores never varied so much with a standard deviation of 3.77 and 3.98 respectively as compared to group H with scores more varied with a standard deviation of 6.38. The higher mean score in post-test stage of the experimental group was attributed to the treatment given to the group.
A paired sample correlation for experimental group was computed. This was made to find out the kind of relationship between children scores at the pre-test and posttest stage. This is shown in Table 4.10
Table 4.10: Paired sample, correlation for reflective teaching group
Table 4.10 shows that the paired sample correlation coefficient computed for reflective teaching group was 0.99. This indicates a very strong positive (+ ve)
correlation in both pre-test and post-test experimental group. This implies that the high scores in science activities at pre-test stage were also high scores at the post stage.
The mean scores for pre-schools E,F,G and H were compared with those of control group A, B, C and D in a line graph in both pre-test and post-test stages as shown in Figure 4.2.
Figure 4.2, shows that the line graph for experimental post-test scores was further apart from the experimental pre-test scores. The line graphs for both pre- and posttest scores for control group were closer than experimental group. The mean score difference for pre- and post- test scores for experimental group was 8.35% which was very high as compared to 2.23% of control group. The higher mean score registered in post-test for experimental group was as a result of the treatment given to the group. The teachers in this group were inducted on reflective teaching.
Therefore within the two weeks of teaching, they used elements of reflective teaching like keeping a journal of all the experiences taking place in the class, peer tutoring and mentoring and using written evaluation questions. This also meant that the teachers shared their daily classroom experiences with their colleagues. Hence this improved the performance of this group.
The study investigated that pre-school children's performance in science activities in classes where teachers use reflective teaching approach. The average mean score was 58.73% and the average standard deviation was 4.74. The findings of this group were that the children did better with an average mean score of 58.73% for post-test as compared to a mean score of 50.38% at pre-test. This is a difference of 8.35%. This difference can be attributed to the treatment given to the group. The higher mean score in post-test stage of the experimental group was attributed to the treatment given to the group. Chiapetta and Koballa (2006) ascertains that science as the study of nature in an attempt to understand it and to form organized body of knowledge that has predictive power and applicability in society.
4.6 Findings on Research Question 3: Is there a statistically significance difference in children's performance in science activities when taught using reflective teaching approach and non – reflective teaching approach
The control and the experimental group of pre-schools were taught using same schemes of work and lesson plans developed by the researcher and the teachers. The control group of pre-schools was taught using non-reflective teaching approach only while experimental group was taught using both non-reflective teaching and the reflective teaching approaches. The researcher and the teacher
constructed a test and marking scheme based on the schemes of work. Same test was administered to control and experimental groups before the teaching (pre-test) and after two weeks of continuous teaching (post-test). Marking was done by the researcher and the pre-school teachers out of the 100%. The scores were recorded, mean scores were computed and graded as average (40-49) % and (50-59) % as above average while (0-39) % as below average.
In this study, the standard deviation, t-test and p- values were computed using Spss software. To find out whether children's performance in both control and experimental group of schools were different two samples (independent) t-test was done in which t-score and P-values were established. The analyzed results are as in table 4.11
Table 4.11: Children's Pre-test and Post-test Scores in Science Activities when Taught Using Non-reflective and Reflective Teaching Approaches
Table 4.11 Shows that the pre-test mean score of the control group before treatment was 48.85% which was less than the post-test mean score of 51.08% .On the other hand, the pre-test mean score of the treatment group was 50.38%which was less than post-test mean score of 58.73%. This means that both groups had higher mean scores at the post-test stage although the experimental group showed a higher mean score at post-test stage than the control group. This higher mean score
in the experimental post test scores could be attributed to use of reflective teaching approach by teachers.
Analysis of paired sample t-test for reflective teaching group and control group were completed and the results analyzed in Table 4.12.
Table 4.12: Comparison of Children's Post-test Mean Scores in Science Activities in Iveti Division
Table 4.2, shows that a paired sample t-test revealed there is a statistically significance difference between the mean scores at post-test stage in the treatment group (µ=58.73 σ = 4.74) and post-test stage in control group (µ= 51.08, σ = 5.69, t(6) = -14.562, p <.05 P = .001.
The findings is that children who are taught science activities using reflective teaching in addition to non-reflective teaching performed better than children who were taught science using non-reflective approach only.
The results show that the mean score difference between the average post test scores of experimental group (µ=58.73) and post test average mean scores of control group (µ=51.08) was7.65%. The p-value of 0.001 obtained by the t-test is
less than alpha 0.05, therefore there is evidence to show that there is a statistically significance difference in children's mean score performance in science activities in classes where teachers used reflective teaching and in classes where teachers did not use reflective teaching approach. That means teachers in experimental group of schools used elements of reflective teaching like keeping a journal, use of peer tutoring and mentoring and written evaluation questions. But in classes where teachers did not use these elements of reflective teaching, the mean score difference was not so pronounced as opposed the experimental group where the mean score difference was higher. This implies that the use of reflective teaching can improve performance because children are made to maximally utilize teaching and learning resources. The child would acquire science concepts, ideas, skills and attitudes the best way they can. The teachers and children can become creative and this would lead to increase in performance in classroom for the pre-school children.
It can be argued that teachers who use reflective teaching would have self-criticism as pertains the lesson. The teacher would diversify the teaching to cater for learners with learning difficulties and the slow learners. Reflective teaching would also positively affect teachers' perception on teaching. This in turn would help in changing classroom set up like teaching and better interaction than before.
The study compared the children's science activity mean scores when taught using reflective teaching and non-reflective teaching approaches. The results shows that the control group of pre-schools was taught using non-reflective teaching approach
only while experimental group was taught using both non-reflective teaching and the reflective teaching approaches. The finding that the pre-test mean score of the control group before treatment was 48.85% which was less than the post-test mean score of 51.08% .On the other hand, the pre-test mean score of the treatment group was 50.38%which was less than post-test mean score of 58.73%. This means that both groups had higher mean scores at the post-test stage although the experimental group showed a higher mean score at post-test stage than the control group. This higher mean score in the experimental post test scores could be attributed to use of reflective teaching approach by teachers. The findings is that children who are taught science activities using reflective teaching in addition to non-reflective teaching performed better than children who were taught science using non-reflective approach only. This conforms to According to Chiapetta and Koballa (2006), the outcomes of science learning can be assessed using performance task. This is a process in which a child's conceptual understanding may be tested by observing how the task is performed. Martin et.al (1999) argues that interview is an effective way to find out what children are thinking and learning in a science classroom.
CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
This chapter covers summary of the study, conclusion and recommendation for possible action and further research.
5.2 Summary of the Findings
The study was aimed at investigating the impact of reflective teaching on preschool children's performance in science activities in Iveti Division, Kathiani Subcounty, Machakos County. In order to establish the impact of reflective teaching, the following research questions were answered. How do children perform in science activities in classes where teachers use non-reflective teaching? How do children perform in science activities in classes where teachers use elements of reflective teaching? And whether there is a statistically significance difference in children's performance in science activities in classes where teachers use elements of reflective teaching and where they do not?
The related literature was reviewed as pertains science, science education and reflective teaching. It comprised of pre-school science activities, teaching of science in pre-schools, assessment in science activities and elements of reflective teaching. The study used quasi- experimental research design to carry out the investigations. In this study two groups were used. One of them was experimental group and the other a control group of pre-schools. The target population was composed of public pre-school children, pre-school teachers and head teachers in
the Iveti Division, Kathiani Sub-county of Machakos County. A simple random sampling technique of probability sampling was used in the study. The study concentrated on eight (8) pre-schools, four (4) of them were control and the other four (4)were experimental group. Eight (8) head teachers were involved in the study.
The study used several research instruments which include; the questionnaire, observation checklist and test. The questionnaire was administered to the sampled pre-school teachers and the head teachers. Observation checklist was used to establish the facilities and resources available for the implementation of the reflective teaching on science activities. A common scheme of work and a lesson plan was established by both the researcher and pre-school teachers .a test was given to both the control and experimental group before and after two weeks of continuous teaching and the results analyzed. The researcher established the reliability and validity of the instruments used by getting guidance from the supervisor.
After data was collected, the mean scores and the standard deviation for all preschools were computed. The data was also tabulated and analyzed using frequencies and percentages, t-test scores and p. values using Spss software. The mean scores of control group pre-test and post-test were 48.85% and 51.08% respectively while their standard deviation was 5.56 and 5.69 respectively. For the experimental group of pre-schools, their pre-test and post-test mean scores were 50.38% and 58.73% respectively. Their standard deviations were 3.61 and 4.74.
The experimental group had a higher post- test scores of average mean of 58.73% as compared to control group post- test average mean score of 51.08%. This shows that the experimental group had statistically significance difference at (t(6) = 14.562, p = 0.001, 2 tailed). This suggests that pre-school children's performance in science activity in experimental group was better than those in the control group of pre-schools. Children learning should be of active form and not of passive way and especially when they are learning science activities. The children learn better by manipulating things and using the senses of touch, smell, sight and taste. The learning and teaching of science should be real and practical as the children should use real objects. The children should be allowed to come up with their own experiments so as to help them have hands own experience. This helps the children gather own knowledge and ideas. The teachers should think and reflect more on their lesson. They should critically reflect on ways of ensuring that children are provided with different activities with variety of materials concerning science so as to improve their science skills and ideas. The pre-school teachers should analyze all the experiences that take place in class so as to find new strategies of making children acquire science knowledge skills and attitudes.
According to the analysis obtained from the investigation conducted by this research, it can be proved that the experimental group of pre-schools had a higher average post-test mean scores 58.73% as compared to children in the control group of pre-schools which registered a lower average post test scores of 51.08%. Use of elements of reflective teaching like use of journal, peer tutoring and mentoring and use of written evaluation questions proved to be useful in helping average and
below average Pre-school children to improve their science activities' achievement. This is because the group that used reflective teaching improved their scores. In the control group where children used non-reflective teaching approach children did not perform as high as experimental group. This is because the teachers in this group never thought critically about their teaching process nor kept daily dairy to monitor all the experiences taking place in the lesson.
This suggests that children who were taught using reflective teaching approach registered better performance than those taught science using non-reflective teaching approach. The difference in the achievement can be attributed to the treatment given to the experimental group of pre-schools. Use of reflective teaching assists the children in gaining science ideas, knowledge, skills and attitudes as the teachers take a thoughtful look in the modalities and strategies of teaching science activities. The control group of pre-school registered a lower achievement in science activities. These children can be helped by making the teachers use reflective teaching in teaching and learning science activities.
5.3 Conclusion
The study's aim was to investigate the impact of reflective teaching on pre-school children's performance in science activities. The following is the conclusion of the study. The study established that use of reflective teaching had an impact on preschool children's performance in science activities. From the comparison of the performance of both the experimental group and control group of pre-schools, the children's performance in science activities in terms of mean scores for the experimental group was better than in control group. This is because children in
experimental group were taught by teachers using elements of reflective teaching. In this group, teachers considered the children with special needs in teaching; they also changed methods of teaching to cater for each individual child. They also provided learning materials according to the level of learners. This came as a result of reflecting on better ways of handling teaching and learning process. The average post- test mean scores of the control group was 51.08%, as compared to average mean score of post- test results of experimental group of 58.73%.
The statistically significance difference between the two post test groups of the pre-schools (t (6) = -14.562, p = 0.001, two tailed), suggest that pre- school children performance in science activities in experimental group was better than those in control group. The pre- school teachers in experimental group used both non-reflective teaching and reflective teaching approaches while in control group, only non-reflective teaching approach was used in teaching science activities. Therefore reflective teaching has proved to be a useful tool towards improving science activities' performance.
5.4 Recommendations
The study recommended that pre-schools teachers should not only use nonreflective teaching alone but should combine it with reflective teaching approach in order to improve pre-school children performance in science activities. The teachers should keep teaching journals, allow the experienced teachers to mentor them and keep records of written evaluation questions. The research further recommends that curriculum developers should include reflective teaching approaches in the pre-school syllabus. Teaching and learning materials for preschools should be developed that helps the children to have critical reflections on the materials and the lessons. The Ministry of Education should set polices on preschool education that will make the teachers training colleges in collaboration with the Teachers Service Commission in pre-servicing and in-servicing teachers on reflective teaching. Pre-school teachers and head teachers should adopt modern methods of teaching science activities. They should use reflective teaching approach as a subset of inquiry method. In terms of assessment, the teachers in teachers training colleges must be assessed by Kenya National Examination Council on various elements of reflective teaching.
The assessment in preschools should also put into consideration the value of reflection on learning process. The Constituency Development Fund (C.D.F.) should consider pre-schools when setting projects in the constituency. C.D.F. funds should be allocated to pre-schools for setting up classrooms, provide playing materials and other science teaching and learning materials that would help children use them during science activities. The government should also streamline teaching and learning in pre-schools by occasionally reviewing the entire preschool curriculum to cater for emerging issues like H.I.V. /A.I.D.S., environment conservation, drug abuse, technology and children's rights and welfare. There must be monitoring and evaluation department that would ensure quality pre-school programmes that meet the needs of the learners and especially in science activities. The quality assurance services should be implemented to help the monitoring the implementation of curriculum and proper assessment of preschools so as to
improve performance in science activities and other activity areas taught in preschools.
5.5 Recommendation for Further Research
This study recommends that further research need to be done on impact of reflective teaching in children's performance in other activity areas like, language, music, art and craft and number work. More research can also be done on challenges that teachers face when implementing or using reflective teaching in early childhood education. A study may also be done to find out other elements of reflective teaching apart from use of journal, peer tutoring and mentoring and written evaluation questions that may be used in improving performance in preschool science activities.
The study can also be done on the effect of head teacher's perception on the nature of early childhood education and children performance in science activities.
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APPENDICES APPENDIX A: PERMIT
APPENDIX B: INTRODUCTION LETTER
APPENDIX C: MODULE FOR PRE-SCHOOL TEACHERS
PRE-SCHOOL TEACHER'S REFLECTIVE TEACHING TRAINING
MODULE IVETI DIVISION, KATHIANI SUB COUNTY, MACHAKOS
COUNTY
(To be presented in groups as indicated in the research methodology): Presenter
Francis.Mutiso June 2014
Rationale
Reflective teaching is a process where a teacher thinks about his/her teaching through both self – evaluation and evaluation by colleagues. It is not just an abstract process but a way of putting into practice elements of reflective teaching like journal keeping, peer tutoring and mentoring and getting feedback from children on what goes on in the classroom by use of questions to the children and from the children. Pre-school children need to be taught science activities properly and this asks for a pre-school teacher to be reflective.
1 st session objectives
At the and of the lesion, the participants should be able to; Explain the meaning of reflective teaching state the steps followed in reflective teaching in a cyclic process list the importance of reflective teaching and outline the challenges facing a reflective teacher
1.2 2nd session: At the end of the session the participants should be able to;
Explain the importance of journal keeping in classroom practice
To present role playing activities on peer mentoring and tutoring
Outline the value of written lesson evaluation questions in classroom practice.
The researcher will present the above areas in a plenary session and allow participants to discuss and role play and ask answer asked questions.
APPENDIX D: QUESTIONNAIRE FOR HEAD TEACHER
Name of school…………………………
Location………………………………….
How big is EKE center in terms of space…………………………
How many and how big are the
classroom……………………………………………………………………………
What is the type of building?
Permanent [ ] Temporary [ ]
What is the general condition of the building(s).Good condition [ ] Need repair [ ]
Are there play grounds?
Yes [ ]
No.[ ].
Where does the ECE center gets funds from for maintaining the
institution?…………………………………………………………………………
Indicate the source of water for the institution
Tap water [ ] Rain [ ]Dam [ ] River [ ]
No water [ ]
How are teaching and learning materials acquired in the
school?……………………….....................................................................................
How do you consider their adequacy: Enough [ ]
Not enough [ ]
Do science resources need
improvement?………………………………………………………………………
What are the effects of learning resources on teaching and learning
science………………………………………………………………………………
APPENDIX E: PRE-SCHOOL TEACHERS QUESTIONNAIRE
Please answer the questions with utmost good faith as possible.
This is because the information is for this research purpose only.
SECTION A
Name of the pre-
school………………………………………………………………
Name of the zone ……………………………………………………………………
Division ……………………………………………………………………………..
What is your gender?
Male [ ] Female [ ]
What is your age?
25 and below [ ] 26-30 [ ] 31-40 [ ] 41-45 [ ] 45 and above[ ]
What are your highest academic qualifications?
K.C.P.E [ ]
K.C.S.E [ ]
Other (specify) ………………………..
What is your highest professional qualification?
Certificate [ ]
Diploma [ ]
Degree [ ]
Other (specify)…………………..
What is your teaching experience in years.
5 years and below [ ]
6-10 years [ ]
11-15 years [ ]
16 years and above [ ]
SECTION B
In response to each statement given, tick appropriately in each box
Key
A- Always S- Sometimes R- Rarely NS- Not Sure N- Never
APPENDIX F: RESEARCH OBSERVATION CHECKLIST
Names of the school…………………………… Location ………………………..
APPENDIX G: PRE-SCHOOL CHILDREN'S SCIENCE TEST
Name……………………..
School……………..
Choose the correct answers
In our school we get water from………. (tap, borehole)
Salt…………………………. In water (dissolve, does not)
Sugar…………………………………in water (dissolve, does not)
Soil…………………………………..in water (dissolves, does not)
Flour…………………………..in water (dissolve, doesn't)
Chalk………………………..in water (dissolve, does not))
Substance that dissolve in water are………………….. (Soluble, insoluble).
Substance that does not dissolve in water is……….… (Soluble, insoluble).
Sand is……………………………………………. (soluble, insoluble)
Salt is ………………………………………………… (soluble, insoluble)
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Effective Communication
Webinar Series: Wisconsin ADA Coordinators Association
August 18, 2023
1. Effective Communication
* Rebecca Hoyt, Disability Rights Specialist
* Ruben Mota, ADA Coordinator
Image: Wisconsin ADA Coordinators Association
2. Introductions
- Rebecca Hoyt,
Disability Rights Specialist
- Ruben Mota,
ADA Coordinator
3. Presentation Goals
We will review:
- ADA's effective communication requirements.
- Sign language interpreting, captioning, and other services.
- Inclusive language.
- How to write in plain language.
- Navigating communication challenges.
4. A Note About Language
This presentation will:
- Use person first language and identity-based terms interchangeably.
- "Juanita is disabled" and "Juanita has a disability"
- "participants with disabilities" and "Disabled participants"
- Frame deafness/being D/deaf, being hard of hearing or having hearing loss as a disability.
5. Statistics
- 1 in 4 people in the US have a disability.
- 13% of adults have difficulties with hearing.
- Hearing difficulties increase as one ages.
- Over 7 million Americans are blind or have vision loss.
- 20% of people older than 85 have permanent vision loss.
6. Disability Rights Principles
- Inclusion into mainstream American society.
- Provision of equal opportunity to independently and privately participate.
7. ADA & Effective Communication
- Communication with the public must be as effective as communication with disabled individuals.
- Must provide auxiliary aids and services.
- The type of aid or service will depend on the individual's preference, and nature, length, and complexity of the communication involved and the context.
8. Sign Language Interpreting
* Interpret spoken language into visual language.
Image: A woman with shoulder length hair provides sign language interpreting.
9. Captioning
Translate spoken language into print
- Communication Access Real-Time (CART)
- Media captioning
Image: A transcriber typing speech into text through the use of a stenograph and laptop.
10. Braille
- Written language using raised dots.
- Braille notetaker – device that translates information into Braille.
11. Prohibited Action
- Requiring an individual to bring someone to facilitate communication (unless it is an emergency).
- Requiring a minor to facilitate communication (unless it is an emergency).
12. Print
- Minimum font size of 12 point.
- Large print version of 18 point.
- Serif font for print.
- 1.15 line spacing.
- Strong color contrast.
- Available electronically.
13. Digital Communication
- Sans serif font for digital content.
- Color contrast; avoid use of color for navigation.
- Keyboard navigable.
- Alt text on images.
- Magnification/reflow.
14. Ensuring Effective Communication
- Include captions and audio descriptions on videos.
- Provide captioning for live events.
- Provide sign language interpreting for events that convey critical information, such as emergency information or when requested.
- Use alternative text for all images and symbols.
15.Inclusive Language
1. Gender neutral language.
2. Avoid metaphors, acronyms, slangs, or idioms.
3. Remove ableist metaphors such as crazy, insane, lame, suffers from/with, high or low functioning, duh, spaz, and many more from our speech.
4. "Accessible feature" vs. "Accommodation"
16. "People with Disabilities" or "Disabled People?"
* Disability is not a bad word.
* Much of the language people with disabilities use is rooted in different social movements.
* People with disabilities may describe themselves in a variety of ways.
* Allies should only use person-first or identity-first language unless a person has expressed another preference.
17.People-First Language
- The People-First movement began in the 1970's. It literally puts the person first - "person with a disability," "employee who is bi-polar." This language is rooted in the idea that people with disabilities are not defined by their disabilities. They are people first.
- It was a movement that rejected the medical model of disability where people and communities were labeled by their diagnosis rather than being seen as whole people.
18. Identity-First Language
* Identity-First language is rooted in the social model of disability. 'Disabled people' is a political term used to emphasize the social cause and nature of the exclusion and discrimination faced as people with impairments. It uses the term "Disabled" to mean disabled by society.
* Identity-First language is also a way disable people express pride.
19. Plain Language
1. Visually inviting.
2. Logically organized.
3. Understandable on the first reading.
4. Concise.
5. Generally written at a 6th grade reading level.
20. Tips for Writing in Plain Language
1. Short sentences.
2. Avoid clauses.
3. Write in the second person, using "you."
4. Useful headings.
5. Word choice.
6. Conversational.
7. Define terms of art.
8. Use lists.
21. Word Choice
- Provide = give
- Receive = get
- Shall = should
- Individual = person/you
- Assistance = help
- Entity = business/employer/school
- Accommodation = different way of preforming a task
- Financial burden = too expensive
22. Writing for the Web
1. F reading pattern.
2. The inverted pyramid style.
3. Chunked content.
4. Only necessary information.
Web: www.plainlanguage.gov
23. Let's Try It…
If a City of Madison resident or individual wants to access the website to expand their knowledge about Public Health Services, services provided by the County of Dane and the City of Madison, they will need to be able to comprehend the information provided. More importantly, the information will only as be as effective as it is applicable by the individual accessing the website.
24. How about…
You can learn about Public Health services from the website. The information is helpful when you can understand it and use it.
25. Communication Challenges
- Wait for folks to finish their thoughts.
- Ask questions.
- Repeat back what you understood and confirm.
- Ask for a re-cap.
- Would you like me to write it down?
- Explore language access services.
26. Questions?
Email
- Wisconsin ADA Coordinator's Association firstname.lastname@example.org
- Rebecca Hoyt: email@example.com
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Insights Mindmap
General Studies-3; Topic: Conservation, environmental pollution and degradation, environmental impact assessment.
India's climate imperative
Introduction
* In the absence of COVID-19, climate change-induced disasters would have been India's biggest red alert in recent years.
* The heatwave this year; torrential downpours in south India in 2021; and the super cyclone Amphan in 2020 are symbols of man-made climate change.
Rising Temperature
* Temperatures over the Indian Ocean have risen by over 1°C since the 1950s, increasing extreme weather events.
* Heat waves in India have claimed an estimated 17,000 lives since the 1970s.
* Labour losses from rising heat, by one estimate, could reach ₹1.6 lakh crore annually if global warming exceeds 2°C, with India among the hardest hit.
* Heatwaves are aggravated by deforestation and land degradation, which also exacerbate fires.
Climate-resilient agriculture
* Agriculture, being water-intensive, does not do well in heat wave-prone areas.
* A solution is to promote agricultural practices which are not water-intensive.
* Insurance schemes can transfer some of the risks of extreme heat faced by industrial, construction and agricultural workers to insurers.
* Weather-based crop insurance would help.
Page 1
Insights Mindmap
* Climate-resilient agriculture calls for diversification — for example, the cultivation of multiple crops on the same farm.
Floods and storms
* Floods and storms are worsened by vast sea ingress and coastline erosion in the low-lying areas in the south.
* Southern States need stronger guidelines to avoid construction in locations with drainages.
* It is vital to map flood-risk zones to manage vulnerable regions.
*
Environment Impact Assessments must be mandatory for commercial projects.
* Kerala has some flood-resistant houses constructed on pillars.
* Communities can build round-shaped houses, considering optimum aerodynamic orientation to reduce the strength of the winds.
Arresting climate change
* Adaptation alone will not slow climate damages if the warming of the sea level temperatures is not confronted.
* Leading emitters, including India, must move away from fossil fuels.
* Nearly 295 dams in India are more than 100 years old and need repairs.
* Regulations must stop the building of dams on steep slopes and eco-fragile areas, as well as the dynamiting of hills, sand mining, and quarrying.
* India could cut its pollution by half just by providing clean cooking fuel to rural households in the Indo-Gangetic plains.
* Nature-based solutions, such as increasing forest area, would be valuable to India's climate adaptation programmes.
Way Forward
* India needs to adapt to climate impacts by building resilience against weather extremes.
* India's share in disaster management should be raised to 2.5% of GDP.
* States can tap into the Union government's resources, financial and technological, from early warning meteorological systems to centrally sponsored climate schemes.
* MGNREGA funds can be used for climate adaptation in agriculture, waste management and livelihoods.
* States could make compensatory payment to local self-government resources for climate adaptation.
* For public pressure to drive climate action, we need to consider climate catastrophes as largely manmade.
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Winscombe Primary School
Curriculum Policy
Signed: …………………………
Date of policy: May 2023
Review of Policy: May 2024
Winscombe Primary School Curriculum Policy
Our Children will…
Care
Aspire
Respect
Excel
To nurture respectful, active learners that will flourish, excel and aspire to make a positive difference to their communities and beyond
Our Curriculum Intent
'It's ultimately the purpose of education to cultivate the love of learning for its own sake' Michael Sandel
At Winscombe, we believe every child deserves a challenging, broad and balanced curriculum that is underpinned by teaching of the basic knowledge, skills, concepts and values that they will need to become proficient both academically and socially. In turn this will promote the development of respectful, responsible and resilient pupils.
The curriculum is progressively sequenced to allow children to build upon prior knowledge as they progress from EYFS to Year 6, and develop an overarching narrative of the subjects we teach.
We endeavour to provide rich and first-hand learning opportunities that evolve from our strong curriculum drivers which promote: Cultural Diversity, Curiosity, Community, and Character. These opportunities intend to take children beyond their everyday experiences and inspire them to excel. For example: sometimes in the "Eyes of an Expert" or looking at wider environmental issues, enterprise or charitable empathy. In turn, children will develop a strong work ethic, effective interpersonal skills; creating independent, creative and critical thinkers and learners.
Our 'Winscombe Top Twenty' - opportunities to enrich and inspire our learners enhance this further. These, coupled with our overarching core values of Care, Respect, Aspiration and the ability to Excel, underpinned by physical development, emotional well-being and mental health, are key elements that support the development of the whole child and promote a positive attitude to learning and life; happy children.
Whilst also utilising the skills, knowledge and cultural wealth of our supportive community, we nurture our pupils' spiritual, moral, social and cultural development, notably through our developing assemblies programme, visitors and school visits.
Children leave the school with a sense of belonging to a tight-knit community where they have had the confidence and skills to make decisions, reflect upon their choices and make connections. Our children will be well-equipped as 21 st Century Learners and prepared to continue their learning journey within a dynamic, diverse and everchanging world.
Curriculum Aims
[x] To enable all children to absorb knowledge, develop understanding and make connections to hone their learning skills to the best of their ability.
[x] To provide children with a firm foundation in the essential skills of Reading, Writing, Maths, Science and Computing as a springboard to competency in all areas of our enriched, broad and balanced curriculum.
[x] To fulfil all the requirements of the National Curriculum.
[x] To promote a positive attitude and a love of learning that is underpinned by a solid character education, enabling our pupils to thrive into adulthood.
[x] To develop a positive environment for learning and interaction, reflected in high expectations of behaviour and respect to others, tolerance and openmindedness.
[x] To enable and encourage children to be creative, inquisitive and reflective during the learning process.
[x] To drive pupils' personal development and development of cultural capital, through a rich and diverse PSHEC programme, school values and assembly programme.
Ultimately, we want all of our children to be the best they can be and make a positive contribution to the world they live in.
Our Curriculum Implementation and Design
Learning Powers!!
Our well-sequenced and clearly constructed curriculum allows learners to achieve. Knowledge underpins all subjects and enables the application of skill; they are intertwined to ensure pupils make progress through meaningful connections.
The Winscombe Curriculum has been developed to meet the needs of our one form entry setting, from Reception to Year 6. Each year group has its own Long Term Curriculum plan and teachers review and reflect on the themes each year for the children to acquire the requisite skills and knowledge for their year group. The curriculum has been planned so skills and knowledge are built upon as children move throughout the school, e.g. pictorial map skills in EYFS develop into aerial plan view design in Year 6.
Our curriculum is delivered through a range of different termly topics in each class, making relevant and meaningful links between subjects, where appropriate. These
are outlined in our long-term plans and supported by our medium term plans and topic webs/knowledge organisers, which are shared with parents 3 times per year. In addition, subject leads outline key coverage, knowledge and skills in each subject (available on our school website).
Most topics have a historical or geographical driver, but always begin with an inspiring text, ensuring our love and drive for reading is woven meaningfully into every part of the curriculum. This is exemplified in Street Child in Year 6, Shackleton Journey in Year 2. Writing outcomes are often linked to curriculum themes giving greater context and purpose to these expectations; supported by our Talk for Writing pedagogy. All themes will outline a purposeful outcome in their LTP. All topics will take an enquiry based approach, such as 'Why do we need to save our rainforests?' in Year 3. We alternate the teaching of History and Geography, aswell as Art and DT each term.
We utilise the local community within our Curriculum design as much as we can, exemplified in our 'Should Winscombe have its railway back?' in Year 4
Our curriculum drivers have been introduced to further develop a love of learning and develop active and engaged learners. We plan a Curriculum Driver session each term, which is delivered in our four school Crews; another opportunity for age groups to mix across the school and experience enhanced learning opportunities e.g. Local charity RNLI visits, orienteering and curious questions.
To ensure equity of access to the curriculum content, we aim to provide pre-topic teaching to those children who would benefit, further supported by our Topic Webs for parents and our developing knowledge organisers; these also support the development of expert language, 21 st century links, topical issues and ideas for home learning to enrich pupils' experiences beyond the classroom.
Our pupils have access to a wide range of opportunities which promote personal safety and pupil voice, with all children being actively involved in whole school decision making through the School Council, Crew Captains, Eco Team and Digital Leaders.
Children with Additional Needs
The curriculum in our school is designed to provide equal access and opportunity for all children who attend the school, as stated in our SEND policy. Where a special need is identified our school is firmly committed, in consultation with parents and outside agencies, to meeting individual needs and ensuring appropriate resources are employed. The School's practices comply with the requirements outlined in the current SEND Code of Practice (2015) in providing for children with special needs.
All pupils are engaged and involved in our curriculum topics, regardless of their specific educational need, disability or vulnerability. Measures are put in place to adapt, design and develop the curriculum content for pupils with SEND. The delivery and acquisition of knowledge and skills to meet the needs of those particular pupils is tailored accordingly. Individual timetables and personalised plans are created for high-needs children, linked strongly to the curriculum topics. In turn, highly scaffolded learning opportunities and a knowledge of what small steps progress would look like, allow all of our learners to succeed in their lessons.
For those pupils who are disadvantaged, we plan to ensure they have equality of opportunity in accessing the curriculum. An emphasis on reading fluency and the understanding of key language informs much of the scaffolding used for our learners. In pre-topic teaching, quality text discussions and clear, modelled language around new topics and content is crucial in allowing them to access teaching and learning alongside their peers. Such is the importance of this, that additional reading takes place with these children through the use of volunteers, catch-up reading interventions or planned programmes and sessions with our Pupil Premium Mentor or Learning Mentor.
Covid 'Catch-Up' funding has also allowed the school to review the children most impacted by the pandemic and put in place personalised, additional support. We have placed a specific emphasis on the acquisition of phonic skills required to read and access much of the curriculum.
Assessment
We equally value formative and summative assessment (see Assessment policy) which enable us to reflect on the content taught, knowledge acquired and skills evidenced for each pupil, then plan for the following term.
We have developed a curriculum assessment approach that involves the pupils generating their end of topic assessment; encouraging metacognition. For example, pupils generate key questions lesson plenaries. This is repeated for the length of a topic and could culminate in an end of term quiz, presentation, summary document. Please see our Assessment Policy for more details.
Parents
Communication with our parents' about how their children are performing and what they are experiencing in school is a high priority to us, and we do this in a number of ways. We send topic webs to our parents each term to inform them of their child's focus areas.
We utilise the whole school ClassDojo feed to inform all parents instantly of activities which are taking place. We also developing the use the school Twitter Feed to celebrate special news or occasions. This then holds a historic record of the children's experiences and inspirations. There is also regular communication through our:
* Weekly Celebration Assemblies
* Topic Webs
* Class and school newsletters
* Parent workshops
* Termly Parents Evenings
* Learning Conversations
* End of Year Reports
We also engage parents to share their skills and expertise through assemblies and workshops.
Impact of our Curriculum
Outcomes for Pupils
Our Curriculum consistently leads to good outcomes and results for our pupils. We are consistently above or in line with the national average for outcomes at the end of end of KS2. We also regularly achieve highly in the Phonics Screening test for Year 1 pupils and 95% of our pupils have passed the phonics screening test by the time they leave Year 2 as at 2022, unless there is a special and specific learning need.
At the end of this journey, our curriculum creates effective learners that:
* Know what it is they are going to learn, through a shared learning objective or 'hook' into learning
* Know what they need to do to be successful through the application of our learning powers
* Are able to assess their own learning and the learning of others through 'assessment for learning' strategies, such as mixed ability pairs, peer marking and paired editing, stemming from metacognition techniques
* Receive positive regular feedback that helps them to identify what they need to do next (see marking and feedback policy)
* Have time to reflect and review their learning
* Feel cared about and are happy, motivated and stimulated
* Enjoy a learning environment that is well organised, attractive, stimulating and safe
* Experience a variety of learning, both indoors and outdoors
* Enjoy lessons that are interesting and fun with the opportunity to learn through first hand, multi-sensory experiences
* Demonstrate high expectations for learning and behaviour
Pupils with additional learning needs make good progress across the curriculum in line with their own progress measures. Assessment of these pupils is in much smaller and achievable steps.
We believe no child is born 'clever' at a subject, but rather, everyone is able to succeed and improve upon their personal best, if the conditions are right. Formative assessment is used to understand where the children are in their learning and plan next steps accordingly, thus ensuring the implementation and impact of our lessons is appropriate for all our children.
Impact is assessed throughout the topics and lessons in order to plan next steps and also summatively so that we can gauge the impact of what we have taught versus what the children have learned, thereby informing us of where we need to make changes.
It is the shift of knowledge to the long term memory that demonstrates understanding. No matter the child's starting point, they should progress and achieve to the highest possible standard for them; not only in reading, writing, maths and science but within the foundation subjects such as Art, Music and History.
When the children move onto Secondary School, they are equipped to access the next step of their educational journey but also to thrive due to the building blocks of learning that they have received. More than this though, they will be ready to make a
positive and worthwhile impact to the wider community as informed and responsible 21st Century citizens.
Monitoring and evaluation
A curriculum subject leader is responsible for the monitoring and evaluation of their own subject area. Flexible management time is given to subject leaders to enable them to successfully carry out their roles and responsibilities, without adding to workload. The information from the monitoring and evaluation forms the basis of the impact assessment for that curriculum area.
The Executive Headteacher and Head of School have overall leadership for assessing the intent, implementation and impact of the whole curriculum that we offer. These leaders have overall vision of the monitoring and evaluation and will guide staff in their roles and responsibilities accordingly.
Judgements on the impact of our curriculum on pupils is based upon a triangulation of different monitoring and evaluation activities within school:
* Regular formal and informal discussions with staff
* Regular observations of lessons
* Analysing assessment data
* Regular scrutiny of children's work
* Monitoring planning to ensure curriculum coverage
* Collating data from staff, parent and pupil questionnaires
* Pupil conferencing
* SIP visits and WLT monitoring visits
The AIP is amended following analysis of these activities, in order to move our school forward.
Equality Act 2010
The way in which the curriculum is delivered is covered by the Equality Act. We ensure content is taught in a way that does not subject pupils to discrimination. In addition, curriculum content is crucial to tackling key inequalities for pupils, including gender stereotyping; preventing bullying and raising attainment for certain groups.
Communication
Governors are kept informed of developments and priorities through a termly report written by the Executive Headteacher. Key priorities from the school AIP inform the Governor Quality Assurance schedule, which in turn allows an opportunity to work in partnership when evaluating the school's effectiveness and ensuring a rigorous approach is taken to school development.
Impact statement
We have carried out an impact assessment on this policy, on different groups of people, to ensure that our proposals are not discriminative and promote equal opportunities.
Relevant links to legislation and Government Guidance
* National Curriculum - https://www.gov.uk/government/collections/nationalcurriculum
* SEN Code of Practice - https://www.gov.uk/government/publications/sendcode-of-practice-0-to-25
* Equality Act - https://www.gov.uk/guidance/equality-act-2010-guidance
* Governance handbook https://www.gov.uk/government/publications/governance-handbook
Appendix One:
Winscombe Target 20
1. Try a musical instrument
2. Raise money for a charity
3. Read a map and use a compass
4. Learn a poem off by heart
5. Learn basic first aid
6. Play a part in the school play or assist in its production
7. Learn to swim
8. Plant it, grow it, eat it
9. Sleep away from home
10. Look after the school environment
11. Experience a pantomime
12. Learn a different language
13. Work in cross generational groups in the community
14. Meet a famous author
15. Try foods from around the world
16. Make a den
17. Publish writing
18. Attend an organised sports event
19. Become an entrepreneur
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CURRICULUM MAP (Long term plan)
SUBJECT:______MATHS_________________________
YEAR GROUP ____8_____________________
A3 – Manipulating and Simplifying Expressions 2:
- Expanding a single bracket, simplifying expressions involving expansion of brackets.
- Factorising into a single bracket.
- Expanding two simple binomials.
- Writing more complex algebraic expressions.
A4 – Linear Equations:
- Understanding equality and balancing.
- Simple one-step solutions (four rules).
- Two-step solutions (four rules), including with brackets.
- Solving equations with the unknown on both sides.
- Simple equations with the unknown in the denominator and applications and problems, including forming and solving equations in a geometric or "real-life" context.
NP10 – Proportional Reasoning:
- Direct and inverse proportion.
- Comparing quantities (value for money, exchange rates, etc).
- Scaling up/down - recipes, shapes (simple enlargements), etc.
- Percentage increase and decrease, decimal multipliers.
- Finding a percentage change.
NP11 – Ratio:
- Ratio notation, expressing relationships as ratios.
A5 – Formulae:
- Evaluating expressions and formulae by substitution, including inputs and outputs (function machines where necessary).
- Writing formulae in words and letters, including SDT/DMV/PFA.
- Generating sequences from formulae.
- Rearranging linear formulae.
- Rearranging non-linear formulae (involving powers and roots).
A6 - The Cartesian Grid:
- Drawing an accurate Cartesian grid and plotting 2D coordinates in four quadrants.
- Introduction to two-dimensional vectors.
- Finding the midpoint of a line segment.
- Expressing number relationships algebraically.
- Expressing number relationships graphically, as a means of picturing the relationship.
- Plotting quadratic number relationships on a Cartesian grid given the algebraic form of the relationship.
- Reading values of variables from a graph (including quadratic, piecewise linear, exponential and reciprocal graphs).
- Graphical representations of discrete numerical data - vertical line, bar charts, pie charts, pictograms, stem and leaf, etc.
- Measures of central tendency of ungrouped data - mean, mode and median, from lists and from a frequency table, including solving simple problems (such as finding the missing number).
- Measures of spread - range, interquartile range, outliers (by sight).
- Compare data sets through graphs, central tendency and spread.
- Selecting the best graph for the job and know how graphs can mislead.
SP2 – Bivariate Data & Time Series:
- Draw a scatter graph; Interpret relationships and correlations from a scatter graph, recognise correlation does not imply causation, identify outliers.
- Draw a line of best fit by sight, interpolate and extrapolate trends and know the dangers of extrapolation.
- Interpret and construct tables and line graphs for time series data (including moving averages as extension).
A7 – Sequences 1:
- Generate terms of a sequence from term-to-term and position to term rules. | <urn:uuid:683e2f0f-8af4-414b-9bb8-73e7831490cf> | CC-MAIN-2024-30 | https://www.pixbrookacademy.co.uk/attachments/download.asp?file=546&type=pdf | 2024-07-21T07:09:30+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517648.65/warc/CC-MAIN-20240721060614-20240721090614-00815.warc.gz | 808,673,614 | 624 | eng_Latn | eng_Latn | 0.988547 | eng_Latn | 0.989947 | [
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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
29th February 2016
11 is the only palindromic prime with an even number of digits
News
Maths Word
You may not know this but a person who is born on the 29 th February is called a
'leapling'. These people only have a birthday once every 4 years 1 , which means they will be well into retirement before they can officially celebrate their 18 th birthday. This is a little bit like cats. To convert a cat's age into an equivalent human age, their first year of life counts as 15 years, their second year counts as 10 years, and every year after that counts as 4 years. This means that my 16 year old cat is really 15 + 10 + (14 × 4) = 81 years old. However, if a cat is born on the 29 th February, the formula is rather more complicated. Can you work it out?
Joke
A 'frustum' is what you get if you slice off the top of a cone or a pyramid.
Sometimes you might see it spelt as 'frustrum' 2 but this is a mistake. Frustum is a Latin word meaning 'piece', whereas 'frustrum' is the Latin word from which we get the word 'frustrating'. The fact that teachers get frustrated by the amount of times people make this error is just a strange coincidence.
Maths Quote
"It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment."
Carl Friedrich Gauss
If, however, you don't seem to be getting there as quickly as you would like, why not come along to maths workshop, which takes place every Friday lunchtime in room 13
Competition
Like some of these axes, this joke has a serious point to it.
Don't forget, if you're going to enter the University of Southampton Maths Challenge, to hand your work in to Mr. Bettison as soon as possible. He will be sending it all off on Monday 14 th March.
1. If you ever have children, try to have them on 29 th February. You'll save a fortune only having to buy birthday presents every 4 years.
2. This has even been spotted in some maths textbooks!
Extreme BIDMAS
Near the beginning of this year, we saw this, during our daily check of the internet looking for maths things we've not seen before:
We wondered how difficult it was to construct this sort of thing. After a minute or two we came up with this:
and we decided that, even though it looks quite tricky, perhaps it isn't that difficult after all.
So what we want to know is, can you make 2016 using only the digits 1, 6 or 9, and using the digit no more than 10 times in your calculation?
Let us know if you can and we'll put the best ones in the next newsletter.
Famous Mathematician
Hypatia of Alexandria was a Greek mathematician and astronomer, who lived in Egypt, then a part of the Roman Empire, between about 360 and 415 AD. Unfortunately for
her, the early fifth century was a time of major political and religious upheaval. Barbarians threatened the Roman Empire and sacked Rome itself in 410 AD, sending shock waves 3 around the Mediterranean. In antiquity, there were four branches of mathematics: arithmetic, geometry, astronomy and music. The first two were classed as 'pure' and the second two 'applied'. Hypatia worked in the first three, studying and teaching both arithmetic and geometry. Sadly, Hypatia was horribly murdered after getting caught up in a feud between Orestes, the Governor of Alexandria and Cyril, the Bishop of Alexandria. She is still remembered, however, for being the first ever famous female mathematician.
If you want to find out more about her, you could watch the film Agora 4 , which is about her life and death. 5
Competition Winner
The year 7 competition about the family of flowers was won by Maleeha Ahmad from 7W. As always, if you have anything interesting that you think should go in the next newsletter, please let us know.
3. Not literal ones; metaphorical ones.
4. Hypatia would teach in an 'agora'; an open space used for public assemblies and markets in Ancient Greece.
5. Although one student, after we watched some of it in class, was heard to say, "What on earth was that? That was the weirdest film I've ever seen!" (but don't let that put you off – they were probably just agoraphobic) | <urn:uuid:6467543b-4723-462b-a6d4-1c0e75ec7033> | CC-MAIN-2022-21 | https://www.kechg.org.uk/_site/data/files/departments/maths/newsletters/B9F97242208ACB764C3C6C288D7232E7.pdf | 2022-05-22T07:40:57+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00687.warc.gz | 960,701,795 | 992 | eng_Latn | eng_Latn | 0.999416 | eng_Latn | 0.99942 | [
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Reading Rhythms and Sightreading
* Tricks to sightreading in 6/8
* Reading swing rhythms
* How to sightread better
Let's start with a brief explanation of 6/8…
In 6/8, technically the eighth note gets 1 beat. However, in reality, we usually think of 6/8 in 2, with the . getting 1 beat. This is crucial to understanding the tricks to sightreading in 6/8.
When reading rhythms in 6/8, don't worry about how it's counted. Instead, try to take a step back and look at the big picture. When you do, you'll notice that the notes are usually flagged in a way that shows where the big beats are in each measure.
The first part of the trick is to always VISUALLY IDENTIFY the BIG BEATS. For example…
The next part of the trick is to realize that, in 6/8, everything happens in 1 of 3 places: ON THE BEAT, BEFORE THE BEAT, or AFTER THE BEAT
The last part of the trick is to keep a steady beat and allow every note to fall in one of those three places.
Let's look at how this works in real life…
What questions do you have?
Reading Swing Rhythms…
It's really not possible to learn how to swing in words. The ONLY way to learn how to swing is by LISTENING and IMITATING.
Learning how to read swing rhythms is also best learned by listening and imitating. However, some discussion can give us a starting point.
"doo dit dit"
=
* Eighth notes that are written as tied to other eighth notes are usually played as a "dit".
* Quarter notes that land on off-beats are usually played as "dit" unless marked long.
Step 1: Listen! (internalize it, feel it)
Step 2: Sing it! (match everything exactly)
Step 3: Play it! (match the articulations and feel that you sang)
Let's listen & sing it (1 st me, then together) with the "scat syllables":
Now, I'm going to play through it (in concert key). Sing the scat syllables along with me as I play it. Does it line up? (If you are a concert key instrument and would like to play along, feel free)
What questions do you have?
How to Sightread Better…
1. Keep a steady beat.
I highly recommend using a metronome whenever you sightread!
2. Look at the BIG PICTURE and visually identify where your downbeats are.
Just like we did with 6/8 rhythms
3. The most important thing is playing correct RHYTHMS. Correct notes are secondary.
You could play all the right notes, but if you don't put them in the right spots, they're not right notes anymore because you're not with the band.
4. Try to think in your key signature.
It might help to play through the major scale that goes with that key signature before you start sightreading.
5. Focus on putting correct notes on the downbeats.
When you think in your key signature and you put the right notes on the downbeats, you'll be surprised at how many correct notes you'll play in between the downbeats!
6. Sightread as OFTEN as possible!
Buy a new etude book and force yourself to sightread one etude each day, slowly, with a metronome. It really is true that the more you do it, the better you get at it.
7. Pretend like you know what you're doing Confident sound, posture, keep going, don't stop/restart… You just might surprise yourself!
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Nutrition Nutrition
and Heart Disease and Stroke
Poor nutrition is a risk factor for heart disease and stroke. Making healthy food choices can improve your health and help reduce your chances of having a heart attack or stroke.
Nutrition in Missouri
In recent years, unhealthy food choices have contributed to a rise in obesity, which increases a person's risk for heart attack and stroke. In Missouri, 63.3 percent of adults are overweight or obese. 1
An important part of a healthy diet is eating plenty of fruits and vegetables. But only 20.2 percent of Missourians eat the recommended fi ve or more servings of fruits and vegetables every day. 1
What is a healthy diet?
In addition to fruits and vegetables, a healthy diet includes low-fat dairy products, lean meats and whole grains. Guidelines for good nutrition include:
* Limit foods that can raise your cholesterol, such as those that are high in saturated fats, trans fats and cholesterol.
* Eat at least fi ve servings of fruits and vegetables a day. Choose produce of varying colors to get a variety of nutrients. For example, orange fruits and vegetables such as carrots, sweet potatoes and cantaloupe, contain large amounts of vitamin A, while green vegetables such as spinach and broccoli are high in vitamin C.
* Make at least half of the grains you eat whole grains. Eat at least three servings of whole-grain bread, cereal and pasta every day.
* Limit processed foods that are high in sodium and avoid adding extra salt to food.
More information can be found at:
- www.dhss.mo.gov/Nutrition_Everyone/
- www.dhss.mo.gov/HeartDisease/
- www.dhss.mo.gov/Stroke/
Tips for healthy eating
* Include fruits and vegetables in all meals and snacks.
* Start the day with a good breakfast.
* Use leaner cuts of meat. Trim away all visible fat from meat and remove the skin from chicken before cooking it. Serve more fi sh.
* Choose fat-free or low-fat milk and other dairy products.
* Eat fewer fried foods. Broil, pan-broil or bake meat instead of frying.
* Season food with herbs and spices to reduce the amount of salt you use.
* Avoid overeating. Stop eating when you are comfortable – not full.
* When eating out at a restaurant, avoid fried foods, sugar-sweetened beverages and alcohol. Order a salad instead of French fries. Try water with a lemon wedge instead of soda.
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Cultivating Sustainability Through
Regenerative Agriculture
Overview
As a philosophy and approach to land management, regenerative agriculture asks us to think about how all aspects of agriculture are connected through a web instead of a linear supply chain. Regenerative agriculture entails farming and ranching in a manner that nurtures both the people and the planet, with specific methods varying among farmers and across landscapes. Regenerative agriculture is a holistic system that emphasizes working with nature rather than against it, drawing on principles from traditional farming practices, ecological science, and modern innovation. These holistic ideals aim to rejuvenate soil and ecosystem vitality, tackle inequity, and help to ensure land, water, and climate are safeguarded for posterity. By promoting healthy soils, diverse ecosystems, and efficient resource use, regenerative agriculture offers a promising approach to addressing the challenges of food security, climate change, and environmental degradation.
Key Aspects of Regenerative Agriculture
Regenerative agriculture stands at the forefront of a paradigm shift in modern farming practices, offering a transformative approach to land management that prioritizes ecological health, resilience, and sustainability. A variety of key aspects characterize regenerative agriculture, including:
Center Forward Basics
May 2024
Center Forward Basics
Center Forward brings together members of Congress, not-for profits, academic experts, trade associations, corporations and unions to find common ground. Our mission: to give centrist allies the information they need to craft common sense solutions, and provide those allies the support they need to turn those ideas into results.
In order to meet our challenges we need to put aside the partisan bickering that has gridlocked Washington and come together to find common sense solutions.
For more information, please visit www.center-forward.org
* Agroforestry: Agroforestry is a land management system that integrates trees and shrubs into agricultural systems, providing additional benefits such as shade, wind protection, and habitat for wildlife. Agroforestry practices can improve soil health, diversify farm products, and enhance the ecosystem overall.
* Biodiversity: Unlike conventional monoculture farming, which often relies on a single crop, regenerative agriculture encourages diversity in plant species. This can include rotating crops, planting cover crops, and integrating trees and shrubs into agricultural landscapes. Biodiversity, short for biological diversity, supports ecosystem resilience, pest management, and nutrient cycling.
* Carbon Sequestration: Regenerative agriculture has the potential to sequester carbon dioxide from the atmosphere and store it in the soil. Effective carbon sequestration strategies are essential for mitigating climate change and reducing the impacts of global warming.
* Cover Crops: Cover crops are plants grown primarily to protect and improve soil health rather than directly for harvest. They can help prevent erosion, suppress weeds, and add organic matter to the soil. Common cover crops include legumes like clover and vetch and grasses like rye and oats.
* Crop Rotation: Rotating crops helps to break pest and disease cycles, improve soil fertility, and prevent soil erosion. Different crops have different nutrient needs, so rotating crops can help maintain soil fertility by preventing the depletion of specific nutrients over time.
* Livestock Integration: Some regenerative agriculture systems integrate livestock into cropping systems, mimicking natural ecosystems where animals graze on grasslands. Managed grazing can improve soil health, reduce the need for synthetic fertilizers, and increase carbon sequestration in the soil.
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* Reduced Tillage: Tillage, or the plowing of the soil, is minimized or eliminated in regenerative agriculture systems to prevent soil erosion and in turn preserve soil structure and reduce carbon loss. Reduced tillage practices also help to maintain soil moisture and minimize disturbance to soil organisms. Among the reduced tillage practices, no-till planting is among the most common. It is simply the practice of planting crops without tilling the soil. This technique decreases the soil erosion normal tillage causes, especially in certain soils.
* Reduction in Pesticides & Chemical Fertilizers: Regenerative farmers make efforts to reduce their reliance on inputs, such as herbicides, pesticides, and additional fertilizers. In prioritizing overall health, many growers naturally use fewer inputs, reducing the agricultural footprint and allowing for an increase in productivity.
* Soil Health: Regenerative agriculture strongly emphasizes building and maintaining healthy soils. Healthy soil is crucial for nutrient cycling, water retention, and providing a habitat for soil organisms that contribute to fertility and overall ecosystem health.
Promises & Potential Pitfalls
The care and creativity of regenerative agriculture yields benefits on and off the land. It aims to cultivate crops and fibers, diminish carbon emissions, preserve water resources, restore water bodies, produce healthier food, minimize reliance on inputs, provide employment opportunities within local communities, and safeguard the health of the land. Benefits from regenerative agriculture claim to exceed past ecological and community levels. They include mental and physical health as well as personal and financial benefits. The ecological benefits include improvements in the health and fertility of the soil, reduced soil erosion, and reductions in water pollution. By bringing together a community of growers and farmers, the ability to exchange information and learn from one another allows communities to benefit. Relationships are built between consumers, producers, and their food. Individually, the health of farmers, farmworkers, and downstream communities all benefit from reduced fossil fuel exposure.. Along with the reduction of exposure, the cost savings from reduced use allows for the potential of greater financial security among growers.
No evidence exists that an intentional shift to reduce our food system's carbon footprint is necessary to limit global warming. However, no evidence shows that regenerative agriculture can reverse climate change altogether. Some claim that the regenerative movement gives consumers the false impression that they can continue eating the same as before rather than shift to a plant-rich diet, which is recommended by a consensus of climate scientists.
Regenerative agriculture can be profitable, and indeed it often is. According to a 2023 report, farmers could see their profits boosted by up to 120 percent in the long run. However, these figures are highly speculative given the many variables at play in agriculture. If corporate agriculture adopts sustainable farming practices without introducing a comprehensive plan to overhaul the farming system and reduce meat consumption, factory farming's contribution to the climate crisis will continue at the same dangerous pace.
Policy Priorities
The Natural Resources Defense Council (NRDC) surveyed of farmers and ranchers to find out what the primary areas of reform would be to help facilitate the expansion of regenerative agriculture. The recommendations focused mainly on how to reform, support, and expand federal policies, but weren't restricted to the Farm Bill or exclusive to USDA's jurisdiction. While government policy is the main driver for expanding regenerative agriculture, it is not the only driver. Public and private partnerships and the private sector also have roles in this level of change.
Policy practices play a crucial role in shaping the adoption and success of regenerative agriculture. As societies grapple with pressing environmental and food security challenges, policymakers are increasingly exploring ways to incentivize and support regenerative practices. Effective policy frameworks can facilitate the transition towards more regenerative and resilient agrarian systems from providing financial incentives and technical assistance to establishing regulations and standards. However, crafting policies that balance the needs of diverse stakeholders while promoting the long-term
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sustainability of agriculture, remains a complex and evolving task. The future of our agricultural system is bound to the well-being of the communities that make its function possible, and policy should reflect that reality.
Links to Other Resources
* American Farm Bureau Federation - Sustainability | American Farm Bureau Federation
* Bayer - Regenerative Agriculture at Bayer
* Environmental Defense Fund - Climate smart agriculture | Environmental Defense Fund
* McDonalds - Responsible Sourcing
* Midwest Row Crop Collaborative - 2022 Impact Report – Midwest Row Crop Collaborative
* Midwest Row Crop Collaborative - Policy – Midwest Row Crop Collaborative
* National Association of Conservation Districts - National Association of Conservation Districts
* Natural Resources Defense Council - Regenerative Agriculture 101
* Regenerative Agriculture Report NRDC - NRDC: Regenerative Agriculture - Farm Policy for the 21st Century (PDF)
* Sentiment Media - The Promises and Pitfalls of Regenerative Agriculture, Explained
* The Nature Conservancy - Regenerative Grazing Lands | The Nature Conservancy
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Antecedents of sustainability
Hardly a day passes without media reference to 'sustainability' or 'sustainable development'. The three interlocked economic, social and environmental factors that sustain the earth, its population and its biosphere are familiar to many people working in both the natural and human sciences. The philosophy of sustainable development is usually expressed in phrases such as 'being able to meet the needs of the present without compromising those of the future' or 'maintaining an ecological balance by avoiding the depletion of natural resources'.
The 17 Sustainable Development Goals of the United Nations are clearly articulated, and they also form the national agenda for policy and action in many individual countries. This includes South Africa that has an official National Framework for Sustainable Development. 1
It is often assumed that the idea of sustainable development emerged in the 1980s with the World Commission on Environment and Development chaired by Gro Harlem Brundtland, three times Prime Minister of Norway and Director-General of the World Health Organization (1998–2003). The Commission, and its report Our Common Future, rode the wave of environmentalism triggered by disappointment in the technological promise of the post-war world, the impact of writers like Rachel Carson 2 , events such as the first Earth Day (1970), a growing appreciation of the gap between rich and poor and, particularly, as the report expressed it, the danger 'of creating a planet our ancestors would not recognise' 3 . The ideas in Our Common Future were reinforced with fanfare by the 1992 United Nations Conference on Environment and Development (Earth Summit) in Rio de Janeiro and by the 2002 World Summit on Sustainable Development in Johannesburg.
But, like many other ideas believed to be 'new', sustainability is not new, and many antecedents are worth revisiting. The Invention of Sustainability: Nature and Destiny, c.1500–1870, a recent book by Cambridge scholar Paul Warde, is indispensable for the topic 4 , and reading it would productively be accompanied by The Environment: A History of the Idea 5 .
The idea of sustainability has a very long history that stretches back more than 300 years; it emerged as a principle of forestry that required the attention of government even at that time. In England it was articulated by John Evelyn (1620–1706), founding member of the Royal Society of London. Sylva, Or a Discourse of Forest-Trees and the Propagation of Timber in His Majesty's Dominions was one of the first books published by the Society (in 1664). 6 Its purpose was to explain how to utilise, but not to deplete, the nation's trees so that the Royal Navy's ship-building programme might prosper, and with it the country's economy, military security and geographical expansion. Of particular urgency was the need to plant trees in the Forest of Deane, as Evelyn noted in his diary, 'with Oake now so much exhausted of the choicest ship-timber in the World' 7 . Sylva is one of the most influential texts on forestry ever published and is frequently referred to in many publications even today. So, too, is Evelyn's 1661 work on air pollution (London was notoriously polluted for centuries until the legislation of the 1950s) entitled Fumifugium, Or the Inconvenience of the Aer and Smoak of London Dissipated, Together With Some Remedies Humbly Proposed. This was the first publication to deal with urbanisation and pollutants, explaining the problem and suggesting a solution. Moreover, Evelyn's gardening manual of 1664, Kalendarium Hortense, Or the Gard'ners Almanack, Directing what He is to do Monthly Throughout the Year, has been the model for all books on gardening thenceforth.
https://doi.org/10.17159/sajs.2019/6759
In 2013, German Chancellor Angela Merkel officially celebrated the tricentenary of the German word for sustainability: Nachhaltigkeit, observing that it had been transformed into 'a principle of survival' 8 . The term appeared in Sylvicultura oeconomica, a book by Evelyn's contemporary, Hans Carl von Carlowitz (1645–1714), an aristocrat in the German kingdom of Saxony who was in charge of the region's silver mines. Vast amounts of charcoal were vital for mining and smelting ores. While the ore in the Saxony mines remained rich and abundant, in Von Carlowitz's time, output (and thus employment) were contracting owing to a timber shortage and escalating prices for what was available. Von Carlowitz wrote to the king, explaining how woodlands had disappeared, trees having been felled and replaced with cultivated crops and villages into which a growing population settled. He argued that national prosperity relied on good future planning, with land usage controlled and careful statistics maintained for ongoing monitoring of resources. Improvement in supply would not come about if the prevailing ethos was profligacy and Von Carlowitz urged that fitting policies be introduced for sustainable forestry. 9
One might argue that despite centuries of discussion about the appropriate use of renewable resources and principles of sustainability, this vision will not materialise while the world remains dominated by policies predicated on constant improvement in the lives of 7.7 billion humans in a context of ever-expanding economic growth.
References
1. Department of Environmental Affairs and Tourism (DEAT). People, planet, prosperity: A national framework for sustainable development in South Africa. Pretoria: DEAT; 2008. Available from: https://www.gov.za/sites/default/files/ gcis_document/201409/nationalframeworkforsustainabledevelopmenta0.pdf
2. Carson R. Silent spring. Boston, MA: Houghton Mifflin; 1962.
3. World Commission on Environment and Development. Our common future. Oxford: Oxford University Press; 1987. p. xi.
4. Warde P. The Invention of sustainability: Nature and destiny, c.1500–1870. Cambridge: Cambridge University Press; 2018.
5. Warde P, Robin L, Sörlin S. The environment: A history of the idea. Baltimore, MD: Johns Hopkins Press; 2018.
6. Evelyn J. Sylva, Or a discourse of forest trees and the propagation of timber in His Majesty's Dominions. 2 vols. London: John Martin for the Royal Society; 1664.
7. De Beer ES, editor. The diary of John Evelyn. London: Oxford University Press; 1959. p. 3447.
8. Mauch C. "But where the danger lies, also grows the saving power": Reflections on exploitation and sustainability. In: Mauch C, Robin L, editors. The edges of environmental history: Honouring Jane Carruthers. Munich: Rachel Carson Center; 2014. p. 129–135.
9. Von Carlowitz HC. Sylvicultura oeconomica, oder haußwirthliche Nachricht und Naturmäßige Anweisung zur wilden Baum-Zucht [Sylvicultura oeconomica or the instructions for wild tree cultivation]. Leipzig: Braun; 1713. German.
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Course
Term: Fall 2020
Section: Remote 6
Instructor
: Dr. Don Unger
E-mail: email@example.com
WRIT 101 Common Reading Assignment Sheet
This assignment emphasizes the critical reading, critical thinking, analysis, and synthesis skills that are vital to college writing. First, you will work in groups to create study guides and lead class discussion on a section of this year's common reading text, Mona Hanna-Attisha's What the Eyes Don't See: A Story of Crisis, Resistance, and Hope in an American City. Then, you will compose an essay that integrates detailed information from the book with your ideas about the issues that it addresses.
Assignment Description
Study Guides & Class Discussion
For the first part of the assignment, you will create a two-page study guide for the five or six chapters of the text that I assign to their group. These study guides define key words and phrases, list specific housing issues or laws contained in your section, include short summaries of each chapter, and offer discussion questions about your group's section of Evicted.
Then, your group will use these study guides to lead a 20-minute discussion (not deliver a lecture) on the section that you were assigned. We will all have read these chapters, so there is no reason to provide an in-depth summary as in a book report. Follow these general guidelines when creating your study guide:
1. Identify your group members and the sections of What the Eyes Don't See assigned to your group.
2. List and define key terms or concepts from each chapter.
3. Describe the focus of each chapter in a couple sentences.
4. Provide an example from each chapter that illustrates the main issues or ideas covered in it.
5. Write a question for each chapter that could serve as an essay prompt.
6. Design your study guide so the information is accessible and clear.
In terms of leading a productive discussion, creating good questions is key. Your questions should help clarify ideas from the book and encourage other students to engage with these ideas. As you formulate these questions, try to anticipate class members' responses, and be prepared with follow-up questions. During the discussion, encourage class members to voice different opinions rather than simply supplying the "right" answer.
Essays
These study guides and class discussions help prepare you to write an essay about What the Eyes Don't See. For the essay, you will be able to choose one of the following prompts:
1. After Mona Hanna-Attisha's barbeque and her revealing conversation with her friend Elin Betzano, Hanna-Attisha stays up late researching lead in water. She is angry and scared but says she knew she "needed to stay calm ... needed to be strategic and careful" (68). Why does she decide she needs to be calm and strategic? Read over "Why Am I So Angry, and What Can I Do About It?" (pp. 163-71) in The Writer's Practice, and then identify one specific part of What the Eyes Don't See that makes you angry or upset. Then, as Warner suggests, write an analytical argument about the problem and consider why approaching it calmly and strategically might be more beneficial than being angry. Is the problem one that impacts Oxford or your home
community? If so, what role could you play in addressing the problem? If not, how could you still get involved? How is writing about a problem beneficial? Cite specifics from the text.
2. After reading What the Eyes Don't See, we know that Mona Hanna-Attisha helped expose the Flint water crisis and provided help for the children she treats and all of the people in Flint. So, what is her purpose in writing the book? Read over "Reading Like a Writer" in The Writer's Practice (pp. 35-40). Then, consider some of the terms Warner uses in that section: genre, purpose, audience, message, etc. How do they apply to What the Eyes Don't See? Why? Compose a thesis-driven essay in which you analyze the genre, purpose, audience, message, and goals of What the Eyes Don't See. Is the purpose just to highlight what happened in Flint? Is it larger? Who might read a book like this one outside of a school assignment? Why? Are there social benefits to books like this one? Why? Be sure to cite from the text.
3. Many of the people in What the Eyes Don't See face ethical dilemmas. Think about some of the people in the book and their ethical situations. Also, read "What's the Right Thing to Do?" in The Writer's Practice (pp. 69-74), and consider Sally's situation. Then, select a person in the book to analyze more closely, and compare and contrast the situation with Sally's. Finally, compose a thesis-driven essay in which you consider what each person should do and why. Are the situations black and white? Why, or why not? What bigger picture complications exist, and why do they matter? Who is impacted directly and indirectly? Why? Try to bring the situations together so that you have one focused idea that encompasses both people. Be sure to cite specifics from the text.
Remember, the purpose of your essay is to illustrate your critical engagement with ideas in the text, not to simply to summarize the book. In class, we will discuss strategies for responding to essay prompts and strategies for synthesizing ideas from multiple texts. We will also discuss different methods for structuring academic essays, as well as what it means to write for academic audiences. You will be required to submit a draft essay for peer review feedback. After you receive this feedback, you will have a chance to revise your essay before submitting it for a grade.
Learning Objective
The learning objective for this assignment is to practice critical reading and thinking as well as to practice responding to the kinds of essay prompts that you will find in an academic setting.
Process
In this assignment, you will employ the following process to write your common reading essay:
1. Read What the Eyes Don't See.
2. Work with your group to create your study guide, develop class discussion questions, and lead class discussions.
3. Choose the essay prompt that you will respond to.
4. Use the study guides from your group or others to outline your response.
5. Use your outline to draft a complete essay.
6. Give one another feedback on your essay drafts.
7. Revise your essay, and submit it for a grade.
Logistics
* Minimum 1000 words
* MLA format throughout (heading, pagination, margins and spacing, citations, etc.)
* Submit your essay draft and revised essay via assignment links in Blackboard.
Grading
The Common Reading Essay is worth 20% of your overall grade for the course. That 20% breaks down as follows:
Study Guide & Discussion Leader Session
25%
Essay Draft
25%
Revised Essay
50%
The My Grades section of Blackboard takes these weighted values into consideration when presenting your grade for the project and for the course.
Name:
WRIT 101 Common Reading Essay Rubric
1. Purposes and Audience
Does the writer respond directly to one prompt? Does the essay demonstrate a sense that the writer is aware of their audience and make sufficient efforts to maintain an erudite tone appropriate to the genre?
A Excellent
B Exceeds Expectations
C Meets Assignment Expectations
D
Insufficient
F Failure
2. Exploration and Argumentation
Does the essay contain a clear, original thesis that is maintained throughout the text? Does the essay structure cohere, employing transitions and topic sentences and providing a conclusion that extends rather than simply restates their argument?
A
B
C
D
F
3. Research
Does the essay provide a thesis and support this thesis with a sufficient amount of logical and relevant evidence from What the Eyes Don't See and/or additional source material? Does this support use quotation, paraphrasing, and summary to demonstrate engagement with the prompt and with the texts?
A
B
C
D
F
4. Writing Process/Style
Is the essay organized, demonstrating cohesion, clarity, conciseness, and other elements of style? Does the essay demonstrate a recursive process that includes brainstorming, planning, drafting, reviewing, revising, editing, and proofreading?
A
B
C
D
F
5. Conventions and Mechanics
Is the writing free of grammatical and mechanical errors that inhibit or interfere with the reader's understanding? Does the writing follow conventions for documentation, formatting, and length requirements? Did the student submit all required parts of the assignment?
A
B
C
D
F
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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
31st October 2020
There are 75 ways to rank 4 numbers, if you allow tied ranks
Ghosts
News
Do you believe in ghosts? If the answer is no, then do you believe in mathematics? If you do believe in mathematics, then maybe that means you believe in ghosts too. Maybe the laws of logic and physics are just ghosts, but we are just so
Talking of Isaac Newton, a very rare first edition copy of his book The Mathematical Principles of Natural Philosophy (a.k.a. Newton's Principia) has recently sold at auction for £22,000. It was discovered by a family in Wales who were having a clear out during lockdown. 2
used to them that we don't notice this, and they actually seem real. If you think that ghosts don't really exist because they only exist in your mind, then think about what this really means. Did the laws of gravity exist before Isaac Newton discovered them in the 17 th century? It would seem sensible to say they did because things still fell when you dropped them before Newton was born. So when did these laws start existing? Have they always existed? But if they did, they had no mass, no energy of their own, and they were not inside anyone's mind. And yet we say they still existed. So what does it actually mean then to say that something doesn't exist? It would seem that before Newton, the laws of gravity would pass every test of non-existence, and yet it seems like common sense to say they existed. Maybe they didn't exist before Newton, until they arrived one day in his head and then got passed around to other heads, including ours. Either way, how exactly are the laws of maths and physics any different from ghosts? Maybe it's fair to say that all mathematicians believe in ghosts and work with them every day. 1
Joke
1. These ideas are taken from chapter 3 of a very famous book called Zen and the Art of Motorcycle Maintenance.
2. https://www.bbc.co.uk/news/uk-england-gloucestershire-54452971
Is zero more than one?
Have you noticed that, at least in English, zero is plural? You can have three books, two books, one book, or no books. Why is 'nothing' plural? Is zero more than one? If you think about it though, it's not quite that straightforward. Whether zero is plural or not seems to depend on what the alternative would be. If the expectation is that you had two pens, you would say "I have two pens" or maybe "I have one pen" or "I have no pens". In other
words, if the expectation is plural, then zero seems to be plural. On the other hand, if the expectation is that your dog has one nose, you could say "my dog has one nose" or maybe "my dog has no nose" 3 . In other words, if the expectation is singular, then zero seems to be singular. This is quite strange. Why should zero care whether people or dogs usually have one or more of something? If you speak a language other than English, please let us know how this works in your language. When you say you have 'no' or 'zero' of something, do you say 'something' or do you say 'somethings'? What do the rules seem to be?
Puzzle
Here is a fiendish little puzzle for you.
1 1 1 1 1 1 1 2 4 8 9 30 45 3 x y + + + + + + =
What are the values of x and y, if x is between 9 and 30, and y is between 30 and 45?
3. Although, if my dog had no nose, how would he smell?
4. We mentioned this back in maths newsletter #1
. 5. For more about John Conway, see newsletter #61.
Did You Know?
'eleven plus two' is an anagram of 'twelve plus one'.
Perron's Paradox
Hopefully, when I asked you if zero is more than one, you immediately knew it wasn't. Obviously, zero can't be bigger than one, because the German mathematician Oskar Perron proved that 1 is the largest positive integer. The proof goes like this:
Let N be the largest positive integer.
Then, clearly, either N = 1 or N > 1.
If N > 1, then multiplying both sides by N tells us that N 2 > N.
But this cannot be the case, since N is the largest positive integer.
Therefore N = 1.
This is called a proof by contradiction, but clearly something has gone wrong here because we know that, for example, 2 is bigger than 1. This counterexample proves that 1 cannot be the largest positive integer, although the proof seems to show that it is. Can you work out what is wrong with the proof?
Eight Eighth Powers
Did you know that an eighth power used to be called a zenzizenzizenzic? 4 Talking of eighth powers, it just so happens that
8
8
+8
8
+5
8
+9
8
+3
8
+4
8
+7
8
+7
8
= 88593477
One Last Puzzle
This is a tricky one from John Conway! 5 What is the next number in the sequence 0, 0, 0, 0, 4, 9, 5, 1, 1, 0, 55, 55, 1, 0, 1, …? A clue is that it has something to do with Roman numerals. Let us know if you work it out! Bye for now | <urn:uuid:dd1dd37b-a2d1-487c-afb2-ba41448df465> | CC-MAIN-2022-21 | https://www.kechg.org.uk/_site/data/files/departments/maths/newsletters/193A3C6220A97C1C5D69B6A2A7DC46E3.pdf | 2022-05-22T08:30:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00687.warc.gz | 960,344,076 | 1,228 | eng_Latn | eng_Latn | 0.999548 | eng_Latn | 0.999593 | [
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D Reading Activity 17 1 Answers Government
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Get guided reading ideas and learn more about how to teach guided reading in your classroom with these lesson plans, articles, and blog posts. ... Guided Reading: Strategies, Activities, and Resources. Get guided reading ideas and learn more about how to teach guided reading in your classroom. Grades. PreK–K , 1–2 , 3–5 , 6–8 ...
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The Developmental Reading Assessment (DRA) is an individually administered assessment of a child's reading capabilities. It is a tool to be used by instructors to identify a students reading level, accuracy, fluency, and comprehension. Once levels are identified, an instructor can use this information for instructional planning purposes.
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Reading Activity 1. You could try to learn french 2. They could arrive to the park on time 3. We could graduate from college 4. We could travel around Europe when we were young 5. They can do it 6. I can help you with your homework 7. It can rain tomorrow's morning 8. You can call me later 9. They can play football with us 10. You can take the train to go to work 11. I can arrive late 12.
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This section offers reading practice to help you understand simple information, words and sentences about known topics. Texts include posters, messages, forms and timetables. Each Page 2/7
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Reading - Beginner A1 | British Council
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This eighteen-page download includes 5 free activities for teaching correct letter orientation for the letters b and d: Activity 1 – Handwriting Practice. Activity 2 – Visual ID Game. Activity 3 – Finding Letters. Activity 4 – Word Reading and Dictation. Activity 5 – Sentence Reading and Dictation. Each activity includes detailed instructions as well as content-rich activity pages.
When reading with young children or looking at an unfamiliar book for the first time, you may want to ask questions that are easier for your child to respond to (like C, R, and Whquestions). When reading with older children or looking over familiar books, you can begin to focus on more sophisticated questions (like O and D questions).
C.R.O.W.D Strategy - Welcome to Book Smart
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Reading Rockets is a national multimedia project that offers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.
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Can you find the d-o-g? In this early reading worksheet, your child gets practice identifying letters in the alphabet that are hidden in each picture! Finish the picture . Finish the picture . Complete this castle! Your child will identify geometric shapes, review positional prepositions, and follow directions in this coloring math worksheet.
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III-D-8 Teaching Reading to Adult English Language Learners Trainer Guide 3. Demonstration: Understanding the reading process Purpose: 4 To describe the knowledge and skills important to the reading process Time: 30 minutes Actions Materials 1. Illustrate the skills discussed in the cooperative reading activity and their
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Read PDF D Reading Activity 17 1 Answers Government
III-D. Teaching Reading to Adult English Language Learners
1 Corinthians 7:17 Parallel Verses [⇓ See commentary ⇓] 1 Corinthians 7:17, NIV: "Nevertheless, each person should live as a believer in whatever situation the Lord has assigned to them, just as God has called them.This is the rule I lay down in all the churches." 1 Corinthians 7:17, ESV: "Only let each person lead the life that the Lord has assigned to him, and to which God has called him.
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PENGUIN MEET THE
ABOUT ME
WHY WE ARE IMPORTANT
I'm an African Penguin. I am a member of the banded group of penguins. We are also known as the Black-footed Penguin and the Jackass Penguin (from the braying sound we make). I have a black face and nape with a white stripe that runs around the back of my face and connects at my throat and chest.
My eyes are brown and my legs and feet are black with spots of pink.
What colour are your eyes?
We are only found on the south-western coast of Africa. We move large amounts of nutrients from the ocean to our colonies, which helps our ecosystem and other marine areas to work well. Our poop is washed into the sea, which helps algae growth. This helps the growth of other marine life which supports shorebirds and other marine invertebrates. We help with the access to food for other species, like herding schools of fish upwards where other birds can feed on them.
DID YOU KNOW?
I have small pink glands above my eyes, which helps me to cope with high temperatures. Blood is sent to the glands where it is cooled by the surrounding air, which keeps me cooler. The glands get pinker the hotter it gets.
How do you protect yourself from the sun when it is too hot?
DID YOU KNOW?
We are great divers!
When I dive, I can stay under water for about two to three minutes, and I can dive about 30m deep. Some penguins have reached up to 130m deep! That's really deep.
How long can you hold your breath under water?
MY NAMES
My name, 'PENGUIN', comes from two Welsh words, pen and gwyn, which mean "head" and "white". We are also known as the JACKASS PENGUIN (from the braying sound we make).
How many names do you have?
WHAT WE LIKE TO EAT
We are CARNIVORES.
We like to eat small fish such as pilchards, anchovies, horse mackerel and herring and sometimes we eat squid and crustaceans in places where there are few fish left, due to overfishing.
MY FAMILY
TOP THREATS
We have SO many threats! In the water our biggest threats are leopard seals, sharks and killer whales to name a few. On land we are hunted by snakes, feral dogs and cats. Our eggs get taken by predator birds. Our species has been in danger for a long time due to overfishing, habitat destruction, coastal development and a number of other human influences. This has resulted in over 70% of us disappearing in the last 30 years!
A group of penguins in the water is called a raft but on land we're called waddles. Other names for a group of penguins include rookery, colony, and huddle.
Most penguins are monogamous we have one mate for life.
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Age-appropriate
pedagogies
Inquiry learning
Inquiry-based learning begins with a question, problem or idea. It involves children in planning and carrying out investigations, proposing explanations and solutions, and communicating their understanding of concepts in a variety of ways. Throughout the inquiry process children observe, raise questions, and critique their practices. It is an approach that encourages collaboration and can be used effectively in a trans-disciplinary way or in most subject areas.
In inquiry learning the role of the teacher is multifaceted and requires a balance between being well planned and organised and yet flexible and confident to follow child-initiated interests through as they evolve over the length of the inquiry. 'Teachers who work this way see the learner as an active participant in the learning process' and themselves as learners (Murdoch, 2015, p. 14). As Claxton (2013) explains, 'If we want young people to develop the habits of thinking for themselves, using their imagination, being open to new ideas, saying when they don't understand, and exploring real challenges together, then they have to see their teachers doing the same thing' (p. 123). In practice this means that all class members including the teacher view themselves as learners.
Each of these factors contributes to teachers' planning, informing the inquiry focus and the pedagogical practices used to support learning. Before undertaking inquiry learning with young learners it is also necessary to consider the range of skills they have or may need to learn in regards to thinking, researching, emotional and personal skills, collaborating with others and communicating ideas with a range of partners. The skills and dispositions required of young learners in an inquiry learning approach will take time, practice and repeated modelling to establish and will vary according to the prior experiences and strengths of each learner. Part of the teacher's role is therefore, to make explicit the required skills and dispositions necessary for young learners to engage successfully in inquiry based learning.
Teacher decision-making
There are a range of factors that teachers need to consider in order to create the conditions for successful inquiry learning. It is necessary for teachers to have combined knowledge of:
* young learners' interests and capabilities and dispositions to learning
* their own interests, skills, capabilities and philosophies
* the Australian Curriculum
* evidence of learning
* school and community contexts.
Key drivers of inquiry learning
The key drivers that underpin inquiry learning provide a framework for teachers to discuss the benefits of this approach with colleagues and parents. The capacity to articulate why a particular approach is used helps to reassure parents of the potential benefits for their child in terms of short-term and long-term educational outcomes. The key drivers also help to shape teachers' decisions in ways that support young learners' holistic development, a critical aspect of contemporary education (see
Age-appropriate pedagogies:
Age-appropriate pedagogies for the early years of schooling: Foundation paper). Of note, are the
benefits inquiry learning offers in promoting each young learner's sense of agency as they learn to make decisions, work collaboratively to investigate and problem solve, and develop increasing levels of independence and ownership of learning.
Inquiry learning helps to develop young learner's agency. Through quality questioning and involving learners in actively gathering and analysing information, the student gradually develops a sense of control and responsibility for themselves as a learner. They learn to learn. Teachers nurture independence by gradually releasing responsibility and encouraging students to 'make meaning' using high-level thinking skills and strategies (Murdoch, K, 2015, p.15).
Drawing on the work of Kath Murdoch (2015, 19,) the key drivers that that underpin inquiry learning are:
Ownership: Learning is an active process of construction (not reproduction) and is enhanced when each learner has a voice in, and can make choices about their learning.
Interest: Providing opportunities for learners to identify and explore their own interests, beliefs and questions promotes deeper engagement.
Reflection: Learners benefit from continual reflection on and through the learning process. Self-knowledge and metacognition enhance learning and build selfefficacy.
Purpose: Learning should be guided by real purposes and situated in authentic contexts.
Prior learning: Learning is more powerful when the learner can make connections between the new and the known- where there is recognition of their prior knowledge.
Transfer: Learning is powerful and useful when we can transfer it to, and make connections with, other contexts. It is important to know how learning connects to a bigger picture.
Collaboration: Cooperation, interaction and mutual respect enhance opportunities for learning. We learn from and with others.
Resilience: Emotional resilience, a positive selfimage and a 'growth mindset' help the learner set and work towards challenging goals and learn from mistakes.
Time: Deeper learning requires adequate time for investigation, processing and creating, and communicating learning.
Feedback: The learner should be given continual and specific support, guidance and feedback to take their understandings and skills further.
Environment: Learning environments (social, temporal and physical) should promote care, curiosity, flexibility and independence.
Openness: Learning should be approached with openness, flexibility and curiosity.
Joy: Learning, even when challenging and difficult should be invigorating and joyous and feed the desire to do and learn more.
What knowledge, skills and dispositions do young learners need to engage in inquiry learning?
The skill and dispositions young learners require to participate in inquiry learning share strong commonalities with the Australian Curriculum general capabilities for personal and social capability and critical and creative thinking. In the Australian Curriculum, capability encompasses knowledge, skills and dispositions. Teachers discuss and model these capabilities as part of everyday classroom experiences to facilitate young learners' understanding and application of research and problem solving skills.
Age-appropriate pedagogies:
Inquiry learning
2
Critical and creative thinking: Teachers discuss and model ways to:
Age-appropriate pedagogies:
Inquiry learning
3
Implementing an inquiry
Inquiry learning experiences vary considerably in the length of time involved, the content and the focus. An inquiry may be child-initiated, teacher-initiated, in response to local events (e.g. a community event), or to meet a school priority. Often an inquiry may contain aspects of an investigation that combine teacher and child-initiated questions, problems or ideas.
teacher draws on each young learner's existing knowledge about strategies for forming friendships, how to enter into play with others and what to do if feeling lonely. Resolving common social and emotional challenges similar to this example tend to be revisited throughout the year as friendships grow, develop and change. An inquiry of this kind can be connected to the Australian Curriculum personal and social capability (Australian Curriculum, 2018).
At the beginning of the Prep year an inquiry may be a short class session that focuses on an authentic experience, for example, a child is upset and says that they had no one to play with at lunch time. The basis of the inquiry could start with the acknowledgement of the child's feelings, before brainstorming ideas with the class about what the young learner could try in future. In this way the
The following descriptions of the phases of an inquiry and suggested teaching strategies are adapted from Murdoch (2015, pp. 90-93). The suggested strategies are not exhaustive or prescriptive and will be shaped by individual, school and curriculum priorities. The cycle of inquiry however, is important to maintain. The process of moving through the inquiry cycle with young learners helps them to learn how to learn.
Age-appropriate pedagogies:
Inquiry learning
4
Inquiry phase
Tuning in
* Gathering data about each young learner's knowledge and interest in the inquiry focus
* Helping young learners to make connections to key concepts
* Engaging young learners in authentic experiences
Finding out
* Gathering information to support the inquiry focus
* Developing research skills
* Learning how to organise and manage the steps in finding out
* Stimulating each young learner's curiosity
* Learning about ways to record information
Going further
* Opportunities for young learners to explore and work more independently on aspects of the inquiry
Reflecting and acting
* Young learners transfer learnings to other contexts
* Young learners reflect on what they have learned and how
Through each cycle of inquiry it is necessary to engage in critical reflection as a core component of practice. Reflection helps teachers to identify how their decisions influence the breadth and depth of educational opportunities in which young learners may take an active role.
Teacher self-reflection on understandings of inquiry learning
* In what ways do I initiate the inquiry through a question, problem or idea?
* In what ways do I support young learners to theorise, hypothesise and wonder?
Teaching strategies relevant to this phase of the inquiry
* Sharing artefacts from home e.g. photos, drawings, tools, curios
* Think-pair-share
* Concept mapping e.g. KWL chart, I wonder chart
* Listing then sorting questions into inquiry strands
* Posing questions, 'How could we find out about?'
* Collective brainstorming
* Post a question (class letterbox)
* Draw on community members with expertise in the field of inquiry
* Interview an 'expert'
* Conduct experiments and record data
* Gather information from sources including digital searches, e.g. web searches, YouTube, the learning place, school library search, photographic and written texts
* Record ideas and information gathered using multimodal technologies and share information amongst class groups
* Creating an 'I wonder chart' where additional inquiries related to the key inquiry become the source for extension experiences
* Create small group work to follow up new lines of inquiry
* Share exhibitions of learning with school, parents and community
* Responding to questions throughout the inquiry
* Self-assessment tasks, learning logs or journals kept
* How do I provide opportunities for young learners to become more confident and autonomous problem-solvers and thinkers?
* How do I organise for learning experiences extending beyond singular activities, that can be repeated or returned to, and that lend themselves to active engagement in purposeful learning?
* In what ways does my planning demonstrate a strong understanding of the Australian Curriculum learning area/s and associated achievement standard/s that underpin this approach?
Age-appropriate pedagogies:
Inquiry learning
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Strategies for Effective Practicing
Practicing for Improvement vs. Playing for Pleasure
Practicing for Improvement – structured time with your instrument in which you set specific goals for yourself and work systematically to achieve those goals.
Playing for Pleasure – Playing through things that you enjoy alone or with others for the purpose of having fun.
Hopefully, your Rehearsals and your Practice Sessions will involve a little bit of BOTH of these!
1. DO NOT start at the beginning!
2. Break it down, fix the pieces, put them back together again.
3. Structure your practice time.
1. DO NOT start at the beginning!
- Identify and circle the tough parts (visually or in rehearsals).
- Start there!
- If you make a mistake, STOP. Go back and start just before the mistake. Repeat. If there's still a mistake, do it again, but slow it down. (I highly recommend using a metronome, AKA lie detector)
- Use the metronome to find the tempo at which you can play the excerpt perfectly. Do it a few times at that tempo. Then, speed it up 4 clicks. Play it 3 times perfectly, then speed it up 4 more clicks. Continue this process until you get it to your goal tempo, or until you get bored. Write in your final tempo and the date in your music. Start at that tempo for your next practice session.
2. Break it down, fix the pieces, then put them back together again.
- Usually, when we make a mistake, the issue is actually happening between 2 notes. Start by identifying the measure where the issue is, then slow it down and try to identify EXACTLY where the issue or difficulty is happening, meaning what 2 notes are causing the issue?
- When you identify those two notes, just play those two notes, back and forth.
- (Keep your fingers/hands close to the instrument. Make sure you're not maintaining too much tension or moving too far from the instrument to cause the issue.)
- After you get comfortable going between those two notes, put it in rhythm (keep it under tempo if necessary). Then add in a few notes before that to get used to going into it. Then, add in a few notes after it to get used to moving out of it. Finally, put it into context by playing the entire phrase in which the issue was contained. Now, work it back up to tempo (if necessary) by following step 1.
3. Structure your practice time.
- Where: Be consistent with where you practice. Pick a quiet location that is well-lit, allows for good posture, allows you to focus without interruption (if possible), and has a music stand available (if possible).
- When: Try to get in a routine where you can practice every day, preferably around the same time every day. The amount of time that you practice is not as important as having consistency in doing it regularly.
- What: Plan your practice routine so that you are efficient, focused, and still can have fun.
Here is a sample practice routine…
Long tones
Scales
Scale patterns
Sight-read etudes
Repertoire
Jam for fun
Tips:
It's not necessary to assign a specific amount of time for each activity. Some days you may want to spend more or less time on each activity.
I always recommend using a metronome.
If your face gets tired or you get bored, take a break. Don't burn yourself out physically or mentally. It's perfectly OK to break up your daily practicing into a few sessions – you do not need to do everything in one practice session.
Reaching a state of mindlessness when practicing is a good thing. If your mind wonders to other topics, let it wander. This means that your muscle memory is kicking in and that's good.
Research suggests that practicing before going to bed (or pretendpracticing in your mind without your instrument) is at least somewhat effective in helping you to progress towards your goals. | <urn:uuid:62297b15-af5e-47e7-a774-8a80911a5e46> | CC-MAIN-2022-21 | https://www.shawnroyerjazz.com/_files/ugd/3abe69_d6bc3e40120345188485d54f265fe65d.pdf | 2022-05-22T07:37:14+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00689.warc.gz | 1,133,041,135 | 850 | eng_Latn | eng_Latn | 0.997596 | eng_Latn | 0.998814 | [
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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
14th February 2016
10 is the base of our decimal number system
Valentine's Day
Once again, it's the time of year when people send cards to each other with poems inside like
Roses are #FF0000, Violets are #0000FF, Hexadecimal is awesome, And so are you!
And at this point you know you must be reading the maths newsletter, because where else would you find silly Valentine's Day poems 1 based on hexadecimal 2 colour codes? Obviously, we all love maths at Camp Hill but if you love a person as well and are thinking of sending them a Valentine's card, here are some of our favourite maths-related lines you could write in your card.
If you were sin 2 x and I was cos 2 x, then together we'd make one.
My love is like an exponential curve it's unbounded.
You're good at algebra. Will you replace my x without asking y?
Being without you is like being a metric space in which exists a Cauchy sequence that does not converge.
You fascinate me more than the Fundamental Theorem of Calculus.
Maths Word
A 'cardioid' is a heart-shaped curve traced out by a point on the circumference of a circle as it rolls around another circle.
Make your own cardioid on the back of this sheet.
Maths Quote
"Mathematics reveals its secrets only to those who approach it with pure love, for its own beauty."
Archimedes
If, however, you're not really feeling the love at the moment, why not come to maths workshop, Friday lunchtime in room 13.
The Mathematics of Love
If you want to know the mathematical formulas for finding love, why not watch Hannah Fry's TED talk on this subject?
1. The newsletter is red, the footnotes are blue, this seemed like a sensible thing to do.
2. Hexadecimal is base 16 and it's used quite a lot in computing.
Competition
It's that time of year again when the University of Southampton announces its annual maths challenge. This is a words, consists of "interesting and challenging the students attempt in their own time." Although it's a national competition, place, place in the last competition that, in their mathematical questions which Camp Hill Girls have had a 1 st a 2 nd place and a 3 rd 2 years, so it's definitely worth entering. If you would like to enter, you can get the details from Mr. Bettison in the maths office. Alternatively, you can download them directly from the
university website at http://www.southampton.ac.uk/maths/ outreach/activities/challenge-16.page
Make your own Cardioid
To make your own cardioid, follow these instructions: The circle has 60 dots around the edge. Number the dots from 1 to 60 (you don't need to label every dot). Go all the way around the circle, connecting each dot with a straight line to the dot with double its number. When you multiply a number by 2 and get a number bigger than 60, subtract 60 from your answer to work out which dot to connect it to. Continue like this all the way around the circle until your cardioid is complete. | <urn:uuid:d867d558-f8df-4041-a751-23546da5a40e> | CC-MAIN-2022-21 | https://www.kechg.org.uk/_site/data/files/departments/maths/newsletters/C41C06D67F719611F45B849BB6E6CBD2.pdf | 2022-05-22T07:23:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00688.warc.gz | 964,918,156 | 696 | eng_Latn | eng_Latn | 0.998628 | eng_Latn | 0.998599 | [
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Natural Resources Conservation Service
Soil and Plant Science Division—Region 9 Southern Great Plains Region
Key Differences of Ground Cover Identified by Rainfall Simulator
Purpose
Kenny Hall and Cody Langston, soil scientists with the Rosenberg, Texas Soil Survey Office, Soil and Plant Science Division, Region 9, demonstrated a rainfall simulator to local elementary students at the Fort Bend County Fair and Rodeo.
Classes that promote soil health and sound management of the soil resources are a priority in Region 9. This demonstration highlighted the effects of rainfall on various soil surface cover and 4th graders from schools in Fort Bend County were the audience.
Background Information
The Fort Bend County Fair and Rodeo provides opportunities for people to learn about agriculture. Each year the Texas A&M AgrilLife Extension Service sets up an area depicting various facets of agriculture, such as, having animals and crops on display. It is known as the "Agtivity" Barn. In many cases this is the only hands on agricultural experience school aged kids receive.
Key Outcomes
This year the NRCS soil survey and field offices partnered with the Texas A&M AgriLife Extension Service to help promote the Fair's theme of Farm to Table by running a rainfall simulator.
Kenny Hall explaining the importance of grass to minimize runoff and to increase infiltration.
The simulator shows how water quality in the form of runoff and infiltration from a rain is impacted by various ground covers. Hall and Langston demonstrated what happens to rain once it comes in contact with grassy versus bare soil versus concrete plots. The kids were fascinated at the differences between the three ground covers. Hall and Langston explained why the grassy plot had the least amount of runoff and the clearest water from infiltration. They also described why the bare soil plot yielded the dirtiest water and why the concrete plot had the most runoff. Hall emphasized the importance of minimizing erosion with cover, by keeping rainwater from detaching soil particles and washing away topsoil that would eventually end up polluting rivers and lakes. Langston warned the students how erosion destroyed the land making it hard for farmers to produce the food they eat. Hall added that increased runoff could lead to increased flooding. Many of the students were directly affected by flooding caused by Hurricane Harvey in 2017, and readily agreed that they didn't want that to happen again.
Future Goals
At the end of the demonstration, Hall and Langston asked the students several questions about what they had just seen. It was clear the students had learned the key points by the answers given. Teachers accompanying the 4th graders told Hall and Langston that the students would be studying soils later in the school year and wanted to schedule the soil scientists to supplement the classroom curriculum.
Continual outreach and hands-on demonstrations provided by soil scientists, especially to students, ensures the public gains a better understanding of soil health and its impact on their daily lives..
Kenny Hall (left) and Cody Langston (right) demonstrating the rainfall simulator to area elementary students. | <urn:uuid:07c85b55-4469-45c5-abe8-c9ff6a1a3047> | CC-MAIN-2022-21 | https://www.nrcs.usda.gov/wps/PA_NRCSConsumption/download/?cid=nrcseprd1439222&ext=pdf | 2022-05-22T08:21:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00689.warc.gz | 1,045,030,232 | 610 | eng_Latn | eng_Latn | 0.997273 | eng_Latn | 0.996864 | [
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The Eight Responsibilities of a Partnership
The Four Responsibilities for the HORSE
The Four Responsibilities for the HUMAN
1. Don't act like a prey animal – a mad one, scared one. Act like a partner.
This means that when your horse is acting that way, you need to help him change his behavior. Don't allow it to go on. Get control, get them to relax. You cannot teach or perform with a horse in this emotional state.
2. Maintain gait
This is the horse's job, not yours. Don't keep pushing him to keep going, and don't hold him back when he's going too much. Allow the horse to make the mistake of breaking gait, and then communicate: "You should be…
trotting/cantering/walking/standing still, etc." Use patterns and clear boundaries to teach the horse to be in harmony with you. "Not that! This." The horse has to know when he's right and be clear on the goal.
Correct and re-direct with love… not aggression or frustration.
3. Maintain direction
If the horse strays from the direction, put him back. If his nose is going the other way put it right, if his hind end is crooked straighten it, etc. Make brief corrections - with love – and be sure to let the horse know he's right immediately. Do not hold onto the rein or stay strong with your leg, this will only make the horse dull and stop him from thinking and taking responsibility next time. Again, "Not that, this."
4. Look where you are going
It is the horse's job to watch out for obstacles in his path and either jump them or avoid them or negotiate them in the appropriate way. Don't do it for him, and don't add pressure right when he's going to do it! This is when he has to concentrate. He does not need us distracting him or making it difficult to concentrate.
1. Don't act like a predator – a mad one, a frustrated one, a scared one. Act like a leader and a partner.
Be mentally and emotionally fit. Think before you react. Have a plan, be clear and fair. If you're afraid or nervous, you're in no condition to lead. Get in a safe place first so you are not in danger. If you're emotional, try 5 deep breaths. It will lower your heart rate and stabilize your emotions – must be 5!
2. Have an independent seat… and feet.
Use your feet and hands on purpose, not unconsciously. Become aware of how much you move them and how much this affects the clarity of your body language. The less you move your hands and feet, the easier your horse will understand you – whether on the ground or riding! Use your body language, ride more like a 'torso' with your seat and energy and body, not your hands and heels. Do in your body what you want your horse to do in its body, physically and energetically.
3. Think like a horse, before you think like a human.
See things from the horse horse's perspective, not just yours. "Hmm, how interesting!" will help you take a moment to consider WHY your horse might have reacted that way and then you have the chance to use the appropriate strategy to correct or change it. Remember – Horses are just like computers; they never do what you ask but they always do what you tell them… or what they are programed to do!
4. Use the natural power of focus.
This is not just about where you put your eyes, it's about your goal, your plan. When you are clear about what you want, how you want it, where you are going, how fast, how slow, what quality, in what state of mind… then your horse has a chance to get in harmony with you. This is about good leadership – calm, assertive, friendly, clear. | <urn:uuid:19ec32a1-9abb-4c16-88ca-dbb622a23357> | CC-MAIN-2022-21 | https://www.nwsavvy.com/_files/ugd/833504_4fea8987322543b886d4cb17c22575fa.pdf | 2022-05-22T06:42:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00690.warc.gz | 1,074,091,414 | 834 | eng_Latn | eng_Latn | 0.999086 | eng_Latn | 0.999086 | [
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Laburnum Primary School
Intimate Care Procedures
Introduction
Intimate care is defined as any care which involves washing, touching or carrying out an invasive procedure that most children and young people carry out for themselves, but which some are unable to do.
Intimate care tasks are associated with bodily functions, body products and personal hygiene that demand direct or indirect contact with, or exposure of the genitals.
Intimate care is any care which involves one of the following:
[x] Assisting a child to change their clothes.
[x] Changing or washing a child who has had a toileting accident.
[x] Assisting with toileting issues.
[x] Supervising a child involved in intimate self-care.
[x] Providing first aid assistance.
[x] Feeding a child.
[x] Administering a medicine to a child.
[x] Assisting a child who requires a specific medical procedure and who is not able to carry this out unaided. Only a person suitably trained and assessed as competent should undertake the procedure. Parents are expected to advise the school of any known intimate care needs of the child.
Staff will always encourage a child's independence and wherever possible will support a child to meet their own needs. Assistance will be offered and given only if required or considered necessary.
Examples include support with dressing and undressing (underwear), changing incontinence pads and nappies, helping someone use the toilet or washing intimate parts of the body. Pupils with disabilities may be unable to meet their own care needs for a variety of reasons. A care plan will have details of support required.
Role of the Governing Body
The Governing Body recognises its duties and responsibilities in relation to the Disability Discrimination Act which requires that any child with an impairment that affects his/her ability to carry out normal day-to-day activities must not be discriminated against.
Best Practice
Laburnum Primary School is committed to ensuring that all staff responsible for the intimate care of children undertake their duties in a professional manner. All children are treated with respect when intimate care is given: the child's welfare and dignity is of paramount importance.
The management of all children with intimate care needs will be carefully planned. The following principles are adhered to at all times:
[x] Every child has a right to be safe
[x] Every child has the right to personal privacy
[x] Every child has the right to be valued as an individual
[x] Every child has the right to be treated with dignity and respect
[x] All children have the right to be involved and consulted in their own intimate care to the best of their abilities
[x] All children have the right to express their views on their own intimate care and to have their views taken into account
[x] Every child has the right to have levels of intimate care that are appropriate and consistent
Children with No Disability or Medical Condition Affecting Toileting Issues
It is generally expected that children will be toilet trained and out of nappies or pull ups before they begin at Nursery at 3 years old unless there is a disability or medical condition that prevents this.
Where this is not the case, parents and children will be supported to achieve a child's autonomy in this necessary area. Parents will provide clothing, wipes bags, nappies and pull ups.
It is inevitable that from time to time some children will have accidents and need to be supported. This is particularly true in the Early Years. For this reason, consent to provide intimate care is sought on entry to school, usually when children enter Early Years Foundation Stage (EYFS). Staff will be aware of those children where consent to carry out intimate care has not been given.
A record of intimate care as a result of toileting accidents will be made by staff on the Edaware system, which will directly inform parents by email. In some cases, further discussion with the parent/carer may need to take place by telephone or in person.
Parents/carers will be asked to attend the setting to change their child if the child appears ill, finds being changed distressing or the degree of soiling means adequate cleaning with available resources is not possible. Parents/carers will also be required to attend where consent for intimate care has not been given.
EYFS staff have access to a toilet area with toilet, wash basin, changing mat and spare clothes. Staff must wear the gloves and aprons provided when changing a child. COVID19-Staff to wear full PPE, including a face mask, when changing a child.
Children with Disabilities or Medical Conditions
For those children who require regular intimate care, due to a disability or medical condition, the staff providing such care will be appropriately trained. Staff will work in close partnership with parents and carers to share information and provide continuity of care.
Pupils will be supported and encouraged to achieve the highest level of independence possible, according to their individual condition, age and abilities. The needs and wishes of children and parents will be taken into account wherever possible, within the constraints of staffing and equal opportunities legislation.
Individual care plans will be drawn up for any pupil requiring regular intimate care as appropriate to suit the circumstances of the child. Each child's right to privacy will be respected. Careful consideration will be given to individual situations to determine how many adults should be present during intimate care procedures. Where possible one pupil will be cared for by one adult unless there is a sound reason for having more adults present. A record of intimate care procedures will be made by staff on the Edaware system, which will directly inform parents by email. Intimate care procedures for children with Care Plans will be recorded in an agreed daily log and uploaded to Edaware weekly.
Where specialist equipment and facilities above those currently available in the school are required, every effort will be made to provide appropriate facilities in a timely fashion, following assessment by appropriate specialists such as a Physiotherapist and/or Occupational Therapist.
Parents will be expected to provide consumables such as nappies, pull up, wipes, clothing etc.
Administering Medication
Please see The Medicines and Medical Conditions policy which outlines the administration of most medicines in school.
Safeguarding and Child Protection
Education Safeguarding Procedures and Inter-Agency Child Protection procedures will be adhered to. All children will be taught personal safety skills carefully matched to their level of development and understanding. If a member of staff has any concerns about physical changes in a child's presentation, they will immediately report concerns to the Designated Safeguarding Lead or Deputy Designated Safeguarding Lead.
If a child becomes distressed or unhappy about being cared for by a particular member of staff, the matter will be investigated at an appropriate level and outcomes recorded.
Parents/carers will be contacted at the earliest opportunity as part of the process of reaching a resolution. Further advice will be taken from partner agencies.
If a child makes an allegation about a member of staff, this will be investigated in accordance with agreed procedures. | <urn:uuid:69acc97e-3ddb-4bff-b09d-c7aa468fe0e1> | CC-MAIN-2022-21 | https://www.laburnumprimary.co.uk/_files/ugd/94278a_c9d096db8e784cfbb1a5bb64f210d8e8.pdf | 2022-05-22T08:11:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00693.warc.gz | 978,590,470 | 1,406 | eng_Latn | eng_Latn | 0.997948 | eng_Latn | 0.998141 | [
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