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St Edward's Catholic First School
Curriculum – Intent, Implementation & Impact
INTENT
At St Edward's Catholic First School, we place great importance on a curriculum which develops the whole child. Through our core values, we foster an environment where the emotional, physical, academic, social, moral, spiritual and cultural development of each child is considered.
Our curriculum is mapped to include coverage of the National Curriculum and prepares and equips children with the knowledge, skills and understanding for life in modern Britain and the importance of global citizenship. Our curriculum is designed to challenge, engage and motivate with the ultimate goal that our learners progress academically and become successful, confident individuals, who make a positive contribution to the community and society - both now and in the future.
Our aim is to broaden the horizons of our children and develop the whole child spiritually, socially, emotionally, culturally and physically.
At St Edward's we want our children to be aware of the teachings of the Gospels and to embrace the school mission statement, "We see Jesus in everything we do". We want them to be global learners; to be aware of the wider world and its current issues and to understand and respect cultural diversity and differences. To do this, we aim to provide our children with an understanding of how the world works and encourage participation in the community at a range of levels, from the local to the global. We teach our children to try and make the world a more sustainable place and to take responsibility for their actions. We do this by providing learning linked to:
-International/Cultural understanding
-Respect for others and our differences
-Community participation (local and global)
-Sustainability and environmental issues
-Challenging stereotypes
IMPLEMENTATION
Our Foundation Curriculum is taught through play and Planning in the Moment. We use the children's questions and curiosity to enhance their learning experiences. Extended provision and focussed teacher led activities ensure that the seven areas of learning are delivered.
We think very carefully about the knowledge that we want the children to learn in each subject and the skills we wish them to develop. We refer to National Curriculum requirements but have an awareness of the context and demographic of our school and we make sure we expand on previous learning.
All of our curriculum lessons are devised to introduce children to a line of enquiry and encourages investigative skills, curiosity and challenge.
The Core Subjects
For our core subjects, we use a variety of planning and teaching resources believing that following one programme would not provide the bespoke teaching and learning experience that we want for our pupils. Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are designed to enable all pupils to make progress.
We teach reading as a whole class from Y2 - 4 with a focus on understanding and applying reading skills and with an emphasis on developing fluency and stamina. Reading across the curriculum and reading for pleasure is an integral part of our curriculum. We use VIPERS to encourage the children to explore their understanding and interpretation of a given text.
Writing has 4 main purposes - to entertain, to inform, to discuss and to persuade. Our teaching is based on developing children's skills in all four areas through the processes of immersion, imitation, invention and independence. We place a great emphasis on teacher modelling and sharing what a 'good one' looks like. We are intent on constantly improving and widening the children's vocabulary and offer regular challenges in this regard.
Maths is taught primarily, but not entirely, through the White Rose Maths programme. Skills are taught in small steps and consolidated and applied throughout the lesson. Problem solving, reasoning and a willingness to "have a go" are integral components of our Maths lessons.
For the CORE subjects of English and maths, we currently use the PIRA & PUMA assessment tools and we capture data at 3 points across the year to allow us to track all children and vulnerable groups. Termly Pupil Progress meetings ensure that no child is able to slip through the gap and that necessary interventions are focussed and timely.
We closely monitor all vulnerable pupils and closely monitor pupils who aren't making the required progress, allowing us to be certain that we are meeting our INTENT of developing pupils academically. Both Core and Foundation lessons are designed to provide our pupils with the scaffolding required to access the learning at all levels. We place a huge emphasis on pupil engagement and design lessons with the help of our pupils. Pupil voice is central to all decision making at St Edward's. To implement our intent, we ensure that our children are invested in their learning, making a positive contribution to the planning and design of our curriculum. Lessons are engaging and follow a broad and balanced curriculum which is designed to interest, inform and inspire our children.
IMPACT
We aim to ensure that all pupils leave St Edward's Catholic First School with;
- a secure understanding of the academic content of the curriculum
- the understanding of how to be spiritually, socially, morally, and culturally responsible and aware
- an understanding of how to make positive contributions to the local area
- a desire to endeavour to be the best that they can be
- an attitude that inspires them to see Jesus in everything they do
We aim for all of our children to leave St Edward's respectful, skilful, and ambitious; with a love of learning and a thirst for life and all it has to offer. | <urn:uuid:58ec8b9a-5355-455e-a02a-7cfc8fed975e> | CC-MAIN-2022-21 | https://www.stedwardscatholicfirstschool.co.uk/uploads/Intent%20Implementation%20Impact%20Statement.pdf | 2022-05-22T08:12:07+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545090.44/warc/CC-MAIN-20220522063657-20220522093657-00695.warc.gz | 1,150,899,934 | 1,092 | eng_Latn | eng_Latn | 0.996573 | eng_Latn | 0.997805 | [
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Teaching of Computing at Brookside Primary School
The intent, implementation and impact for the learning of Computing at Brookside Primary School
Why is Computing important at Brookside Primary School?
Technology is a vital part of everyday modern life and it is constantly involving. Through the teaching of computing, we equip our children to participate in a rapidly changing world where they become confident computer users and understand how the technology works.
It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in an effective way as well as making links with mathematics, science and DT.
Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.
Our curriculum aim is that our pupils are not just passive technology users but active participants and future digital creators.
What are the key knowledge concepts in Computing at Brookside Primary School?
The computing curriculum is divided into 3 main strands as shown on the diagram below.
Digital
Literacy
Computer
Science
Information
Technology
These strands can be broken down further into these areas:
In each of the strands listed on the previous page, pupils will continually develop skills in these areas:
What are the key Computing subject skills?
- Understanding and applying key concepts of computer science
- Analysing problems in computational terms
- Evaluating and applying ICT including new or unfamiliar technologies
- Solving problems
- Being responsible, confident and creative users of ICT
- Children can talk about the principles of information and computation, how digital systems work and how to put this knowledge to use through programming
- Writing simple computer programs
- Children are digitally literate equipping them with lifelong skills to prepare them for a future workplace
- Children are active participants in a digital world
How does Brookside Primary School ensure progression in our key knowledge and concepts in Computing?
- The curriculum identifies points where comparisons can be made
- Key concepts are revisited year on year to consolidate pupils understanding
- Knowledge that is taught builds on prior learning and is therefore more in-depth
- Increasing complexity of subject specific language and precision is expected
- iCompute scheme of work is used which shows clear progression in year groups
- Children gain confidence in using information technology and developing their ideas further
- Curriculum identifies points where comparisons can be made
- Progress is demonstrated through pupils work books and pupil voice
How do we know our children have made progress?
End point EYFS Children can
- Recognise a range of technology is used in places such as homes and schools
- Select and use technology for particular purposes
- Click on different icons in a computer program
- Use a range of programmable toys and equipment involving ICT
- Complete a simple program on a computer
End point Key Stage 1 Children can
- Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- Create and debug simple programs
- Use logical reasoning to predict the behaviour of simple programs
- Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Recognise common uses of information technology beyond school
- Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
End point Key Stage 2 Children can
- Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Subject content and overview - Pupils should be taught to:
Our current computing curriculum is the iCompute scheme. This scheme has been adapted to fit the setup of our current classes. The units below are the discreet computing units, which will be covered in each class.
Hoot Owls
Hoot Owls use the iCompute EYFS tasks during the term where suitable. This is marked on the EYFS plan.
Snowy Owls
Tawny Owls
Barn Owls
Eagle Owls
Bay Owls
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20 Amazing Pictures from Outer Space by James Adams
As humans have begun to explore the mysteries of outer space, both by sending unmanned probes and physically traveling beyond the Earth's atmosphere, a vast number of amazing pictures have been collected. Often photographs of outer space are recorded for the purposes of science, but are also often breathtakingly beautiful images revealing the wonders of the universe. This post brings together 20 of the most astounding pictures of space ever created.
1. Planet Earth
This beautiful image was originally dubbed 'The Blue Marble' by the astronauts aboard the Apollo 17 spacecraft who took it, since at the time, with the sun behind them and the whole of the visible planet illuminated, the Earth took on the appearance of a giant glass marble. The photograph captures Africa and Antarctica in the southern hemisphere, captured by a crewmember on December 7th, 1972.
Image: Source Website
2. Orion Nebula
Ever since human beings turned their attention to the heavens they have been aware of the Orion Nebula, a celestial feature situated at the south of Orion's Belt that is visible to the naked eye. The ancient Mayan culture of Central America had a folk tale that explained this smudgy star-filled part of the night sky. The Hubble Space Telescope captured this wonderful image of the nebula in 2006, offering humanity the most detailed glimpse of Orion yet.
Image: Source Website
3. Saturn Eclipse
On September 15th 2006, NASA's Cassini orbiter drifted into the shadow of Saturn, and spent 12 hours photographing the planet and its rings shielded from the sun. In total 165 photographs were combined into a mosaic to create this amazing image of Saturn eclipsing our solar system's central star.
Image: Source Website
4. Eskimo Nebula
British astronomer William Herschel discovered this nebula in 1787, and it was subsequently named the Eskimo Nebula since its unusual double-shell formation resembles a person's face inside the padded hood of a winter jacket. The star at the centre is similar to our own Sun, and the strange orange streaks seen in the outer part of the formation stretch for a light-year in all directions.
Image: Source Website
5. Valles Marineris, Mars
This image, a collaged mosaic of 102 photographs taken by the Viking 1 Orbiter in 1980, shows Mars and the vast Valles Marineris that cut a deep gash through the planet's equator. The system of canyons is 4,000 kilometres in length, 200 kilometres wide, 8 kilometres deep at its lowest points, and as such is the biggest known canyon in the solar system.
Image: Source Website
6. The Night Lights of Europe
This fascinating image shows the twinkling lights of Europe, North Africa, the Middle East and Western Asia. The density of light reflects the level of urbanisation, with the seaboards and industrial cities of Western Europe particularly brightly illuminated, while large tracts of Africa and the barren lands of northern Russia are shrouded in darkness.
Image: Source Website
7. Milky Way
This fabulous image from NASA shows the stars that swirl at the centre of our home galaxy, the Milky Way. Clouds of dust normally block the view from Earth to the galaxy's centre, but by using an infra red camera the photographer was able to reveal parts of the spectrum that are usually invisible.
Image: Source Website
8. Sombrero Galaxy
Galaxy M104 has the rather more attractive alternate name of the Sombrero Galaxy, due to its distinctive shape reminiscent of Mexican headwear. The galaxy's bright nucleus, bulge of central light and dark ring of dust lend it this unusual shape. In the 1990s scientists discovered that a super massive black hole is located at the centre of this formation.
Image: Source Website
9. Helix Nebula
The Helix Nebula is a large planetary formation in the constellation of Aquarius, and at about 700light-years away is one of the closest nebulae to the Earth. In the recent years the nebula has been given the nickname of 'The Eye of God', because of it's characteristic optical shape.
Image: Source Website
10. Nebula Ring
This is the glowing spherical shell and central star of the Ring Nebula, a prominent deep space object in the night sky, situated in the northern constellation of Lyra, 2,300 light-years from the Earth.
Image: Source Website
11. Carina Nebula
These ethereal clouds of matter are found in the Carina Nebula, a bright formation that envelops several clusters of stars. Although it is one of the largest and brightest nebulae in the night sky, it is far less well known and observed than more famous formations such as Orion due to its position deep in the Southern Hemisphere. The Carina Nebula is located in part of our own galaxy, approximately 6,500 to 10,000 light-years from the Earth.
Image: Source Website
12. Pillars of Creation
This image, entitled 'The Pillars of Creation' is one of the most famous photographs taken by the Hubble Telescope, and shows vast interstellar clouds. The picture captures a portion of the Eagle Nebula, and what we are seeing is actually the creation of new stars in this 'young' nebula.
Image: Source Website
13. Kepler's Supernova Remnant
This false colour image shows the remnant of Kelper's Supernova, the structure remaining after the cataclysmic explosion of a star. The supernova is named after Johannes Kepler who observed the star's explosion in October 1604, which at the time was brighter than any other star or planet in the sky.
Image: Source Website
14. Butterfly Nebula
This mind-blowing photograph, taken from the Hubble Telescope, shows the death throes of a star, exploding with two gargantuan lobes of hot gas and debris. The dying star would have once have been fives times the size of our Sun, and the resulting explosion has created one of the hottest places in the galaxy at just under 20,000 degrees Celsius.
Image: Source Website
15. Pale Blue Dot
On first impressions this image may look fairly indistinct, but in reality it is perhaps one of the most important photographs ever taken. The tiny blue-white dot, halfway down the brown streak on the right is actually our home planet, the Earth, floating in the dark depths of space, photographed by NASA's Voyager 1 spacecraft in 1990 from a record distance of 3.7 billion miles. Astronomer Carl Sagan requested that the picture be taken, and he subsequently reflected that 'all of human history has happened on that tiny pixel, which is our only home.'
Image: Source Website
16. Jupiter's Great Red Spot
Before Voyager 1 left the inner solar system and photographed the Pale Blue Dot, the spacecraft's primary mission was to photograph Saturn, Jupiter and the two planets' moons. This image was taken on February 25th, 1979, and shows the swirling drama of an anticyclonic storm on Jupiter's southern hemisphere, the planet's famous Great Red Spot.
Image: Source Website
17. Rings Of Saturn
Voyager 1 took this image of Saturn at a distance of 5.3 million kilometres from the planet. Of all the amazing sights in our solar system, the rings of Saturn are one of the most remarkable. Composed of from nothing more than chunks of ice and particles of dust, the rings extend from 7,000 kilometres to 80,000 kilometres from the planet's equator. While they have a massive circumference of 3,034,689 kilometres, the rings are estimated to be merely 10 metres in thickness.
Image: Source Website
18. Aurora Borealis
The aurora borealis is the polar lights that beautifully illuminate the skies in the Earth's northern regions. Their southern counterparts are called the aurora australis. These lightshows are caused by the interaction of atmospheric molecules and solar wind at the planet's magnetic poles.
Image: Source Website
19. Hubble Deep Field South
In the autumn of 1998, scientists trained the Hubble Space Telescope on the furthest reaches of space in the southern hemisphere. Hundreds of photographs were taken and composed into this final image, an astonishing glimpse into the universe's past. Since light takes many, many years to reach us from distant stars, the galaxies captured in the picture are at the very early stages of the universe's evolution.
Image: Source Website
20. Microwave Milky Way
This amazing false-colour, all-sky view shows the Milky Way from the Earth's side-on perspective. The picture was constructed with data recorded by the Planck spacecraft over the period of one year, and represents the microwave activity of the galaxy. The bright central strip contains formations that are hundreds or thousands of light-years distant from the Earth. The darker patches are an awesome 13.7 billion light-years away, and contain the 'echo' of the Big Bang. This picture and all of the images in this list represent some of humanity's greatest achievements, and have helped develop our understanding of the universe, and or place within it.
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English
KS2
Summer 2018
English Reading
Reading Answer Booklet
First Name:
Middle Name:
Last Name:
Date of Birth: Day
Month
Year
School Name:
DfE Number:
Total Marks
Instructions
Questions and Answers
You have one hour to complete this test, answering the questions in the answer booklet.
Read one text and answer the questions about that text before moving on to read the next text. There are three texts and three sets of questions. In this booklet, there are different types of question for you to answer in different ways. The space for your answer shows you what type of answer is needed. Write your answer in the space provided.
Short answers
Some questions are followed by a short line or box. This shows that you need only write a word or a few words in your answer.
Several line answers
Some questions are followed by a few lines. This gives you space to write more words or a sentence or two.
Longer answers
Some questions are followed by more answer lines. This shows that a longer, more detailed answer is needed to explain your opinion. You can write in full sentences if you want to.
Selected answers
For some questions you do not need to write anything at all and you should tick, draw lines to, or circle your answer. Read the instructions carefully so that you know how to answer the question.
Marks
The number under each line at the side of the page tells you the maximum number of marks for each question.
As this is a reading test, you must use the information in the texts to answer the questions. When a question includes a page reference, you should refer to the text on that page to help you with your answer.
You have one hour to read the texts in the reading booklet and answer the questions in this booklet.
Reading Answer Booklet
Questions 1–16 are about Letters to Navy Island (pages 1–4)
1. Circle the correct option to complete the sentence below. The text begins with Nora returning from the Post Office…
2. Look at the first paragraph of the text. What evidence is there within this paragraph which shows that the weather is hot during Nora's journey? Give three points.
3. it wound its way through a small thicket of palm trees Which phrase is closest in meaning to the word thicket Tick one.
?
a dense group
a sparse patch
a vacant plot
an enclosure
through the bustling streets.
on her bicycle.
along the shoreline.
across the rocky hillside.
1.
2.
3.
1 mark
total for this page
4. Look at the paragraph beginning, Nora ran between the banana plants… Find and copy one word from this paragraph that is closest in meaning to burnt .
5. She whizzed past a group of fishermen, then sprinted up a narrow channel of fresh water that led to her home.
What impression do the author's choice of verbs give you about Nora's speed?
6. Look at the paragraph beginning, Nora ran between the banana plants How is the reader given the impression that the content of the envelope is important?
Discuss two ways.
1.
2.
7. "Grandmother!" Nora wheezed, bending over to catch her breath.
Why was Nora out of breath?
Tick one.
The weather was exceptionally warm.
She had tired herself out by rushing home.
Nora was unwell and had a cough.
She did not like the smell of the plantation.
1 mark
1 mark
this page total for
setting
"Grandmother! It's finally here!"
past events
it had left Nora feeling worried
action
racing along the white stretch of coastline
emotion
re-read the letter over and again
total for
this page
1 mark
1 mark
2 marks
8. Draw lines to match each part of the story with the correct quotation from the text.
9. Which two things did Nora associate with the smell of her father? Tick two.
herbs
spices
coconut
flowers
10. Give three things that you learn about Father in his first letter to Nora.
setting
"Grandmother! It's finally here!"
past events
it had left Nora feeling worried
action
racing along the white stretch of coastline
emotion
re-read the letter over and again
1.
2.
3.
11. Give one way that the text shows that Nora and her father are similar.
12. The sun warmed her arms and back and she closed her eyes, breathing in her father's familiar scent.
What does familiar mean?
13. Reflect on the text as a whole.
What impression is the reader given about the character of Nora? Discuss two points, using evidence from the text to support your answer.
1 mark
14. Based on what you have read, do you think that Nora and her father will have to send each other more letters in the future?
Yes
No
Maybe
Use evidence from the text to support your prediction.
.
15. Tick one box in each row to show whether each statement is true or false
total for
this page
16. Number the following events 1-5 to show the order in which they happened. The first one has been done for you.
Father explained that he was about to be sent on a secret mission.
1 Nora rushed home with the first white envelope.
Father explained that he would be writing using standard English.
Nora saw a tall man standing on the edge of the veranda.
Nora's grandmother handed a letter to Nora.
1 mark
1 mark
1 mark
1 mark
17. Confusion reigns as he opens his eyes to a darkened world of panic . Explain why confusion reigns .
Questions 17–25 are about Lightning War (page 5)
1.
2.
18. Find and copy two different words from the second verse of the poem which explain the movements made by the main character.
19. feeling his way through unlit passages
Explain why it would be necessary for the main character to feel his way .
20. their wings outstretched like a flock of pale crosses in the dark.
Why do you think that the poet chose to use the word flock ?
21. List three examples of buildings destroyed by bombing in the poem.
1.
2.
3.
22. The main character's wellbeing changes throughout this poem.
a. Find and copy a phrase from the poem where this occurs.
b. Comment on how their wellbeing changes throughout the text.
23. He feels himself being hauled up
Which word is closest in meaning to hauled ?
Tick one.
bellowed
dragged
confined
halted
24. Which of the following would be the most suitable summary of how the poet feels about life during the war?
Tick one.
The poet has done a lot of research about life during the war.
The poet highlights the dangers for ordinary people during the war.
The poet reflects on staying safe during wartime bombing.
The poet retells a nightmare they have had about the war.
25. Using information from the poem, put a tick in the correct box to show whether each statement is true or false.
Questions 26–37 are about Feeding Britain (pages 6-7)
26. During the 1940s, Britain imported a lot of its food from around the globe.
What does imported mean in this sentence?
Tick one.
to bring from abroad
to send away
to consume
to greatly value
27. Fill in the missing information from this table.
28. the German Navy purposely targeted and torpedoed ships bound for UK shores Why did they do this?
Tick one.
to conserve supplies for German troops
to force Britain to surrender
to boost morale within the country
to directly affect those living near British shores
this page total for
29. Circle the correct option to complete each sentence below.
total for
this page
1 mark
1 mark
1 mark
1 mark
3 marks
a. As fewer supplies reached Britain's shores, people…
b. British people were given a ration book…
spent more money on food.
which had to last for months.
began to starve.
which came from a library.
enjoyed different types of food.
which contained coupons.
were forced to ration.
in order to raise money.
30. Who forced citizens to register themselves with specially-chosen shops?
31. Can you imagine going to prison for not finishing your meal?
What affect does the author's use of a rhetorical question have on the reader?
32. Write down three different non-food items which were rationed during the Second World War.
1.
2.
3.
33. Explain why the campaign which helped Britain to grow its own food was entitled 'Dig for Victory'.
34. Based on the text as a whole, what impression are you given about life in Britain during the Second World War
Fully discuss two aspects, referring to the text in your answer.
35. Give one way that food shopping has changed in Britain since the Second World War.
36. Draw lines to match each section to its main content.
Rationing
Outlines the typical allowance given during a set period.
Weekly Rations
Gives information
about efforts made
by British people to
become self-sufficient.
Beyond Food
Introduces the concept of rationing and the reason behind it.
Digging for Victory
Explains the range of items subject to rationing.
End of test
37. Based on what you have read, what do think might happen if Britain faces war again in the future?
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"KATHAK DANCE"
TEACHER: Maitryee MAHATMA
PRESENTATION OF THE CURRICULUM
Kathak is the dominant form of classical dance in Northern India. The word Kathak derives from the Sanskrit word "Kathaa", the art of telling a story. The expression "Katha Kahe so Kathak" means that anyone who tells a story while dancing and singing is a Kathak.
The form of Kathak that we know today dates back to the Mughal era, a period during which expressions and gestures gained in subtlety. Artists were indeed able to portray a subject in different ways, each with a wide range of nuances. Pure dance (nritta) became more sophisticated and faster, the rhythm, movements and pirouettes more complex. During this same period, Kathak was also imbued with Urdu poetry, and poems in Braj (one of the last Mughal emperors, Wajid Ali Shah, himself composed several songs about Krishna in Braj).
Nowadays, Kathak is the most famous form of classical Indian dance that presents a strong symbiosis between Hindu and Muslim cultures.
The teaching offered by Maitryee MAHATMA is inspired by the traditional Indian method practiced for centuries from master to disciple the "Guru-shishya Parampara", a method essentially based on orality.
The proposed curriculum as well as the evaluations comply with the regulations established by "Pracheen Kala Kendra" (Centre of advanced training in Music, Dance and Fine Arts, Chandigarh),an organization recognized by the Government of India.
DISCIPLINES TAUGHT
> Kathak Dance
REPERTOIRES TAUGHT ACCORDING TO THE CYCLES
LESSONS PROVIDED ACCORDING TO THE CYCLES
MANDATORY COURSES AT THE IIWM • 100 hours per year • AUBAGNE
> Listening to reference recordings
> Individual & collective practice / Instrumental practice (percussion)
> Theory
> Improvisation
> Executive Workshop
MANDATORY COURSES AT THE CONSERVATORY OF MARSEILLE AS PART OF A CERTIFYING / DIPLOMA COURSE • 52h/YEAR •
> Musical training
> Double registration: IIWM / CNRR
MANDATORY COURSES AT THE CONSERVATORY OF AUBAGNE AS PART OF A CERTIFYING / DIPLOMA COURSE • 52h / YEAR •
> Music Training for beginners
> Double registration: IIWM / CRC
DURATION OF STUDIES
> From 5 to 8 years old minimum. Variable according to the student's entry level
HOURLY VOLUME
> 100 hours per year at the IIWM
> 52 hours per year either at the Conservatory of Marseille or at the Conservatory of Aubagne
DIPLOMAS COVERED
> B.E.M. (Brevet d'Études Musicales) in Traditional & ancient music // Cycle 2
> C.E.M. (Certificates of Musical Studies) in Traditional & Ancient Music // Cycle 3 Amateur
> D.E.M. (Diploma of Musical Study) in Traditional & Ancient Music // Cycle 3 Specialized
VALIDATION REQUIREMENTS OF A DIPLOMA
> To obtain un B.E.M. in traditional and ancient music:
=> Validations of cycle 2 with honors (13/20) / discipline followed at the IIWM
=> Validation of cycle 2 with honors (13/20) in musical training by an approved conservatory
> To obtain a C.E.M. in traditional and ancient music:
=> Validations of the 2nd year of cycle 3 with honors (13/20) / discipline followed at the IIWM
=>Validation of cycle 2 with honors (13/20) in musical training by an approved conservatory
> To obtain a D.E.M. in traditional and ancient music:
=> Validations of the 4th year of cycle 3 with honors (14/20) / discipline followed at the IIWM
=> Validation of cycle 2 with honors (14/20) in musical training by an approved conservatory
POSSIBLE STUDY DIRECTIONS
> Bachelor's degree in musicology
> CFMI (Centre de Formation des Musiciens Intervenants)
> D.E. (State Diploma) or C.A. (Certificate of Aptitude) in Traditional and Ancient Music
> I.M.F.P. (Institut Musical Formation Professionnelle)
REGISTRATION REQUIREMENTS
> Minimum age required: 12 years
> Learning is intended for everyone (beginners, medium or advanced).
> There is no need to read music.
> At the end of the preliminary interview with IIWM, an entrance audition will be carried out by the teacher including:
=> a preliminary interview
=> presentation of a 5-minute dance of your choice
KNOWLEDGE CONTROL MODALITIES
> CYCLE 1 • LEARNING THE FUNDAMENTALS
DISCIPLINE FOLLOWED AT THE IIWM / EVALUATION • CONTINUOUS MONITORING / 3 TO 5 YEARS OF STUDY
→ The work of the student, during the school year, is taken into account through his/her participation in classes (attendance) and according to his/her personal progress evaluated by the teacher of the discipline.
→ Semi-annual evaluation: continuous monitoring in the form of a comment and a note.
→ The continuous control score will be taken into account up to 25% during the end-of-cycle examination.
> The transition between the levels and the end-of-cycle 1 exam takes place at 13/20 in the presence of an internal and external jury at the IIWM
MUSICAL TRAINING AT AN APPROVED CONSERVATORY / 3 YEARS OF STUDY
THE FIRST CYCLE HAS 3 LEVELS:
> Cycle 1, 1st level (beginner) // 1 year
> Cycle 1, 2nd level (intermediate) // 1 year
> Cycle 1, 3rd level (advanced) // 1 year
THE EXAMS ARE DONE IN TWO STAGES:
→ Written test: listening commentary, auditory analysis, melodic and rhythmic transcription
→ Oral test: note reading (G and F keys), rhythm reading, binary and ternary rhythm reading, sung deciphering, instrumental deciphering.
> The level graduation is done at 13/20 in the presence of an internal jury made up of professors from the department.
> The end-of-cycle 1 exam is done at 13/20 with external juries at the conservatory.
> CYCLE 2 • MASTERY OF PRIOR LEARNING
**********
DISCIPLINE FOLLOWED AT THE IIWM / FINAL EXAM EACH YEAR UNTIL THE B.E.M. / 3 TO 5 YEARS OF STUDY
→ Oral test: • Vocal and instrumental practice (individual and/or collective)
* Theory (questions on the elements studied during the year)
* Historical knowledge
> The levels graduation and the obtainment of the B.E.M. at the end of cycle 2 are carried out at 13/20 in the presence of an internal and external jury at the IIWM
CLASSICAL MUSICAL TRAINING OR MUSICAL TRAINING SINGERS AT AN APPROVED CONSERVATORY / 4 YEARS OF STUDY
THE SECOND CYCLE CONSISTS OF 2 LEVELS BROKEN DOWN AS FOLLOWS:
> Cycle 2, 1st level (elementary 1 & elementary 2) // 2 years
> Cycle 2, 2nd level (Medium 1 & Medium 2) // 2 years
THE EXAMS FOR CLASSICAL MUSIC TRAINING ARE DONE IN TWO STEPS:
→ Written test: listening commentary, auditory analysis, melodic and rhythmic readings of elementary and medium level
→ Oral test: note reading (G and Fa keys), rhythm reading, binary and ternary rhythm readings, sung deciphering, instrumental deciphering of elementary and medium level
THE EXAMS FOR THE MUSICAL TRAINING OF SINGERS ARE DONE IN TWO STEPS:
→ Deciphered tests: Sung deciphering with the name of the notes, sung deciphering with lyrics, rhythmic prosody, popular song deciphered a cappella, keyboard harmonization of a song.
→ Prepared test: A duo worked on during the year, a song accompanied by themselves, prepared
> The transition between the levels is done at 13/20 in the presence of an internal jury made up of professors of the department.
> The end-of-cycle 2 exam and the B.E.M. is done at 13/20 in the presence of juries external to the conservatory.
**********
DISCIPLINE FOLLOWED AT THE IIWM / FINAL EXAMINATION EACH YEAR UNTIL THE C.E.M. - D.E.M. / 2 TO 3 YEARS OF STUDY
> CYCLE 3 • IMPROVEMENT AND PRACTICE OF AUTONOMY
→ Oral test: • Oral and instrumental practice (individual and/or collective)
→ Written test: • After validation of the subject by the teacher, writing of a 10-page dissertation on musical culture, history & analysis
→ Tabletop exam: • Theory (questions on the elements studied during the year)
> The transition of levels and the obtainment of a C.E.M. and / or a D.E.M. is done at 14/20 in the presence of an internal and external jury to the IIWM
MUSICAL TRAINING FOR SINGERS AT AN APPROVED CONSERVATORY
→ Deciphered proofs: Sung deciphering with the name of the notes, sung deciphering with lyrics, rhythmic prosody, harmonization on the keyboard of a duet
→ Prepared test: Three trios, one of which is chosen at random by the jury, duo prepared in pairs in autonomy, each accompanying the other student
> The transition of the levels is done at 14/20 in the presence of an internal jury made up of professors from the department.
> Obtaining the C.F.E.M. (Certificate of End of Musical Studies) is done at 14/20 in the presence of juries external to the conservatory.
PATHWAY WITHIN THE IIWM
OBJECTIVES & GOALS ACCORDING TO THE CYCLES
> Cycle I / Learning the fundamentals (1 to 2 years of study)
=> General knowledge, technical mastery / individual and collective practice
> Cycle II / Mastery of prior learning (2 years of study)
=> General knowledge, technical mastery / individual and collective practice
> Cycle III / Improvement and practice of autonomy (2 to 4 years of study)
=> Possess a consciously mastered musical thought
=> Possess all the technical means necessary for musical expression
=> Acquire professional autonomy
=> Perfect the technical means necessary for musical expression
=> Acquire musical autonomy
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Mcdougal Geometry Practice Workbook Answer Key
geometry, grades 9-12: mcdougal littell high school math ... - geometry, grades 9-12: mcdougal littell high school math pennsylvania, 2007, 1168 pages, holt mcdougal, 0618923985, 9780618923984, houghton mifflin school, 2007 geometry end-of-course test preparation and practice - geometry and lists the items related to each objective that appear in the pre-course diagnostic test, post-course test, and end-ofcourse practice tests in this book. holt geometry 8 5 practice answers - pdfsdocuments2 - geometry chapter 5 review name write answers in the spaces provided. show all work! sketch. each of the . special triangle show all work! sketch. each of the . special triangle definitions to holt mcdougal geometry devlab - download book holt mcdougal larson geometry practice workbook in pdf format you can read online holt mcdougal larson holt mcdougal geometry lesson 12 answer key collinear points in geometry definition examples in this lesson you will learn the definition of collinear points in holt mcdougal geometry 2 4 biconditional statements and definitions warm up write a conditional statement from each of ... lesson practice a 5-2 bisectors of triangles - 5-11 holt mcdougal geometry practice a bisectors of triangles fill in the blanks to complete each definition or theorem. 1. the circumcenter of a triangle is equidistant from the _____ of the triangle. 2. when three or more lines _____ at one point, the lines are said to be concurrent. 3. the incenter of a triangle is the point where the three _____ ... practice b 10-2 solving right triangles - holt mcdougal analytic geometry practice b solving right triangles use the given trigonometric ratio to determine which angle of the triangle is a. 1. 8 sin 17 a _____ 2. 15 cos 17 a _____ 3. 15 tan 8 a _____ 4. 15 sin 17 a _____ 5. 8 cos 17 a _____ 6. 8 tan 15 a _____ use a calculator to find each angle measure to the nearest degree. 7. sin 1 (0.82) _____ 8. §· ¨¸ ©¹ cos 1 11 12 _____ 9 ... holt geometry - algebra 1 - pqr (, ) (, ) _ _ _) (' + * ... chapter standardized test a 5 for use after chapter 5 - copyright © holt mcdougal. all rights reserved. a9 geometry assessment book illustrates the student's explanation of when to use the method. 2. a. practice b solving right triangles - anderson's blog - practice a solving right triangles in exercises 1–3, fill in the blanks to complete the description of the inverse trigonometric ratios. 1. if sin a x, then sin 1x m a. 2. if cos a x, then cos 1x m a. 3. if tan a x, then tan 151 x 17m 17a. use the given trigonometric ratio to determine whether 3 ft 4 ft 5 ft 1 2 1 or 2 is a in each exercise. 4. sin a __4 5 2 5. cos a 4__ 5 1 6. tan a 3__ 4 1 ... lesson practice 8.1 for use with pages 526–533 - practice for use with pages 526–533 find the sum of the measures of the interior angles of the indicated convex polygon. 1. hexagon 2. dodecagon 3. 11-gon 4. 15-gon 5. 20-gon 6. 40-gon the sum of the measures of the interior angles of a convex polygon is given. classify the polygon by the number of sides. 7. 1808 8. 5408 9. 9008 10. 18008 11. 25208 12. 39608 13. 50408 14. 59408 15. 86408 ... name date class lesson practice a 10-2 solving right triangles - holt mcdougal analytic geometry practice a solving right triangles in exercises 1–3, fill in the blanks to complete the description of the inverse trigonometric ratios. 1. if sin a x, then sin 1 x _____. 2. if ... practice b 1-1 understanding points, lines, and planes - holt mcdougal geometry practice b understanding points, lines, and planes use the figure for exercises 1–7. 1. name a plane. _____ 2. name a segment. _____ 3. name a line. _____ 4. name three collinear points. _____ 5. name three noncollinear points. _____ 6. name the intersection of a line and a segment not on the line. _____ 7. name a pair of opposite rays._____ use the figure for ... practice b 10-3 composite figures - neshaminy - holt mcdougal geometry reading strategies 1. they have the same length. 2. 8 3. p = 72 ft 4. a ≈ 498.8 cm2 5. a = 196 in2 composite figures practice a 1. x = 8 in. 2. y = 6 in. 3. a = 48 in2 4. a = 72 in2 5. a = 120 in2 6. athe area is 2. = 176 m2 7. a ≈ 12.3 km2 8. a ≈ 321.5 cm2 9. a = 475 yd2 10. $2.28 11. possible answer: 12. a ≈ 4 ft2 practice b 1. a = 1080 ft2 2. a = 6 in2 3. a 2 ...
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page 2 / 2 | <urn:uuid:7646a356-4200-4983-8803-22d575f5e617> | CC-MAIN-2019-22 | https://soach.com/-mcdougal-geometry-practice-workbook-answer-key.pdf | 2019-05-25T22:10:20Z | crawl-data/CC-MAIN-2019-22/segments/1558232258451.88/warc/CC-MAIN-20190525204936-20190525230936-00444.warc.gz | 634,391,614 | 2,662 | eng_Latn | eng_Latn | 0.926519 | eng_Latn | 0.951629 | [
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For Release: March 22, 2018
Contact: James Fields, Health Educator
(405)247-2507
OSDH Encourages Planning Ahead to Stay Healthy During International Travel
As Oklahomans prepare for international travel for business, leisure, or volunteer activities, the Oklahoma State Department of Health (OSDH) is encouraging travelers to do their research to make their trip a healthy one.
"It's important to be proactive by learning about travel advisories for your destination, planning ahead to obtain any recommended vaccines or preventive medications, or deciding if travel should be rescheduled for persons at high-risk of illness," State Epidemiologist Dr. Kristy Bradley said.
Examples of current travel advisories include an outbreak of listeriosis associated with processed meat products in South Africa; and an outbreak of yellow fever in multiple states of Brazil, where a vaccination to protect against yellow fever is recommended at least 10 days before travel.
Yellow fever is a mosquito-borne illness, and is just one of a number of illnesses that are a common threat while traveling internationally. Malaria is another prominent mosquito-transmitted disease that should be avoided. Malaria is present in large areas of Africa, Latin America, southeast Asia, and the South Pacific.
Travelers should do their research and obtain anti-malarial drugs from their healthcare provider if their travel destination is an area at high risk for malaria. Mosquitoes are common in countries or islands with warm climates. Travelers are urged to take mosquito precautions such as wearing appropriate clothing, using insect repellent with DEET or picaridin, and using bed nets if sleeping in open rooms, lodges or tents.
The OSDH recommends the following tips for staying healthy during international travel:
Preparation Tips Before Travel
- Be aware of the current health risks at the travel destination. The Centers for Disease Control and Prevention (CDC) travelers' health website (www.cdc.gov/travel) provides current information about common diseases, emerging health threats, recommended vaccinations, preventive medications, and food and water safety by country.
- Get all recommended travel vaccines. Since some vaccines require multiple shots and take time to become fully effective, visit a healthcare provider at least four to six weeks before travel.
- Talk with a healthcare provider about any needed travel medications such as preventative medicine for malaria or an antibiotic for traveler's diarrhea.
- Women who are pregnant or plan to become pregnant should talk to a healthcare provider about the risk of traveling and precautions.
- Prepare a travel kit which includes:
- Enough prescription medications and any other medications your physician may recommend to last through the duration of the trip.
- Sunscreen
- Insect repellent, ideally containing DEET or picaridin.
- Alcohol-based hand gels containing 60 - 95 percent alcohol.
- Prepare a list of contacts in the event an illness or injury occurs while traveling. Include the local health jurisdiction and local U.S. Embassy or Consulate in case you need assistance.
General Tips for Staying Healthy While Traveling
- Wash hands with hot, soapy water before touching food, after using the bathroom, after blowing your nose, sneezing or coughing, and after touching animals.
- Carry alcohol-based hand sanitizers to clean hands when they are not visibly dirty or when hand-washing facilities are not available.
- Use caution around all wild and domestic animals. If you are bitten, clean the wound with soap and water and consult a local healthcare provider for further evaluation. Follow up with a healthcare provider after returning home.
- Avoid drinking or using untreated water for brushing teeth, particularly in areas where hygiene and sanitation are poor. Use only bottled or boiled water in these regions.
- Select food with care, especially in areas where hygiene and sanitation are poor, or in areas with untreated water. Raw foods may be contaminated, so avoid fresh vegetable or fruit salads, uncooked vegetables, and unpasteurized milk and milk products such as cheese. Eat food that has been cooked and is still hot.
- If you become ill after returning home, inform the healthcare provider of the countries visited.
For more information about international travel safety, visit the CDC travelers' health website at www.cdc.gov/travel or the OSDH travelers' health web site at https://go.usa.gov/xQxW7.
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CHAPEL HADDLESEY CHURCH OF ENGLAND PRIMARY SCHOOL
PROSPECTUS
Chapel Haddlesey
Church of England Primary School
Millfield Road, Chapel Haddlesey, Selby YO8 8QF
Headteacher: Mrs S. MacDonald, B. Ed. (Hons)
Tel. 01757 270282 Fax. 01757 270282
Email: firstname.lastname@example.org
Website: www.chapel.haddlesey.n-yorks.sch.uk
Summer 2019
Dear Parents
It is my pleasure to welcome you to Chapel Haddlesey Church of England Primary School. This prospectus has been designed to give you an overview of our school and some of the exciting activities that take place. It also explains a little about the rich and varied curriculum that we provide.
Working together as a partnership, both with yourselves and the wider community, is key to developing a successful and happy school and we hope that you will work with us to ensure the best possible education for your child or children. We firmly believe that through working together, your child will achieve more.
We operate an 'open door' policy to help parents share in the life of the school and we encourage you to get in touch with the class teacher in the first instance or myself, the Headteacher, if you should feel that you would like to discuss a particular matter.
Our main aim is to provide a learning environment in which children have the scope to succeed through meeting their diverse needs and ensuring their learning is built on firm foundations. We encourage our children to become positive life-long learners and achieve high standards in everything they do.
We hope that this prospectus answers many of the questions that you may have as you consider enrolling your child at our school but please do not hesitate to contact me if you have any queries or need clarification on any matter.
Yours sincerely,
Mrs S. MacDonald Headteacher
AIMS AND VALUES
OUR
GLOBAL COMMUNITY
We show our children their place in the
worldwide community and their role in
caring for all people and the
environment
UNDERSTAND
DIFFERENT CULTURES
We are tolerant and understanding of
different cultures and the moral values
of others
RESPECT
We are polite, respectful and
considerate for the feelings of others.
We value everybody and support each
other
ANYONE CAN DO WELL
The more you put in the more you get out!
We view learning as an exciting, independent
lifelong activity and we promote excitement
and curiosity that broadens horizons and
raises aspirations
SAFE AND SECURE
We provide a supportive environment where all the school community feel safe and secure
OUR
LOCAL COMMUNITY
Staff, pupils, parents, governors and the
Church work hard to make a positive
contribution to the school and the
local community
UNIQUE INDIVIDUALS
We value everyone regardless of
ability, faith, sexuality or culture
CHRISTIANITY
“Love your neighbour as yourself.”
We understand the Christian faith and
its relevance to our lives and the
world at large
CHAPEL HADDLESEY
CHURCH OF ENGLAND PRIMARY
SCHOOL
“Loving life, loving learning, loving God”
EXCITING LEARNING
We provide a stimulating curriculum which
motivates, engages and meets the needs of all
children so that they excel academically,
physically, artistically, creatively and emotionally
STAFF
Headteacher
Mrs S. MacDonald
Teacher Class 1
Mr T. Marshall
Senior Teacher & Teacher Class 2
Mrs R. Lindley
Teacher Class 3
Mrs B. Lane
Teacher Class 3
Mrs S. Smith
School Business Manager
Mrs J. Marwood
Admin Assistant
Mrs L. Charlton
Higher Level Teaching Assistants
Mrs K. Northway
Ms M. Hargreaves
Teaching Assistants
Mrs J. Smith
Mrs N. Hall
Miss E. Ducat
Ms M. Hargreaves
Mrs J. Russell
Miss E. Godfrey
Miss E. Langhorn
Cleaner & Caretaker Midday Supervisory Assistants
Mrs T. Susse
Mrs J. Russell, Mrs J. Harrop, Miss E. Ducat, Ms M.
Hargreaves, Miss E. Godfrey, Miss E. Langhorn
Cooks
Mrs K. Page & Mrs. J. Smith
SCHOOL ORGANISATION
Chapel Haddlesey Church of England Primary School is a Church of England Controlled school for children from 3 to 11 years of age living in Chapel Haddlesey, West Haddlesey, Hirst Courtney, Temple Hirst, West Bank and the surrounding area. There are close connections with the church and the local vicar, Rev Anna Burr, regularly visits the school. The children enjoy taking part in church activities such as the Harvest Festival and Christingles and attend service at Haddlesey Church through the year.
In September 2018 the school had 64 children on roll. The organisation of the classes currently corresponds to the National Curriculum Key Stages as shown below:-
The class organisation will be reviewed annually and may change depending on the number of children in each age group.
WHY CHOOSE OUR SCHOOL FOR YOUR CHILD'S EDUCATION?
Caring, family learning environment
We are proud of the care and attention we are able to give to each child through our loyal, committed staff. Individual attention is given to each child in a caring, family atmosphere with flexible, with flexible, personalised learning designed to suit all learners.
Wraparound care
We offer out of school child care in the form of Breakfast Club from 8.00am daily for all our children including Nursery. We also offer after school care in our Out of School Club until 6.00pm daily for children in Reception to Year 6.
Exciting extra-curricular visits
Last year, our year 5 & 6 children had the opportunity to take part in a 5 day activity residential visit to Normandy in France, staying at a PGL activity centre. They travelled by coach, and then on Eurotunnel to reach their home for the week at Chateau du Tertre. The children have has the opportunity to experience French culture and cuisine and to practise their language skills in the local market. They visited the Bayeaux Tapestry, Mont-St-Michel and the beach at Arromanches, site of the D-Day landing.
The pupils were encouraged to order fruit and vegetables at a village market using the French language skills that they have been learning in school since Year 1. They also made their own crepe and ordered an ice cream in French as an evening treat. They even had the opportunity to try a snail!
As well as culture, the children took part in adventure activities at the PGL site including archery, rock climbing and a high rope trapeze swing for the brave. The visit was a great success and the younger children are already looking forward to their turn in 2 years' time.
Exciting brand new outdoor area
With the help of Menna Godfrey, a leading EYFS specialist, we have designed a brand new EYFS outdoor play area to meet the needs of our learners in Class 1. It incorporates a stream of water leading into a rock pool with fossils and shells to explore. There's a sheltered mud kitchen for the children to be creative and easy to access storage for bikes and trikes. The meandering path
leads through the EYFS area to the new play provision on the field which includes a clamber tree, large cave, play tower, tunnel and stage for performing arts fun.
Our Christian ethos
The school is proud of its strong links to the community, local church and the diocese of York. The Christian values of Trust, Forgiveness and Friendship underpin our vision and everything we teach in school.
Curriculum after-school clubs
There is a wide range of curriculum after-school clubs to enhance our children's opportunities in our limited rural area. These include: History, Sports Club, Young Voices, Cookery, Science, Film & Praise and Play.
Cookery
Mrs J. Smith plans cookery lessons with our Class 1 children one afternoon a week. She teaches them about food hygiene, healthy eating, trying new foods and flavours and chopping skills. There is also an after-school Cookery Club for KS2 children, which aims to take these key life skills to the next level.
Fantastic pastoral care
We have an ELSA teaching assistant (Emotional Literacy Support Assistant), trained to support children with emotional and social worries. She can offer strategies to help children to cope with anxieties, frustration, anger and fear through one to one or small group sessions.
We can also offer support to families experiencing change through the NYCC Prevention Service.
Access to learning modern foreign languages
Mrs J. Smith, a Teaching Assistant in school and French speaker, delivers French to Class 2 and 3 each week, encouraging the children to be confident in their spoken French and to use it across their learning. The Year 5 & 6 children had a great opportunity last year to practise their skills when they visited France on a 5 day residential.
In the summer term after the SATS tests, Mrs J. Smith will be introducing German into our curriculum with a half-term focus on this new language.
Award-winning PE opportunities
For the fourth year in a row, we have been awarded the Gold School Games Award for our continued efforts in going above and beyond to provide excellent sporting opportunities for our children. We provide two hours of PE within school and offer all our Reception to Year 6 children the opportunity take part in two sports-based after-school clubs each week. We join in with other local primary schools at cluster and regional events and offer a broad PE curriculum.
Every two years, our Year 2 to 6 children have the opportunity to take part in ten week's swimming lessons at Selby Leisure centre with qualified instructors.
Planners
Each child is given a planner at the start of each academic year to record any homework, evidence of reading at home and communications between parents and school.
Opportunities for leadership
We encourage our children from the very beginning to be confident learners. There are opportunities across the school to develop leadership skills on the School Council, on the 'Arise & Shine' Worship Group, at the annual Debating Competition held at Selby District Council Chambers and in the Junior Road Safety Officer role.
Music tuition
Every year, we take part in Young Voices, a concert of school choirs held at Sheffield Arena, which brings together schools from across the area. In addition, Mr Fessey, from NYCC Music Service, teaches private guitar lessons to groups of two children each week. Mr Marshall, our Class 1 Teacher and a keen guitarist, also offers Ukulele tuition in a free after-school club during the two year school cycle.
Parental involvement in your child's learning
Each month there is a Celebration Assembly to which all parents are invited. During this service we celebrate and give thanks for aspects of school life, celebrating the achievements of the children. It also draws on the wisdom and festivals of the other great faiths. Each term there is an opportunity to meet your child's teacher to in our progress review meetings and a Progress Report for each child is sent home each term. Our 'Open Door' policy means that any concerns are picked up and shared straight away.
CHAPS, our busy PTA group
CHAPS ensure that our children and families have a busy social life with lots of events through the school year to welcome new families to our school community. These have included a Camp Night on the school field, a Summer & Christmas Fayre, a 'Magic Hatter' magic show and family night, an 80's night for parents, an end of term disco for the children and a community 'Duck Race' on the river with an evening at the Jug Inn in Chapel Haddlesey.
THE CURRICULUM STATEMENT
We ensure that the children receive a broad and balanced curriculum. The children in the Foundation Stage follow the Early Years Foundation Stage curriculum. The children in KS1 and KS2 follow the National Curriculum. All children work towards the North Yorkshire Agreed Syllabus for Religious Education.
Our Early Years Foundation Stage
At Chapel Haddlesey, we pride ourselves on offering a child-centred, play-based EYFS curriculum that is innovative, exciting and challenging. We strongly believe that young children learn best when they initiate their own learning, so we allow our children to define their own day, selfselecting resources, steering our topics and themes and building strong relationships with the teachers in the setting in the process. The evidence suggests that all this leads to life-long learners who are independent, inquisitive and eager to make steps forward.
We offer an engaging and stimulating environment, both inside and outside, which is designed to enable our children to learn creatively and actively. Instead of following a pre-defined 'topic,' we follow the children's interests and build our teaching skilfully around them. The result is children who make accelerated progress throughout the EYFS and step confidently into Key Stage 1, ready to tackle the National Curriculum.
The EYFS is made up of 7 different areas of learning. The first three are named the 'Prime Areas':
- Communication & Language
- Physical Development
- Personal, Social & Emotional Development
National research and our own experience show that children have to make progress in these Prime areas before they can comfortably operate and learn within the other four areas. For example, a child first has to develop their communication and language before they can read and write; and a child cannot sit down at a table and work on complex maths calculations with a partner before they have first learned how to interact maturely with their contemporaries.
Then there are four further 'Specific areas' of learning:
- Literacy
- Maths
- Understanding the World
- Expressive Art & Design
Our staff use 'in the moment' planning and assessment to steer the children through these specific areas within the classroom environment.
The EYFS emphasises strong communication between parents and practitioners in order to build an accurate picture of a child's developments throughout their early years. To this end, we use the excellent 'Tapestry' online journal, which enables parents to log in and see their child's significant steps in school and also allows parents and carers to upload any progression
witnessed at home, in order that teachers can form an all-round assessment of where the child sits within the EYFS.
How we teach Phonics
At Chapel Haddlesey C of E Primary School we deliver a high quality phonics programme from the Reception year through to Key Stage One, following the government-approved Letters and Sounds programme (https://www.gov.uk/government/publications/letters-and-sounds). Phonics is taught in discrete daily sessions in order to ensure that the children acquire secure word recognition skills and become fluent readers by the end of Key Stage One.
We follow the Letters and Sounds scheme, Phases 1-6, which ensures that each child makes the necessary progress in their reading and writing before Key Stage 2. The children learn to hear, read and write the sounds each day in class and then progress to read by blending sounds to create words, leading to writing words by segmenting and saying the sounds. To support this further, the school offers adult workshops each year to support parents to embed their child's phonics knowledge further at home.
Once the children can read and blend all Phase 2,3,4 and 5 sounds into words, they then apply their phonic knowledge to read ditties, questions, sentences, story books and a range of other texts. The children also apply their phonic knowledge to write simple sentences containing words with new and already learnt sounds on whiteboards within Phonics sessions and in their writing books during English lessons.
We combine discrete teaching of phonics with guided reading (small groups), shared reading (whole class) and class story time. Teachers regularly read to the children too, so the children get to know and love all sorts of stories, poetry and information books. We have a team of willing parent and grandparent volunteers who visit our school weekly and listen to our children read. This helps to extend children's vocabulary and comprehension, as well as supporting their writing.
English within School
The skills, knowledge and understanding that children develop in English are linked to, and applied in, every subject of our curriculum. The children's skills in reading, writing, speaking and listening enable them to communicate and to express themselves in all areas of their work in school. Work is shared and celebrated regularly and children are encouraged to see themselves as readers and writers every day.
Children are encouraged to write for a variety of purposes, and where possible, children write for a purpose and for a real audience. It may be writing a thank you letter following a school trip; we believe children flourish in writing when the work is meaningful.
We want our children to develop a life-long love of reading. World Book Day is celebrated in school and the children are encouraged to borrow a non-fiction library book weekly using the Junior Librarian online programme, allowing the children access to a diverse range of books. We hold an annual Book Fair and Book Buddies (where the Year 6 children support younger pupils in the summer term) which gives children extra practice at becoming proficient readers and we regularly invite authors into our school to share their talents with the children - inspiring and enthusing the children with their talents.
In order to encourage confident speakers, children are given lots of opportunities to perform and speak to an audience. All classes have their own opportunity to share their learning during Celebration Assembly and individual children's achievements are also celebrated. Seasonal shows and Church services allow the children to speak in different roles and settings. Each year, we enter the Selby area schools' Debating Competition for Year 5 & 6 giving the children a taste of preparing and delivering an argument in front of an audience.
Planning and Coverage
Children in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. From EYFS – Year 6 the children learn key skills in Reading, Writing and Spoken Language:
Reading: Read fluently, listen and respond critically to texts of all kinds, on paper and on screen, in order to access ideas and information.
Writing: Write, present and broadcast a range of ideas, in a wide variety of forms and with awareness of different audiences and purposes; communicate these ideas with accuracy on paper, on screen and through multi-modal texts.
Spoken Language: Talk clearly and confidently about their thoughts, opinions and ideas, listening carefully to others so that they can refine their thinking and express themselves effectively.
Through learning a full range of skills, children are able to analyse, evaluate and criticise a range of uses of language in order to draw out meaning, purpose and effect.
Phonics
We teach whole class phonics each day between 9:00am and 9:20am across the whole school. In Nursery, Reception and KS1, the focus is in teaching phonics to ensure that the children are secure within phases 1-5 and can apply their phonic knowledge accurately to spell words. Phase 6 phonics takes place throughout Year 2 and into KS2, with the aim of children becoming fluent readers and accurate spellers.
By Phase 6, we support the children to be able to read hundreds of words using one of three strategies:
- Reading them automatically
- Decoding them quickly and silently
- Decoding them aloud
We aim for the children to spell most words accurately (this is known as 'encoding'), although this usually lags behind reading. They will also learn, among other things:
- Prefixes and suffixes, e.g. 'in-' and '-ed'
- The past tense
- Memory strategies for high frequency or topic words
- Proof-reading
- How to use a dictionary
- Where to put the apostrophe in words like 'I'm'
- Spelling rules
We have recently invested in the Bug Club reading scheme, which we use alongside a range of reading books, focusing on the blending of phonemes (sounds) to make a word. Reading books are sent home regularly and we ensure that the books are matched to the phonics stage that the children are at, therefore consolidating classroom learning. The books are engaging and challenging and provide the children with clear, progressive support from Reception to Year 6. The school also has a school library and the children are invited to take a library book home each week, to read independently, or to read with an adult.
Maths within School
A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
At Chapel Haddlesey, the main drive is to provide children with real life, practical opportunities to enable children to develop and consolidate their understanding of the mathematical world around them. With the obvious starting point being place value to ensure children have a secure understanding of 'number', children work hard on this which, in turn, enables them to establish secure understanding of the four main calculation strategies: addition, subtraction, multiplication and division.
Every day children are given opportunities to explore mathematical situations, 'Maths Eyes' pictures are used to help develop children's mathematical language and sessions offer opportunities to consolidate key instant recall facts.
Work in books is marked following the whole school Marking Policy, clearly identifying opportunities for children to either consolidate learning or extend a child's thinking further. As the school moves forward, the aim is to enable an increasing amount of children to evidence their ability to work at greater depth. They are encouraged to discuss the thinking behind the strategies applied and offer more complex problem situations.
We follow our own scheme of Space Mission Instant Recall Facts (SMIRFs) based on the National Curriculum and children are given SMIRFs to learn by heart. These are updated each half term. Children have individual targets based on the SMIRFs to show them the progress they are making. The teacher, together with the child and their family, will review the target regularly and set a new one as appropriate.
Extra Opportunities
Each year we hold a Maths Week within school to celebrate maths across the whole school. The children take part in activities within mixed age and ability groups which encourage them to apply their maths skills across different subjects. They then present their work to parents during a celebration assembly during the week. This has been developed further in recent times and now also enjoys the support from families throughout the week enabling everyone to have a shared experience and a consistent understanding of how to support children with their learning.
Planning and Coverage
At Chapel Haddlesey we follow the National Curriculum for Mathematics and teach a daily mathematics lesson. Work is differentiated to suit the needs of every child in the class. Teachers plan lessons in accordance with the National Curriculum 2014 document. They use their own ideas and resources along with a variety of planning tools including nrich resources, Mathletics and the NCETM planning tool.
Innovative teaching means that lesson vary in format. The aim of each is to ensure rigorous coverage, engaging and meaningful learning opportunities that are differentiated to ensure every child accesses the learning they need to keep making good and outstanding progress. Mathematics lessons at Chapel Haddlesey aim to be enjoyable through the use of practical activities which enable all children to participate in activities.
Space Mission Instant Recall Facts – SMIRFs
An important part of maths tuition has always been rote learning of certain numeracy facts. For many years this has included practicing times tables, and to enhance this, the children have written songs, created rhymes and chants and created their own methods of learning these important foundations to their learning.
Every child from reception upwards has a SMIRF target sheet in their planner. This contains key mental maths skills for your child to practise at home. To help you support your child, we have devised a SMIRF practice sheet for each 'planet' in the scheme. The activities on the sheet should improve your child's mathematical fluency and hopefully be fun as well as challenging. We try to ensure that your child has a secure grasp of each of the skills before we move them onto the next planet.
Mathletics
All our children have access to Mathletics, an online Maths tool which follows the National Curriculum. Homework is set on here and children are rewarded with certificates as their knowledge builds. The link below will take you to Mathletics.
KS1 & KS2 National Curriculum:
Core Subjects Foundation Subjects
English History
Mathematics Music
Science Geography
Art
Design Technology
Physical Education
Information and Technology (IT)
Music
Personal, Social Health & Citizenship Education (PSHCE)
The National Curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
The National Curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the National Curriculum specifications. The National Curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils' knowledge, understanding and skills as part of the wider school curriculum.
The school uses the National Primary Curriculum (2014) to deliver the programmes of study. It is taught in half termly blocks on a rolling 3 or 4 year cycle, depending on the Key Stage. The school follows the National Curriculum to deliver Maths and English, making use of cross curricular links where appropriate based upon the topic being taught during the term. The main driver during our afternoon learning is topic work but discrete lessons are also taught in R.E., P.S.H.C.E. and P.E. The school follows the locally agreed North Yorkshire R.E. syllabus for Religious Education. Sex Education is delivered as set out in our policy statement, allowing parents to withdraw their children if they so wish. The school explores the aspects of Personal, Social, Health and Citizenship Education (P.S.H.C.E.) during lesson and also through daily Collective Worship.
We aim to meet the needs of all learners within school. This may be achieved through a variety of methods. S.E.N. (Special Educational Needs) support is provided through differentiation,
targeted group work, adult support, 1:1 and paired working, interventions and resources to enhance learning. Support may be formalised through I.E.P.'s (Individual Education Plans) which are overseen by the S.E.N.Co (Special Educational Needs Coordinator) within school. Details of
S.E.N. support are set out in the termly S.E.N. Provision Map which is shared with staff and is met through differentiation in Quality Wave 1 teaching within the classroom and through challenging activities for A.G.T. (Able, Gifted and Talented) pupils.
In teaching a varied and creative curriculum, we use a wide range of teaching styles, as set out in the Teaching and Learning Policy. We set challenging targets for our children and share them with parents termly. Assessment for Learning underpins our teaching and provides a clear pathway of progression for the children, ensuring that they have next steps provided to them through clear marking and feedback.
Topic overviews are shared with parents at the beginning of each term and we encourage parents to explore the termly topic at home with their child to enhance learning further.
ESSENTIAL MILESTONES
We offer children a broad, balanced, differentiated and relevant curriculum which recognises individual developmental needs and takes account of National Curriculum requirements.
Topics are developed from the Essentials for Progress planning document by Chris Quigley. We focus on developing children's learning capacity so that they can become positive, responsible citizens who can work and cooperate with others while at the same time developing their knowledge and skills, in order to be the best they can be.
The Creative Curriculum has been organised through a 'topic based' approach which incorporates the key skills set out in the National Curriculum. The use of I.T. is encouraged in all topic areas as a subject in its own right and in both the teaching of the topic and in the opportunities for children's independent learning. Each class teacher is responsible for the delivery of the Key Skills curriculum and we endeavour to incorporate as many cross curricular opportunities as possible.
PUPIL COMMENTS ABOUT OUR SCHOOL
'Fun maths and great teachers.' 'The environment is really friendly.' 'We have teachers who help us.' 'Lots of teachers look after us.'
'People come into our school to help us learn and we go on exciting educational visits.'
'We have lots of lovely friends to play with, of all ages!'
'The rewards are endless.' 'Teachers give lots of support.'
'The learning is fun and not just sitting at desks and listening.'
'Everyone cares for each other.' 'We are challenged to do our best.'
PARENT COMMENTS ABOUT OUR SCHOOL
'Encouraging children to be the best that they can be.'
'Extremely friendly and welcoming to all new starters, making all children and families feel included.'
'Great family atmosphere, excellent values and commitment to learning.’
'All the children are polite, helpful and willing to learn.'
'A fantastic breakfast club and wider range of after-school activities.'
'Know each child in depth.'
'Older children look after the younger children.' 'A great variety of visits and after-school clubs.'
'Opportunities to enter into various events such as The Yorkshire Show, cookery competitions and sporting activities.'
'Treat reading as a priority.'
'Respond to individuals own learning needs quickly, putting action lists together and implementing at speed.'
'Chapel Haddlesey School supports, encourages and nurtures children to learn and develop into confident children with excellent values, skills and knowledge. This comes from the community and family feel in the school. I would recommend this school to any new parent.'
CHAPEL HADDLESEY CHURCH OF ENGLAND VOLUNTARY CONTROLLED PRIMARY SCHOOL MILLFIELD LANE CHAPEL HADDLESEY SELBY YO8 8QF
Telephone: Selby (01757) 270282
Email: email@example.com
School website: https:chapel-haddlesey.n-yorks.sch.uk
LOCAL EDUCATION AUTHORITY = North Yorkshire County Council
HEADTEACHER CHAIR OF GOVERNORS
MRS. SUZANNE MACDONALD MR. CHRIS TAPERELL
Care has been taken to ensure that these particulars are correct at the time of publication, however, circumstances are always changing and it is possible that some details will alter. Parents should always check with the school for the latest information relating to any item of special importance to them. | <urn:uuid:756a9547-6973-412c-aa99-d8a934649896> | CC-MAIN-2019-22 | https://www.chapel-haddlesey.n-yorks.sch.uk/wp-content/uploads/2019/04/Prospectus-2019.pdf | 2019-05-25T22:15:05Z | crawl-data/CC-MAIN-2019-22/segments/1558232258451.88/warc/CC-MAIN-20190525204936-20190525230936-00442.warc.gz | 743,858,547 | 6,408 | eng_Latn | eng_Latn | 0.930278 | eng_Latn | 0.997916 | [
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Vectors Physics Problems And Solutions Class 11
vectors physics problems and solutions class 11
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Vectors Physics Problems And Solutions
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Solutions of Physics Problems: Another important fact about Physics Problems is knowing how to read the Solution to a Physics Problem: . It is very important to understand the solution of the problem when you read it in the book.
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Earlier in Lesson 6, four kinematic equations were introduced and discussed. A useful problemsolving strategy was presented for use with these equations and two examples were given that illustrated the use of the strategy. Then, the application of the kinematic equations and the problemsolving strategy to free-fall motion was discussed and illustrated.
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vectors addition of vectors components of vectors with examples. In physics and all science branches quantities are categorized in two ways. Scalars and vectors are used for to define quantities. We can use scalars in just indication of the magnitude, they are only numerical value of that quantity.
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Some of the major unsolved problems in physics are theoretical, meaning that existing theories seem incapable of explaining a certain observed phenomenon or experimental result. The others are experimental, meaning that there is a difficulty in creating an experiment to test a proposed theory or investigate a phenomenon in greater detail.. There are still some deficiencies in the Standard ...
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Projectile problems are presented along with detailed solutions.These problems may be better understood when projectile equations are first reviewed. An interactive html 5 applet may be used to better understand the projectile equations.. Problems with Detailed Solutions. Problem 1
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Parallelogram Law. The parallelogram law gives the rule for vector addition of vectors and .The sum of the vectors is obtained by placing them head to tail and drawing the vector from the free tail to the free head.. Let denote the norm of a quantity. Then the quantities and are said to satisfy the parallelogram law if
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Vector. A vector is formally defined as an element of a vector space.In the commonly encountered vector space (i.e., Euclidean n-space), a vector is given by coordinates and can be specified as .Vectors are sometimes referred to by the number of coordinates they have, so a 2-dimensional vector is often called a two-vector, an -dimensional vector is often called an n-vector, and so on.
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A spring-loaded toy gun is used to shoot a ball of mass m = 1.50kg straight up in the air, as shown in the figure. The spring has spring constant k = 667N/m. If the spring is compressed a distance of 25.0 centimeters from its equilibrium position y=0 and then released, the ball reaches a maximum height h max (measured from the equilibrium position of the spring).
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Preface The manuscript supplies a collection of problems in introductory and ad-vanced matrix problems. Prescribed book: \Problems and Solutions in Introductory and Advanced Matrix Calculus",
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The Mathematics department prepares students with strong skills in mathematical communication, problem-solving, and mathematical reasoning. This solid foundation enables students to transfer to other institutions of higher education, pursue advanced studies in math or related disciplines, and be prepared with occupational and technical skills to meet the needs of business and industry.
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Name
Hour
Video Worksheet
Directions: Answer the following questions and fill in the blanks while watching the video "How I Learn: Ages & Stages of Child Development."
1. Name four reasons infants cry. a. b. c. d.
2. What is an infant's first big milestone?
3. Intellectually, 1 to 3-month old infants are gathering . Socially, they like to follow people and objects with their . By 4 to 6 months, they a lot, gurgle and imitate . They figure out that their and are attached. They can things, if propped and put things in their .
4. What do adults do to stimulate interaction with infants?
5. Infants 7 to 12 months old are more . They and crawl, pull themselves up to standing and some even . They can remember what they like to and . They know who they are in the .
6. Stranger shyness comes from separating the from the.
7. Good toys for this age are household.
8. Between 7 and 12 months an infant begins to know his/her own , understand many and starts to .
9. (ages 1 to 2) are busy growing up. They like to others, help with _______ and and are proud of the things they can .
10. Describe the parallel play of toddlers.
11. Give an example of a make-believe activity that toddlers enjoy.
12. A favorite word of the toddler is .
13. Although they like to learn new things, the 2 to 3-year-old child gets when something is too hard.
14. What skills are particularly developing?
fine motor skills
large motor skills
15. What is the common favorite word of the 3 to 5-year-old child?
16. What kinds of actions do 3 to 5-year-olds find particularly funny?
17. Because of their increased attention span, what are some things 3 to 5-year-olds like to do?
18. The school-age child (ages 5-8) is beginning the process of figuring out what they and and their in the world around them.
19. List the four ways children develop. Give an example of each.
Video Worksheet Answer Key
Directions: Answer the following questions and fill in the blanks while watching the video "How I Learn: Ages & Stages of Child Development."
1. Name four reasons infants cry.
a. fed
b. burped
c. diapered d. too hot/too cold
2. What is an infant's first big milestone?
lifting head and turning head toward sound
3. Intellectually, 1 to 3-month old infants are gathering information . Socially, they like to follow people and objects with their eyes . By 4 to 6 months, they smile a lot, gurgle and imitate sounds . They figure out that their hands and feet are attached. They can hold things, sit up if propped and put things in their mouth .
4. What do adults do to stimulate interaction with infants? make funny noises in their face
5. Infants 7 to 12 months old are more mobile . They creep and crawl, pull themselves up to standing and some even walk . They can remember what they like to eat and drink . They know who they are in the mirror .
6. Stranger shyness comes from separating the known from the unknown .
7. Good toys for this age are household pots and pans.
8. Between 7 and 12 months an infant begins to know his/her own name , understand many words and starts to talk .
9. Toddlers (ages 1 to 2) are busy growing up. They like to imitate others, help with tasks and chores and are proud of the things they can accomplish .
10. Describe the parallel play of toddlers.
side by side play; no sharing/cooperative interaction
11. Give an example of a make-believe activity that toddlers enjoy.
setting the table
12. A favorite word of the toddler is mine .
13. Although they like to learn new things, the 2 to 3-year-old child gets frustrated when something is too hard.
14. What skills are particularly developing?
X fine motor skills
large motor skills
15. What is the common favorite word of the 3 to 5-year-old child?
Why?
16. What kinds of actions do 3 to 5-year-olds find particularly funny?
spitting, burping
17. Because of their increased attention span, what are some things 3 to 5-year-olds like to do?
listen to a chapter of a book; work for a long time on an art project
18. The school-age child (ages 5-8) is beginning the process of figuring out what they like and don't like and their role in the world around them.
19. List the four ways children develop. Give an example of each.
a. physical - large motor and fine motor skill development; their bodies grow and change
b. social - recognize others; parallel and cooperative play
c. emotional - separate from parents; empathy and moral; reasoning
d. intellectual - talking and thinking; problem-solving; creative play | <urn:uuid:2a0f0144-6ce2-41f7-92dd-6163df4dfbd7> | CC-MAIN-2019-22 | https://www.learningzonexpress.com/media/wysiwyg/documents/worksheets/3408_How_I_Learn_Worksheet.pdf | 2019-05-25T21:11:16Z | crawl-data/CC-MAIN-2019-22/segments/1558232258451.88/warc/CC-MAIN-20190525204936-20190525230936-00450.warc.gz | 847,576,084 | 1,087 | eng_Latn | eng_Latn | 0.998957 | eng_Latn | 0.999146 | [
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Association of Art Museum Directors
120 East 56 th Street Suite 520
New York, NY 10022
Tel: 212.754.8084
Statement Submitted to the U.S. House of Representatives Committee on Ways and Means, Oversight Subcommittee Hearing on Philanthropy and Diverse Communities
October 9, 2007
The Association of Art Museum Directors (AAMD) is composed of the directors of 170 of the leading art museums in the United States, with additional members in Canada and Mexico. We are grateful for the opportunity to submit written testimony for the record on the issue of whether philanthropy serves diverse communities. The following statement addresses philanthropic grants to museums. It also addresses how museums serve their communities, regardless of funding source.
Art museums are among the most used and cherished institutions in their communities.
* Total annual attendance at AAMD member museums in the United States is approximately 50 million.
* Most AAMD institutions report that between five and ten percent of their attendance is in the form of organized school groups.
Additional children are served by individual visits, outreach, and on-line programs. Given the parlous state of art education in the public schools, especially in inner-city schools, art museums are the sole source of exposure to visual art for many at-risk children and youth. Any discussion of philanthropy and diversity must take these facts into account.
Beyond the numbers, though, it is important to state what museums stand for. As a former museum director said just last month,
Our museums reflect creativity, history, culture, ideas, innovation, exploration, discovery, diversity, freedom of expression and the ideals of democracy. Today, museums matter more than ever, as museums protect and preserve our culture and civilization. In these dark and dismal days of nationalism; religious wars; terrorism and torture; museums present the highest ideals and achievements of humankind to be admired and cherished.
America's museums were founded in many cases by generous individuals who believed that art should belong to the people. Their attitude was in marked contrast to Europe, where collections formed by royal and aristocratic patrons were often unavailable to a broader public. The public-spirited generosity of American donors both of art and of funding then and since is a living tradition that has enabled museums to offer affordable access to unique collections. The motto of the Taft Museum of Art in Cincinnati expresses it with succinct elegance: One Family's Treasure. Art for All. In the same city, the Cincinnati Art Museum offers free admission due to the generosity of donors stretching back to 1906, when Mary Emery established a fund to make Saturday admission free to all; free general admission for children was subsequently endowed by local corporations; and finally, a generous gift from The Richard and Lois Rosenthal Foundation established free general admission for everyone at all times.
All of AAMD's members share a commitment to serving the public through exhibitions that inspire, entertain, and confront the issues of the day. They offer educational programs and classes for people and families of all ages, origins, and socio-economic status. Their programs for teachers – showing how to connect works of art to school curriculum in every academic subject – are irreplaceable. All partner with other community institutions, including health, human service, and education organizations, applying the unique resources of the arts to serving a wide variety of purposes. Our institutions are anchors in their communities, often serving as the centerpiece of new or revitalized neighborhoods, providing jobs, attracting tourists as well as residents, and in a less literal sense, helping to form the community's identity – its sense of self.
There is still too little diversity in the top leadership ranks – a reality that we are committed to changing. Our adult audience, while diverse, is still not diverse enough. Nevertheless, education and community engagement – not just outreach, but actual engagement – are at the heart of museums' missions. It is worth citing a landmark report that our sister organization, the American Association of Museums, issued in 1992 after two and a half years of intensive work. Titled "Excellence and Equity: Education and the Public Dimension of Museums," it sets forth guidance on ten basic principles for museums, of which the first three are:
* Mission: Assert that museums place education-in the broadest sense of the wordat the center of their public service role.
* Learning: Understand, develop, expand, and use the learning opportunities that museums offer their audiences.
* Audience: Reflect the diversity of our society by establishing and maintaining the broadest public dimension for the museum.
These principles are now universally accepted in our field, and art museums are committed to using their encyclopedic collections, which range over five thousand years and are drawn from every known civilization in every part of the world, to speak eloquently to diverse audiences. Museum collections are a primary resource for people who wish to learn more about their own heritage, regardless of race, religion, ethnicity, or economic resources. America's non-profit system ensures that these collections are held in trust for the public – not just part of the public, but all of it, and not just for today's audiences, but for the future as well.
To prepare this testimony, AAMD polled the members of its Education Committee. Their response was immediate and overwhelming. Here is a small sample of what they had to say:
The director of the Delaware Museum of Art reports:
The Museum currently has over 60 partnerships with community groups such as Kuumba Academy, a charter school for the arts that mostly serves economically needy children, the Latin American Community Center, Girls Inc. and other agencies that service disadvantaged people. Since my arrival in 2005, I have met personally with many community leaders to ask them how the Museum can meet their needs. They have responded unanimously that while their people need many basic services they also need the creative outlet and emotional oasis that only an art museum such as the Delaware Art Museum can provide …
The director of the Queens Museum says that his museum "is in America's most diverse county, and a large section of our audience is immigrants. Therefore it makes sense that:
* We employ a community organizer to work in our 90% "minority" local community;
* Our admission is by voluntary contribution;
* We conduct free digital media (and other) classes in Spanish;
* All events are free;
* Our most expensive program is an art camp at $50 per week, and scholarships are available;
* Family workshops at the Museum cost $2 for materials;
* Two fully trained art therapists on staff work with special needs communities;
* Our staff speaks eight languages; and so on."
* 50% of executive staff and 60% of overall staff members are people of color;
At the Baltimore Museum of Art, the tour most requested by school groups – and BMA welcomes 20,000 students each year -- is the African collection, because the study of Africa is a curriculum element in Baltimore's public schools, and the museum affords a unique means for children to learn about the continent's history and culture. Its African collection was founded in 1947 by wealthy white donors and it continues to be the most rapidly growing collection in the entire museum. The museum is planning a major reinstallation for which important financial support has been received from the city government. Surely it is significant that a city with no lack of social needs sees fit to invest in its art museum. We note also that just last year a donor endowed a free admissions policy, for all, and in perpetuity. Since that policy went into effect last October 1, attendance at family programs has grown by 88 percent.
In Flint, Michigan, with a population of which 53% is African American, and with statistics that are high in unemployment, poverty and illiteracy, the recently redesigned and greatly expanded Flint Institute of Arts has risen as a symbol of renewal and a catalyst for change. It offers a wide range of exhibitions and educational programming which provide an invaluable resource to the community - educationally, socially, economically and culturally. Located in the heart of the city, the FIA serves nearly 100,000 visitors each year, of which 30% are students (kindergarten through 12th grade), in public schools and alternative educational programs. Admission to FIA galleries is free of charge and most FIA programs (classes, films, etc.) are discounted. However, the FIA is not funded by Federal, State, County or City dollars. One third of the FIA's annual budget is supported through income from endowments; another third is from earned income. The remaining third is from the financial support of generous, civic-minded individuals. It is arguable that eliminating inducements like tax deductions will reduce the frequency and amount of gifts given, in which case, the underserved will continue to be just that - underserved.
The Frick Art & Historical Center in Pittsburgh offers free and reduced rate programs to schools and families in need. Thanks to foundation grants, over the past year it has provided scholarships to 450 students, teachers and families. Additionally, the Frick provides free programs to schools and community service organizations in neighboring areas where the population is predominately African-American. Over the course of ten years and through four distinct community programs, nearly 12,000 children and chaperones from at-risk, high-poverty areas have been introduced to art, history and science through the collections and grounds at the Frick. All of the community programs are multi-visit and interdisciplinary, providing the students with an opportunity to learn about art and history in a variety of hands-on experiences. Because of grants the museum is able to continue offering these community programs at no charge along with free busing, snacks and program materials that allow the children to participate in creative take-home projects. During the 2006-07 school year, the museum collaborated with the Homewood-Brushton YWCA's Departments of Teen Services and Children and Youth to design and implement weekly or bi-weekly art and history programs. Goals for the teens stressed positive mentoring and leadership skills and incorporated the core values of the YWCA: Caring, Respect, Excellence, Safety and Trust.
At the Montgomery Museum of Fine Arts, located in Montgomery, Alabama, exhibitions and works of art in the collection by African-American artists are a focus. The museum has, for more than twenty years, welcomed and provided free tours (with free art-making in the studios) for 3,000 third graders from the Montgomery Public Schools. The museum also provides free outreach presentations to kindergarten classes and presents a special art-related puppet show followed by a tour for preschoolers. Other system-wide tours include public school seventh and eleventh graders at times when exhibitions have a direct relationship with the schools' curriculum. The makeup of the students on these tours is a direct reflection of the diverse Montgomery community.
Expanding the museum's offerings and appeal to other segments of the community, based on age, gender, ability economics, education and schedule is one of the museum's top priorities. All public areas of the museum meet or exceed ADA standards. The museum has designed programs for Korean families and for senior citizens, appealing to groups from assisted-living centers as well as individuals, and it has held initial planning meetings on addressing the small but growing Hispanic audience's interests and needs. Its 4,000 square foot ARTWORKS interactive gallery is an ideal starting place for visitors with vision or hearing disabilities; the museum offers (with advance notice) "do touch" White Glove tours for the blind that closely guide and supervise sighted or blind visitors while they touch selected sculptures from the Museum's permanent collection.
The Montclair Art Museum (MAM) in Montclair, New Jersey exists to collect, preserve, present and interpret American and Native American art and to stimulate creativity in ways that educate, inspire and connect people of all backgrounds so that a deeper understanding and appreciation of America's diverse cultural heritage enhances the overall quality of life in our community, region, and world. It is committed to being an inclusive and diverse organization that respects and welcomes individual differences among people in order to offer the most meaningful art experience to the widest possible audience. It strives to cultivate an environment that fosters productivity, creativity and individual satisfaction by celebrating such differences as race, gender, nationality, age, religion, sexual orientation, and physical abilities.
Located in one of the most fully integrated suburban communities in the US, and with a Museum Board leadership that has included two Presidents and a Chairman who are African-American in the last six years, MAM attracts a racially diverse membership and audience. However, there are many other segments of the population that it works to serve; at-home mothers and caregivers of small children, families who home-school, seniors, and all age groups in between. School-age children from all counties in Northern New Jersey and the metropolitan area visit the museum, as well as autistic children and other children and adults with special needs. The museum's Yard School of Art enriches the surrounding communities year in and year out by offering courses that have often been cut from many public school curricula. It offers free admission on Friday mornings in an effort to attract and sustain senior and other audiences and those from disadvantaged communities, and wherever possible educational events are free, as are the very popular Family Days that happen quarterly. The museum recognizes that key to new audience development is the participation of the museum's minority stewards, trustees, docents and other volunteers who will play integral roles in working to develop sustainable relationships with the target audiences.
The Barnes Foundation in Merion, Pennsylvania has spent the past six years working to present educational programs to the students in the Philadelphia School District. For five years, the Foundation has presented a program, Patterns in our Culture which was designed for first and second grade students. Looking at patterns in art, literature, mathematics, music and dance, the program tied into the overall curriculum of the school. Currently the Foundation is partnering with the Philadelphia Museum of Art and three other institutions to build a curriculum for the entire fourth-grade of the Philadelphia School District. Art, Literacy, Museums seeks to increase the targeted students' and teachers' knowledge of the visual arts and museum experiences, illustrate how the study of art can be used to advance literacy skills, and provide a new model for art institutions working together to create basic programming that will increase their impact in the community. This program is fully subsidized by the participating institutions through contributions.
The Philadelphia Museum of Art serves 75-80,000 Philadelphia school children annually. It reports that a single grant from a foundation enabled 13,927 Philadelphia public school students to take part in lessons at the museum. At all times, children who are twelve years of age or younger are admitted to the museum free of charge, and students and seniors receive discounts every day. Classroom groups from Philadelphia's public schools participate for free in programs serving K-12 children. Another grant, from a different funder, allowed the museum to serve nearly 6,000 people with visual and hearing impairments, mental and developmental disabilities, and physical impairments, as well as adults living in isolation or in residential centers. The museum has also received grants for outreach programs for Chinese-American, African-American, and Latino residents.
The Blanton Museum of Art recently opened its spacious new home at The University of Texas at Austin with a mandate to serve as a "gateway" between university and the wider community of Austin and Central Texas. Its "Art Central" program provides highquality, multi-visit museum experiences for 1,000 fourth-through-sixth graders in the Austin school district each year. A growing body of research attests to the effectiveness of multi-visit museum programs in raising not only visual literacy, but overall school achievement. The Blanton reaches out to schools that cannot afford regular museum trips by providing free bus transportation to its Art Central classes. These vital educational programs which have served over 30,000 underserved schoolchildren in Austin would not be possible without the generous support of private donors and corporations.
The museum offers free admission every Thursday to all visitors, and free admission every day to children 12 and under. In its first year of operation in the new building, it welcomed 177,000 visitors. Of this number, 53,000 were free community visits -- 30% of all visitors. 33% of visitors are non-Caucasian (12% Hispanic). The Blanton's ability to continue to offer high-quality programming for free to so many members of our community is entirely dependent on the generous support from individuals and corporations without whose donations we would have to reduce our service to the outside community drastically. Indeed, this new cultural resource itself would not exist without the generosity of individual donors who understood the importance of sharing the Blanton's cultural treasures with the entire community.
The Museum of Contemporary Art San Diego has addressed diversity in many ways over the past twenty-plus years. All of the museum's exhibition wall labels, texts, etc., are presented in English and Spanish, regardless of the exhibition subject matter. Latinos are represented on both the staff and the board of trustees. Many exhibitions have addressed related themes, most recently the 2006 exhibition, Strange New World/Extraño Nuevo Mundo: Art and Design from Tijuana/Arte y diseño desde Tijuana. The museum has several school programs, including one that serves Title I schools in the poorest areas of San Diego. The museum has received numerous major grants for its community programs and audience development activities. These include grants of $500,000 or more from The Pew Charitable Trusts, the Wallace Foundation, and The James Irvine Foundation.
In conclusion, we suggest that discouraging gifts to the arts by reducing their tax deductibility would have a counter-productive effect. It would lessen institutions' growing ability to serve the very populations whom Members of Congress most wish charity to serve, and would deprive those populations of the chance to participate fully in civil society and to have access to collections and programs that speak to their specific needs and interests. The social safety net has many strands; weakening any single strand only diminishes the safety net's overall integrity. We must insist that supporting the needy and supporting the arts are not mutually exclusive enterprises, and that the arts provide unique and irreplaceable service to this nation. Our service is not perfect, but the way to improve it is to provide more resources, not less.
Thank you again for the opportunity to provide testimony on this important issue. | <urn:uuid:6624cbed-4546-4284-b653-ba97f2702082> | CC-MAIN-2019-22 | https://www.aamd.org/sites/default/files/key-issue/philanthropytestimony2007.pdf | 2019-05-25T21:17:30Z | crawl-data/CC-MAIN-2019-22/segments/1558232258451.88/warc/CC-MAIN-20190525204936-20190525230936-00451.warc.gz | 671,026,178 | 3,804 | eng_Latn | eng_Latn | 0.998492 | eng_Latn | 0.99876 | [
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12. GETTING TO THE BOTTOM
Wells are among the most valuable resources used by historical archæologists to interpret a site, but they are among the most difficult and dangerous features.
Wells are more than water sources. To archæologists, they are natural long-term preservation systems. Organic artifacts in the bottom of a well that remains continuously wet, may be preserved by their anærobic surroundings against deterioration.
Because they are subject to change when (and if) they dry out, wet artifacts must first be measured, drawn, and photographed to ensure that valuable data will not be lost.
A well is generally regarded by archæologists as a "budget buster" discovery, because wells require special equipment and procedures to excavate, and many of the artifacts removed from them are extremely fragile and subject to deterioration. On the other hand, a well-preserved well may be a time capsule containing classes of materials that do not survive elsewhere.
Because of the logistics and expense involved in recovering data from a well, it is best to locate them as early as possible in the project, before the data recovery plan and laboratory treatment budget is written. At Bloomsbury, two of the three wells were identified in November 1994 as part of the Phase II work, and their recovery was included in the Phase III work plan.
Once they are exposed to the air, organic artifacts must be protected, which can be an expensive but rewarding process.
DISCOVERY OF WELLS
During the Phase II investigation, test squares were arrayed across the site, beginning in the northwest corner (Figure 27, page 115).
The purpose of these wide-spaced five-foot squares was to identify artifact concentration boundaries. In early November, an apparent well location (later called the eastern well) was encountered. In order to define it, the adjacent squares were opened and the well shape was exposed (Plate 16, page 108).
Plate 31 Beating the heat
Overall view of the site during well excavations, August 1995. Record-breaking heat and drought caused the workers to erect a variety of personal shades and cabañas, inspiring the appelation of "Club Ned."
The Kent County Archaeological Society chapter of the Archaeological Society of Delaware came to work on the site on November 19, at which time three new five-foot squares were opened in the core. One of the squares, ER182a, revealed a feature that provided to be the second, or western, well. The brown slumped shaft was visible in the corner of the square.
Within the next few days, the second well was exposed sufficiently to identify it.
In retrospect, it was not a good idea to open the tops of the wells at this point in the survey, even for verification purposes. From November until the end of the project, the crumbling depressions required curatorial attention in order to keep them recognizable until they could be properly excavated in August 1995.
A third well was not so obvious. Until the last week of the dig, the large feature along the south edge of the site appeared to be yet another of the basin-shaped features.
Profile of site soils, as recorded by Lyle Browning during the well excavations. The depth of this profile is about twelve feet.
Since it was not in the way of the Gradall work, its excavation was pushed to the back burner. Finally, at the end of the campaign, peripheral features were dug as part of the cleanup. One of these neglected units, ER137, proved to be a surprise. At the bottom of an apparently homogenous fill, nearly seven feet below grade, was a vertical hollowed log.
These three wells may or may not have been the family water source throughout the history of the house or houses. When the wood was subjected to dendrochronology analysis (next chapter), the wells were bracketed between the dates 1768 and 1806, somewhat consistent with other evidence from the site.
WELLS & HOUSE LOCATIONS
Well locations might be a clue to the house location. Structural remains of the house or houses were almost completely missing from the site. There was no foundation, and none of the lines of posts associated with earthfast houses.
But there are other clues that might be used to identify the house location, including the wells. Most householders sited their wells as near as possible to the house, and probably close to the kitchen activity area, where water was used.
However convenient a well might have been, there were other sources of water. Springs and flowing streams were among the alternate resources used by some settlers. Literature survey demonstrated that reported wells are more common in American rural sites than in European farmsteads of earlier or similar date.
WOODEN WELL CASINGS
Wood-cased wells were not unusual in early American homesteads. Generally the wooden well was a poor family's way to tap the Pleistocene "unconsolidated aquifer," essentially surface water found a few feet below the surface. This "aquifer" is readily contaminated by surface runoff or tidal salt water intrusion (State of Delaware 1960: 15-10, 15-11, 15-15).
The original excavations at Jamestown, Virginia, documented 24 shallow wells, which the excavator blamed for the colony's welldocumented fevers, agues, and fluxes. The commonest casing was a barrel or a stack of barrels, sometimes with a frame or brick cap above (Cotter 1958).
Most wells are round, whether they are cased in wood or masonry. A square framed well (number 12) was found at Jamestown. It was cased in vertical shakes with a rectangular frame at the bottom. A feature thought to be a square brick-lined well was found on the site of the Dover municipal parking lot on Water Street in 1989 (Heite 1990:67). It had sagged severely inward on account of its long straight walls. A brick or wooden round well, on the other hand, is strengthened by inward pressure of the soil around it.
Eastern well uncovered in November, looking eastward across the backfilled construction pit. The mottled construction fill can be seen
(Grettler, Miller, Doms, Seidel, Coleman and Custer 1995: 107).
Brick-cased wells, on the other hand, often were dug from within their casings, which were allowed to drop down the shaft as soil was removed below them. When voussoir, or tapered, well bricks were employed, a brick casing was a relatively safe working environment. If the surrounding soil pressed against the bricks, they could be relied upon to lock themselves more tightly.
A "dirt" well that was dug first and cased afterward was therefore more than merely a poor man's water source; it was a positive hazard. At Bloomsbury, the water source was a somewhat sandier layer of soil below a layer of black peaty material. Clay-laden materials above the peat would have afforded fair cave-in protection for the well diggers.
A wood-cased well was found at Thompson's Loss and Gain (7S-G-60) in Sussex County, excavated by Alice Guerrant for the Division of Historical and Cultural Affairs. The well consisted of two
The square-framed wells at Bloomsbury employed the inward pressure of the surrounding soil to hold them together. A vertical frame was formed by inserting two ladder-like cribs on opposite sides of the hole. Spacers were inserted between the cribs to form a scaffold. Clapboards were inserted behind the crib to form the box. This work was all performed down in the hole, in the presence of very real cave-in danger.
stacked barrels, topped by a wooden frame. The site dated from about 1720 until about 1770 or 1780 (Guerrant 1988).
Such cribworks have been excavated in Kent County, notably at the early eighteenthcentury John Powell plantation a few miles away
Kent County farmers experimented with a number of different well linings over the years. Stacked barrels lined a well (feature 273) at the Moore-Taylor farm site on Dyke Branch, south of the project area, which was used during the first half of the nineteenth century. Vertical oak planks were used to line a slightly newer well at Moore-Taylor (feature 274). Another well well (feature 2) was lined with
across the backfilled construction pit. The mottled construction fill can be seen.
nested barrels (Grettler, Miller, Catts, Doms, Guttman, Iplenski, Hoseth, Hodny and Custer 1994).
The nearby Wynn Tenancy site yielded two shallow wells. The earlier well (feature 80) was lined with horizontal cribbing behind four corner posts, with a barrel in the middle. This well probably was dug in the 1770s and filled sometime before 1790. The second well (feature 94) was built in the same way, probably to replace the first well, and filled around 1820 when the property was abandoned (Grettler, Miller, Catts, Doms, Guttman, Iplenski, Hoseth, Hodny and Custer 1994).
The Wilson-Lewis farmstead, built between 1852 and 1859, had two shallow wells, both barrel lined. The newer well was closed around 1889, when the site was vacated (Grettler, Miller, Catts, Doms, Guttman, Iplenski, Hoseth, Hodny and Custer 1994).
At Carter's Grove, a great house in Virginia, Ivor Noël Hume found a well cased in horizontal boards of red oak and poplar that apparently was used by brickmakers as a temporary water source (Noël Hume 1974).
HOLLOWED LOG SHAFTS
At the roughly contemporary Whitten Road site in New Castle County, a bored wooden pump stock was found inside a woodcased well. The casing consisted of two wooden planked casings, the one within the other. Casing boards were laid behind four corner posts that were braced by mortised stretchers, in the same way as two of the wells at Bloomsbury. Inside the Whitten Road well the excavators found substantial remains of a wooden pump stock (Shaffer, Custer, Grettler, Watson and De Santis 1988:125).
The hollowed log shaft at Bloomsbury differed from the Whitten Road pump in several respects. First, of course, was the lack of any casing or well shaft above the short tubular section. This tubular section lacked the plug and the side holes that would have been needed to admit water and keep a pump clean, both of which occurred at Whitten Road.
On a subsistence farmstead, the possible presence of a pump raises many questions, especially in view of its apparent ephemeral existence. The putative pump is even more puzzling because it appears to have been inserted in an especially
excavated shaft. Where open cased wells already existed, it was common practice to insert a pump stock into the existing shaft. The practice continues today with motor-driven pumps inserted into open wells.
A hollowed log used as a well shaft supposedly from the "lost colony" was found at Roanoke Island North Carolina in 1982 (Noël Hume 1994:88).
The chemical map of the site suggests that the supposed third well or pump was not used in the normal food preparation activities on the site because the potassium and calcium concentration is found near the two open wells and is away from the third shaft.
PUMP TECHNOLOGY A pump was an expensive way to raise domestic
The eastern well after the Gradall cut and the falling away of the north wall casing boards, showing the crossbrace that was mortised into the corner post water, considering the alternative, relatively and easy task of raising a bucket from a shallow well. The presence of an apparent pump stock here therefore remains a mystery for technical, economic, and social reasons. Piston - driven suction pumps had been known for centuries in the mining industry before they became common household implements. Agricola's metallurgical manual in 1556 illustrated and described the making and operation of seven varieties of piston pumps with hollow wooden stocks (Hoover and Hoover 1950:176-189).
Domestic water pumps are a more recent development that during the eighteenth century was almost exclusively the property of the wealthy. Even in the latter years of the nineteenth century, pumps were uncommon in rural areas.
WELL EXCAVATIONS
The first Phase III task was to handstrip and sift the topsoil over the entire site core, exposing and mapping the features. Then the features were cleared, beginning at the north end of the site.
After most of the features north of the wells had been cleared, a Gradall was used to expose the sides of the well shafts and to provide a drainage sump. In spite of a major drought, and the longest rain-free summer in history, the site's water table remained high.
In June, two more senior archæologists were engaged to dig the wells. The eastern well was dug by William Sandy as Lyle Browning opened the western well, while the Principal Investigator concentrated on finishing the rest of the site.
EASTERN WELL
Sandy's first task was to open the eastern well shaft that had been sounded in November. During the November work, a round shaft had been detected, with tiny spalls of brick embedded in the surrounding dirt wall. Based on this finding, the natural assumption was that the well had been brick lined all the way down.
However, as Sandy cleared away the upper fill, the shaft appeared square, about three feet on a side, inside a filled larger hole.
The upright piece of oak timber (Plate 35) last grew in 1806, according to dendrochronology
Plate 35 Eastern well, opened to the water level, with preserved upright log exposed.
(next chapter). It showed no signs of having been used, and the cuts on the end appeared to be fresh Its bark was intact. Therefore, the post is assumed to have been fresh when it was cast into the well, during a cleanup event on the house site.
dated materials on any historic site. Using the formulas published by Stanley South thirty years ago, archæologists calculate a "mean" ceramic date that is a comparative measure of relative date, if not an exact date.
Even though the waterlogged lower casing appeared firm, prudence dictated that it be excavated from outside. Accordingly, a Gradall was used to dig away the remaining soil from around the wells.
Some of the casing was saved for analysis, and the muck was water-screened through quarter-inch hardware cloth. Some muck specimens were saved for flotation, which produced some small artifacts. The dendrochronological date for the well would be derived from materials that were taken from the structure during excavation.
EAST WELL INTERPRETATION
Deposits in the eastern well were lumped into three periods: construction, active use of the well, and demolition fill. To enhance clarity of analysis, a few deposits were excluded if they seemed ambiguous or if they could have been contaminated.
Refined ceramics are the most readily
Ceramic dates for eastern well deposits revealed few surprises, since the mean ceramic dates were comparable to dates derived from dendrochronology. In order to maintain consistency, the 1971 South table was used to create mean ceramic dates, even though some dates have been revised. Since that time, pearlware dates generally have been pushed backward, alleviating any distress concerning the anomalous date for polychrome pearlware.
From this evidence, it appears that the well was dug and used near the end of Thomas Cutler's tenure on the property. It stands to reason that Cutler's new house of circa 1775 stood within a few feet of this well, and that he had been using another water source for about fifteen years before the eastern well was dug. That other source may have been the west well, or it may not.
Mean ceramic dates are consistent with the dendrochronology, if not too consistent. The mean ceramic date for the construction deposit (1791.54) is earlier than the date (1798) of the wooden parts.
These numbers probably speak to the market distance of Bloomsbury from the style-setting centers. The well profile (Figure 38) may be compared to the ceramic chart (Figures 40-41) and the tabulation of materials below.
ARTIFACTS FROM CONSTRUCTION FILL OF THE EASTERN WELL, FEATURE 21, COORDINATES 1130M
Deposited about 1798 (Excavation Register numbers 180c, d, i, l, m, s, t, x, y, aa; 181b) Mean ceramic date 1791.54
```
Faunal material: oyster shells clam shells food bones Structural: nails wrought cut daub brick fire cracked rocks Glass: aqua glass bottle wheel-engraved tumbler olive green glass bottle case bottle with bubbles Red earthenware: slip-decorated with green black glazed brown glazed green interior from a cup Refined earthenwares: lighter yellow creamware (1775-1820) polychrome pearlware (1795-1815) blue painted pearlware (1780-1820) polychrome tin-enamelled earthenware (1580-1640) creamware (1762-1820) undecorated pearlware (1780-1830) Stonewares: buff exterior, grey interior scratch blue (1744-1775) white (1720-1805) Apparel: Type 10 brass button Implements: English flint core white clay pipe battered cobbles iron pot fragments chipped glass halfpenny coin
```
ARTIFACTS PROBABLY DEPOSITED DURING USEFUL PERIOD OF THE EASTERN WELL, FEATURE 21, COORDINATES 1130M
Deposited about 1798-1806 (Excavation Register numbers 180z, ab) Mean ceramic date 1794.93
Food remains
peach pits
black walnut shells
plum (?) pit cherry pit
Faunal material:
bones
oyster shell turtle carapace
Structural:
daub
square nail
fire cracked rock
brick
clapboard and other wood scrap
oak post
Glass:
olive green wine bottle glass case bottle with bubbles
Red earthenware:
black glazed lead glazed
slip decorated with green
Refined earthenwares:
polychrome pearlware
(1795-1815)
blue painted pearlware
(1780-1820)
creamware (1762-1820)
plain pearlware (1780-1830)
lighter yellow creamware
(1795-1820)
Stonewares:
scratch blue (1744-1775)
brown glazed buff body
Implements:
white clay pipe
tinware
iron bucket bail
curved needles with thread
scissors
S-hook
2-tined fork
lock plate from cabinetry
iron pot fragments
Apparel
shoe parts
RTIFACTS FROM BACKFILLING THE EASTERN WELL
A,
IN THE DEMOLITION FILL OF FEATURE 21, COORDINATES 1130M
Deposited about 1806 and thereafter (Excavation Register numbers 180n, o, q, r, u, v, w) Mean ceramic date 1797.37
```
Faunal material: oyster shells turtle carapace Structural: fire-cracked rocks brick daub wrought nails cut nails clapboard and carpentry scrap wood Glass: clear vessel olive green bottle pale green vessel case bottle with bubbles aqua window glass Red earthenware: black glazed clear lead glazed brown glazed slip decorated Porcelain: Chinese porcelain (1660-1800) Refined earthenwares: lighter yellow creamware (1775-1820) polychrome pearlware (1795-1815) blue painted pearlware (1780-1820) creamware (1762-1820) annular pearlware (1790-1820 edged pearlware (1780-1830) undecorated pearlware (1780-1830) Stonewares: scratch blue (1744-1775) Apparel: button Implements: white clay pipe iron pot fragment flint core
```
ARTIFACTS FROM BACKFILLING OF THE EASTERN WELL MEAN CERAMIC DATE 1797.37
Graphic representation of ceramic dates from the eastern well backfill
The terminus post quem, the "date after which" the feature was filled, was calculated by determining the earliest manufacture date of the newest artifact in the deposit.
It stood open until at least five years after John Sisco arrived on the site. It was filled with household goods, trash, and a log. Among the discards were items that clearly were not trash. Scissors, upholstery needles, a pot hook, and a stout post are in good condition today. Perhaps Sisco or Consealor was clearing away an abandoned house, and a few useful items were accidentally discarded with the trash.
water was still available to be drawn. The slumped plug of topsoil yielded a mean ceramic date of 1798.31, which may be taken to suggest that the site was occupied, and new articles were being introduced, after the well was abandoned and backfilled.
The mean ceramic date of the well's active period, 1795, is only slightly earlier than the mean ceramic date of the fill, 1797. One may conclude from this slight difference that the site could have been occcupied for a short time after the well was abandoned. At the time the post was thrown in, 1806 or later, the well was open and
Since we "know," or may reliably assume, that the well was shut after 1806, it is possible that the dwelling was occupied after that date. On the other hand, the slightly later date for the plug may be an artifact of the statistics, since no wares appear in the topsoil plug that are absent from well deposits.
The well was sealed, at latest, by the time Thomas Consealor is known to have left the property, in 1814.
Eastern well, opened to the point where the stains of the rotten casing boards were visible, about four feet below the plowzone.
WESTERN WELL
The western well, feature 18, was discovered during the Kent County Archaeological Society visit in November 1994. The original unit included part of the brown slump over the shaft and some of the clay in the original construction fill.
Excavation was stopped as soon as it was obvious that the feature was a well. Over the ensuing months, the well and its surrounding features were uncovered. Excavation register number 182 was assigned to the deposits in the shaft, even though the feature overlapped several different ten-foot squares.
Lyle Browning opened this well during July and August 1995. Because the first test had been cut across the east side of the well, it was necessary to bisect the feature along a northsouth line.
The east well had demonstrated that imprints of rotten wood structure might be seen quite far up in the shaft, well above the waterlogged casing. To interpret the casing, it was decided to section this feature all the way across, and maintain a profile, instead of removing the fills in reverse chronological order, as more commonly accepted protocols require. The result was a nearly complete profile that provided insights into the construction and decay processes.
indication of an outer, upper case, which overlapped the lower case. In the western well it was possible to define the well digger's working platform area, at about the level where the two casings overlapped.
The well apparently was dug to its full depth, and the lower casing was inserted. Then, standing at the platform level, the builders erected the upper casing, backfilling as they added planks.
The casing of this well was generally the same as the wooden part of the first well's casing. In this case, however, there was an
As the abandoned well mouldered away, someone may have used it as a privy, or less likely, as a repository for noxious trash. A layer from this event (182ac) was labelled " cess?" by the excavator. After it had served this pupose, the well was intentionally filled with soil. The organic material later rotted away, causing the shaft's contents to compact and slump. Surrounding topsoil gradually
Plate 36
As the wells were being opened, earthmovers began reshaping other parts of the property in preparation for a wetland replacement project. This picture was taken from atop an earth pile next to the site.
drifted into the settling well fill as rotting casing boards slumped and twisted inward.
Intact framing survived at the bottom, so that a definite construction date for the well could be derived from dendrochronology. The wood frame of the casing provided a construction date of 1767, exactly when the widow Sappington relinquished her claim and vacated her roofless house somewhere nearby, possibly on this site.
So if the well was dug in 1767, for whom was it dug? The Pearsons, Mrs. Axell's tenants about this time, lived farther inland, at a site their son later identified near the present highway.
John MacFarland, Mrs. Axell´s son-inlaw, evicted Mrs. Sappington. He probably did not live on this part of the farm, since his widow eventually claimed a different tract. It is unlikely that she would have built a new house and then claimed another parcel in the division. David Griffin is the person most likely to have dug the well if we accept a construction date of 1767. He married the Axells' daughter Mary, and died in 1770. Shortly after his death, his widow and her new husband, Patrick Conner, claimed this part of the tract and soon sold it to James McMullen, whose tenant would be Thomas Cutler.
Thomas Cutler's house was built, according to Joseph Thompson's 1795 recollection, in about 1775 or 1776. If that new house stood on this site, which is likely, it might have been sited to take advantage of an existing well that had been dug for Griffin. Or, more plausibly, Cutler may have dug the well when he built his new house around 1775.
We cannot know where the Cutlers at first got their water, but poorly drained soils nearby could have contributed springs.
The final deposit in the western well demonstrates that the site was occupied for many years after it was abandoned. This final deposit, that effectively plugged the well, raised questions about the histories of both wells.
THE WEST WELL PLUG
Drifted-in topsoil, and the plowzone above it, was catalogued as a single deposit marked ER182i. Since it was impossible to visually distinguish between the topsoil and the drifted-in topsoil plug, they were treated as a single entity.
The plug probably resulted from subsidence of organic well deposits, particularly the "cess" layer, 182ac. It may have formed gradually over many years, long after the site was abandoned, or might have been dragged in during site clearance. In either case, the plug is the terminal occupation deposit on the site.
The mean ceramic date of this deposit was calculated at 1799.25, almost contemporary with the mean ceramic dates of the east well. This difference hints, but cannot prove, an abandonment date shortly after 1800, about when Francis Denney bought the property. Because he already owned the adjacent portion, his tenant, Sisco, might have been living there, making the Cutler house redundant. A tabulation of the west well contents, beginning on page 161, can be compared to the profile (Figure 43) and graphic representation of the ceramic data on figures 46 and 47.
COMPARISON OF THE WELLS
The two wells were physically similar, but the discards in them reflect very different levels of material affluence. The people who backfilled the western well were less well endowed with material goods, particularly imported luxury items.
By the time the west well was dug, people had been living on this site long enough to leave some broken ceramics lying on the ground. The Sappingtons, whose house was unroofed in 1767, are most likely to have broken the ceramics that found their way into the construction fill of the western well.
The presence of burned daub in the western well construction layers is probable evidence for a wooden chimney in use some
time before this earlier well was dug. Wooden stacks were plastered with clay that would shrink and fall off under firing. Wooden chimneys were constantly in need of repair, lest they become a fire hazard. Virginia outlawed wooden chimneys in towns during the seventeenth century, and Delaware orphans court inspectors regularly ordered the construction of brick chimneys, as they did when Abraham Allee inherited the eastern third of Bloomsbury. Few wooden chimneys have survived from the colonial period. The most famous surviving example from the period is the five-story German pietist monastery at Ephrata, Pennslyvania, which still has daubed wooden flues.
While the western well was in use, the principal utilitarian wares were slip decorated red earthenware and several varieties of brown glazed red earthenware. A complete overglaze painted pearlware saucer and a nearly complete royal pattern creamware plate were originally broken in the immediate vicinity of the well, for most of their parts were found together. A red earthenware chamberpot was mostly present.
The eastern well was dug after the western well was abandoned, and probably represents a different family's occupation. Time elapsed between the demolition of the first well and construction of the second one. By the time the second well was constructed, different trash was lying about.
The demolition layers of the western well (182 o, u, and ab) contained two varieties of pearlware (plain and overglaze enamelled) and a considerable amount of coarse red earthenwares.
The construction fill of the eastern well (ER 180 c, d, i, l, m, s, t, x, y, aa, and 181b) contained more varieties of pearlware, later creamwares, and several items that were much earlier. These older items included scratch-blue and plain white stoneware and polychrome delft. If these older materials had been broken earlier, before or during the western well's active life, they should be represented in the use or demolition period of the well. Instead, it appears that these artifacts were discarded after the first well was backfilled and before the second well was built. The scratch blue, in particular, would have been very old in 1798, when it found its way into the construction fill.
Both framed wells contained a wealth of organic materials, which are discussed elsewhere. The assemblages included whole artifacts and materials that clearly were trash, including broken items and manufacturing waste. Among the latter category were many tiny twigs that had been cut to length about two or three inches long. These twigs retain their bark, and clearly were meant to serve some purpose. It has been suggested that they may have been intended for dyeing or tanning. Without further analysis, they remain one of the site's mysteries.
CONSTRUCTION FILL OF THE WESTERN WELL, FEATURE 18 Deposited about 1767, based upon dendrochronology (Excavation Register numbers 182b, j, m, n, q, r )
Faunal material:
oyster shells clam shells
bones
Structural:
brick nails
daub
Glass:
clear glass tumbler olive green bottle Red earthenware:
Refined earthenwares: creamware (1762-1820) Stonewares:
black-glazed trailed slipware
clear lead glazed brown glazed bartmann face jug (1620-1720)
DISCOVERY OF THE SHAFT
Immediately south of the western well was a large mottled feature that superficially resembled other pit features on the site. Its true nature was not suspected until the last day, when a hollowed log was discovered at its bottom.
Because it lay on the south end, this feature was deferred, to make sure that the featyres north of the well wouls be cleared before the Gradall arrived. Crew members working on the west well with Browning picked at the feature during slow times, but its true nature was unsuspected. Sandy finished te east well first, and volunteered to finish the "pit" feature.
The mottled pit fill kept going, deeper and deeper. Sifting yeilded a few artifacts, but the fill contained mostly clods suggestive of relatively quick backfilling. Pockets of burned material, thrown into the backfill, showed that the site was occupied at the time the hole was backfilled.
No shaft or mold was apparent at the center of the fill, nor were there any layers that might indicate working floors such as are common in well shafts.
A sawn clapboard, typical of the sheathing of both wells
Water level was reached, together with a wooden object that originally appeared to be a post. This turned out to be the hollowed log segment (Plate 33, Figure 48).
At first glance, it appeared to be a pump stock segment, but it was much larger inside than a typical pump. It was stuck into the waterbearing sand layer under the clay layer that was encountered in the other wells.
sparsely through the fill. This was secondary fill, accidental inclusions in the backfill. The hole was filled quickly after it was dug, possibly only a few days. While it was being backfilled, a few loose sherds fell into the hole.
The artifact content of the well added to the mystery. The artifacts all were fragmentary, broken into relatively small pieces, spread
So what happened? Did an experimental pump fail? Did the site occupants make a pump for a customer, and dig a test pit to try it out? Did a pump salesman fail to close a deal after the pump was half installed? We may never know. Answers to these questions are beyond the realm of archaeology.
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Seismometer Candidate for Globe Project
IRIS Consortium Education and Outreach Committee Design Program Colorado School of Mines Golden, CO 80401
Mitchell Farnik Mohammed Ali Stefan Jensen Abdulla ALAmoodi James Copeland MMSAJ Inc. Golden, CO 80401
Tuesday, December 03, 2002
Table of Contents
Executive Summary
We have come to understand that the goal of this project is to design and build a functional, inexpensive seismometer that can be attached to a PC. If the seismometer is inexpensive enough, then it would be possible for schools to purchase it and it could possibly be a candidate for the Globe Project. If there were a functional seismometer in the classroom, it would allow students to observe seismic activity around the world. The Globe Project is a planned worldwide network of seismometers linked to each other via computers.
We realize that the seismometer must meet several specifications. The specific technical aspects are a period range of 15-30 seconds, a signal to noise ratio of 1-20 seconds, capable of detecting a magnitude 6 or greater earthquake anywhere on earth, and able to attach to a PC to record data.
The seismometer we have chosen to modify is based on the original Lehman design. The design consists of a structure, a pendulum, a dampener, a sensor, and the electronics. The hurdle that our team most needed to overcome was the costs. Most seismometers cost upwards from about $200. The Lehman design was picked because we as a group believed that this design could be most easily manipulated into our desired price range.
The structure of our seismometer will be primarily composed of PVC pipe. The PVC pipe is very inexpensive, durable, and extremely light. The use of the PVC pipe will allow our seismometer to weigh less then 30 pounds. The structure has dimensions of about two feet long by one foot wide by one and a half feet tall. The structure is held together by PVC glue.
The pendulum is a horizontal 21¼-inch threaded steel rod. The pendulum is then attached to a 1¼-inch flat head screw with the use of a nut. The pendulum rests against a knife-edge placed horizontally within the post of the structure. For safety reasons, we used a sharpened compact disc section rather than a knife-edge. The pendulum is also attached to a string that has two springs attached to each end. The springs absorb the seismic waves of the earthquake to keep the pendulum from moving.
The dampener is used to keep the pendulum from moving due to energy waves outside our target frequency. We used an eyehole screw and put our steel rod through it. We placed the screw in the center of the pendulum. We used two washers and the center of a compact disc to on the bottom of the eyehole screw to slow down the movement of the pendulum. We used vegetable oil as our dampening fluid.
The sensor is composed of eight circular magnets and a tightly wrapped spool of copper wire. The magnets will be attached to the end of the pendulum, and during seismic activity, the pendulum will remain motionless, but the base will move up and down causing a current.
We found that we could save money with the electronics by purchasing the electronic devices from another source. Through research, we found that we could save a
substantial amount of money in this fashion that we could then use in other areas of the project.
If you have any questions whatsoever please feel free to contact us.
Phone 303-215-6318 email firstname.lastname@example.org. We believe you will find that our design meets all our your criteria and does so in an exceptional manner. We thank you for this opportunity, and we hope that you are pleased with what you see.
Introduction
The goal of the project is to develop a seismometer that could be purchased for $150 or less that attaches to a PC. The development of such an inexpensive seismometer could lead to a nationwide, and even worldwide, seismic detection network, as well as put the purchase of a seismometer within bounds of a typical educational budget. The program AmaSeis will monitor the data coming into the PC so that it can be easily recorded and viewed graphically.
This seismometer would be for use in educational institutions as well as a candidate for the Globe program. The Globe program is a project with the goal of developing a worldwide seismic network. With the placement of thousands of identical, standardized seismic stations around the world, and the corroboration of the data recorded from these stations, scientists could reinforce current theories about seismic activity and even form new theories. Such information could be used in both pure science fields as well as in application, such as structural design. The amount of data that would be collected by a worldwide seismic network would prove invaluable in the scientific community, and the usability of a seismometer meeting these design specifications would prove a most valuable learning tool in the classroom.
By having a functional seismometer in the classroom, students would have the opportunity to explore with a hands-on learning approach and participate in the collection of a vast amount of scientific data. In order to be a useful learning tool in the classroom, our seismometer needs to fulfill several addition requirements, constraints, and concerns. First, the dimensions and weight of the seismometer need to be conducive of a classroom environment. Too large or heavy seismometer would be an inconvenience. The seismometer should be visually pleasing and a design such that it renders itself easily to classroom demonstrations of the functionality of the seismometer. It would also be a good idea to include an option on the seismometer that would give notification of when an earthquake has been detected. The design needs to be durable so that it supplies the most functionality for the longest time with the least maintenance. When maintenance is necessary, the design needs to simple enough to maintain easily. The inclusion of an instruction booklet for proper use and maintenance of the device is a necessity. The safety of the operator should be a concern during the design process.
Specifications
The technical requirements for the seismometer are as follows:
* A period range of 15-30 seconds
* Capable of detecting a magnitude 6 or greater earthquake anywhere on earth
* A signal to noise ratio of 1-20 seconds
* Able to attach to a PC to record the data
The sensor will be connected to an amplifier, filter circuit, analog-to-digital converter, then to the PC via the serial port. Another connection option is to add an AD with serial output to the amplifier/filter circuit, which would allow a direct connection to the serial port. We understand that the seismometer needs to be relatively durable with dimensions suitable to a classroom environment.
Subsystems Breakdown
During the research and brainstorming processes, we found and thought of numerous designs for a seismometer. These designs were thrown out after time constraints, cost, and/or knowledge required hindered further pursuit of these designs. Our team has made modifications to the Lehman design in order to meet the criteria outlined by this project. We feel that this time-proven design lends itself easily to modification, and that we can make the necessary modifications to this design to meet your specifications. The primary hurdle for this approach is cutting costs in the design without compromising effectiveness of the design. With five members in our design team, it worked out well, both in a systems breakdown and in manpower, to divide the subsystems into the frame, pendulum, dampener, sensor, and electronics.
Modified Lehman Design
[1]
Overview
We have completed the construction of a vertical modified Lehman seismometer at a cost of $55.14 including the electronics and excluding tax. The first concern when choosing the materials after functionality was cost. We attempted to find the least expensive materials that would function properly.
The structure is made of 1 inch PVC. (Please see page 5.3 in Graphics Portfolio) The pendulum is made of a threaded steel rod. At one end, it is connected to a flat-head bolt with a nut. The flat-head bolt rests against a compact disc that has been cut in half and filed to an edge. Please see (6.1) The blunt edge of the cd has been glued into a horizontal slot that has been cut into the vertical pole of PVC pipe. (See page 10.2) Half of the dampener, consisting of several washers, the center of a cd cut to three inches in diameter, four nuts, and an eyehole bolt (See 7.3) is held in place between two nuts threaded on the boom. The magnet is attached near the outside end of the pendulum with PVC glue. (See 10.1) A spring is attached to the opposite end of the pendulum. (See 10.1) The spring is attached to wire that runs to another spring that is attached to the top of the vertical piece of PVC pipe. The other half of the dampener, the cup filled with vegetable oil, is glued with PVC glue to sections of acrylic. The acrylic is glued with PVC blue and attaches to the frame. Two six-inch pieces of one inch PVC are glued vertically to the acrylic to serve as stops for the pendulum. The coils of the sensor are attached to another section of acrylic attached to the base. Wire runs from the coils and attach to the amplifier that attaches to the analog-to-digital converter, which attaches to a computer.
Structure
The purpose of the structure is to hold the other components of the seismometer in place. The material needs to be rigid enough as not to lose energy to the elasticity of the structure.
The dimensions of the frame are 2 feet long by 1 foot wide by 1.5 feet tall. Our entire seismograph weighs less than thirty pounds. This would allow the seismometer to be a useful and dynamic tool in the classroom. We used approximately 10 feet of 1" PVC pipe at a cost of about $.24 per foot. One 1" PVC tee was needed at a cost of about $.48. Four 1" PVC 90 elbows were needed at a cost of $.39 each. One female 1" PVC cap can be purchased for $.29. The use of four screws in the bottom of the PVC can be used to properly level the structure. One tube of epoxy can be purchased for about $3.00.
PVC is lightweight, durable, and easy to work with. The other subsystems will be able to attach their components to the frame by the use of screws and glues. Two eye-whole fastener screws can be used to attach the pendulum to the frame at a cost of $.86 each. One 12X3 inch piece of acrylic is attached with PVC glue to the frame directly below the dampener. The cup containing the vegetable oil is glued to this piece of acrylic. Another 12X3 inch piece of acrylic is attached to the frame below the sensor. The wire coil for the sensor is attached to this piece of acrylic. A third piece of 12X3 inch piece of acrylic has been cut into equal pieces to raise the height of the cup for the dampener and to act as vertical stops for the pendulum. (Please see 5.1-5.3) The estimated material cost for the structure is approximately $10.92. The expenses are broken down as follows:
Structure Cost Chart
| 1" PVC pipe | 10 | ft | $0.24 | $2.40 |
|---|---|---|---|---|
| 1" PVC tee | 1 | | $0.48 | $0.48 |
| 1" PVC 90 deg. Elbows | 4 | | $0.39 | $1.56 |
| 1" PVC female cap | 1 | | $0.29 | $0.29 |
| PVC glue | 1 | | $2.99 | $2.99 |
| Eye-hole fasteners | 2 | | $0.86 | $1.72 |
| Screws | 4 | | $0.10 | $0.40 |
| Acrylic | 108 | in2 | $0.01 | $1.08 |
Total Structure Cost $10.92
*Prices obtained from homedepot.com and do not include tax. [2]
Pendulum
The pendulum is usually made of steel or a strong plastic. Flexible materials cause the pendulum to oscillate for a longer, more noticeable period of time, making the seismometer less accurate. The horizontal pendulum starts with the arm. The movement of the arm is actually what gives the reading. [8] The arm comes to a point and it rests against a knife-edge that is placed on the support beams [3] (Please see 10.2). As you move down the pendulum, depending on design, you will come to a dampener. The dampener can be in the middle of the pendulum or on the end. Next comes the sensor, and the placement of this depends on the placement of the dampener. The sensor consists of a coil of wire and a magnet. One half of the sensor, either the coil or the magnet, is attached to the boom, and the other half is attached to the base. During an earthquake, the pendulum remains stationary and the base of the seismometer moves with the motion of the ground. As the magnet moves through the coils, it generates current that is sent to the electronics that are attached to a computer generating a graphic display of the seismic activity. [8]
The pendulum is attached to the frame at two locations. The connection on one end of the pendulum nearest the frame consists of a flat surface with a lip and a knife-edge. (See 10.2) The pendulum slopes slightly down to this point, allowing the knife-edge to rest on the lip. The opposite end of the pendulum is held up by a spring attached to about a 30degree angle to the frame. (See 10.1)
The pendulum is most often made of steel, aluminum, or very hard plastic. After looking at availability, cost, and functionality of each material, we decided on using a threaded steel pendulum that can be purchased for $1.98. The pendulum is made of a threaded steel rod. At one end, it is connected to a flat-head bolt with a nut. The flat-head bolt rests against a compact disc that has been cut in half and filed to an edge. The blunt edge of the cd has been glued into a horizontal slot that has been cut into the vertical pole of PVC pipe. Half of the dampener, consisting of several washers, the center of a cd cut to three inches in diameter, four nuts, and an eyehole bolt is held in place between two nuts threaded on the boom. (See 6.1) The magnet is attached near the outside end of the pendulum with PVC glue. A spring is attached to the opposite end of the pendulum. The
spring is attached to wire that runs to another spring that is attached to the top of the vertical piece of PVC pipe.
Dampener
The word "damp" is to attenuate the amplitude of repetitive motion and dampening is generally expressed in relation to what is needed for "critical" dampening. The dampener is the part that makes the seismometer sensitive. [3]
The dampening is very important to make the seismometer sensitive as a well dampened seismometer will reveal the various phases of seismic motion. If there is no dampening, the boom will be sensitive to seismic waves that have the same period as the natural pendulum period of the boom. With dampening, it will be most sensitive to waves with periods about half the length of the boom's natural oscillation period. An instrument built to respond to a seismic wave period of about a second is called a short-period seismometer. One that responds to periods of from 10 to 20 seconds is a long-period seismometer. Lehman adjusts his boom for a natural period from 12 to 18 seconds. As this is a long-period instrument, we decided to use an oil, instead of a magnetic, dampener. [4]
This dampener consists of a paddle connection to the boom and is suspended in a peanut butter jar full of olive oil. (See 7.3) This dampener cost about $2.25. Without this dampening system, the boom would continue to swing for a long time after initially set in motion.
Here is a picture of what the dampener will look like.
[6]
Sensor
The sensor consists of a magnet and a coil. (See 8.4) The magnet is a cylindrical magnet and will be connected to the boom. The coil is a determined number of wire coils and
will be connected to the base. The sensor's function is to detect the movement of the earth.
The signal is generated by the sensor in response to seismic activity. We will use the generation of current in a coil to make a signal. The information contained in the signal will be representative of the movement of the earth from seismic activity. Signal is created by movement of a concentric magnet inside a coil. The magnet creates a magnetic field, as does current flowing through a wire. Current is the movement of electrons through a wire. Movement of a magnetic field near a coil of wire will generate current. Using this concept, a wire coil and a magnet create the sensor of our seismometer. When an earthquake takes place, the base moves with the motion of the ground and the magnet on the boom stays stationary, causing the coil to move around the magnet generating current. The signal has both an amplitude and frequency.
Amplitude:
The amplitude indicates the strength of the waves. The amplitude of our signal will be related to the movement of the earth. Maximum amplitude is when the earth's distance displaced by an earthquake is high.
Frequency:
The frequency comes from the fact that the system oscillates due to the spring and is dampened using the dampening solution. The dampening filters high frequencies out of the movement of the arm. The resonance of the signal is between 15 and 30 seconds. This is a very low frequency signal. This is obtained using a spring that has a small spring constant, thus, further filtering out high frequency "noise". Noise is any waves outside the target frequency.
Movement of current through wire coil around magnet
[7]
We are using a cylindrical shaped magnet that can be purchased from Home Depot for $2.45. One wire coil can be purchased from Radio Shack for $1.36. The magnet is attached near the end of the pendulum using PVC glue. (See 10.1) The wire coil is glued to a rectangular piece of acrylic that is attached to the frame. The magnet moves vertically through the coil generating current that is sent to the electronics.
Electronics
Originally we were not going to research the electronics, we were going to simply use the option stated in our original letter from the client. However, a little research sparked an interest, and we were able to save money for the project. The function of the electronics in the overall system is very major as it is to take the signal and allow it to be read by a computer in a low level computer language and turned, using a high level computer language, into a signal that will contain information for the computer user to determine the magnitude of movement in the earth's crust.
In doing research for this system, I have found that there will be several components that will comprise the entire electronics subsystem. These components include an amplifier, an AD converter, and connections for both the computer and the sensor. While I have checked many different places for these products, I have found that the least expensive is through a catalog called Newark electronics. They offer several amplifiers for less than $20, several AD converters for less than $10, and a serial port connection for less than $10. These are the maximum prices for these components. This will drop the cost of this subsystem significantly and will free up some money for the other subsystems if necessary. The construction of the components will be very simple, all it will take is wiring. This is due to the fact that the amplifier has been built and so has the converter, it is simply about picking the right ones out. Some safety precautions will be to not touch any of the live wires, to wear safety goggles if soldering is involved, and to keep the wires insulated in the final product. The wires must be insulated because this will be in a classroom atmosphere where small children may have the ability to come in contact with this equipment, and even though this will not be a high voltage unit, it could still do damage. It is important to talk about each of these components and what the significance of them to the overall subsystem, and in the entire project.
I will start from where the signal is developed and work through the entire subsystem. I will try to explain, as best I can, the physical aspects of each component. We have decided that, with the sensor we are using, the easiest connection between that system and the electronics is simply with a small gauge copper wire. This is true because the only way to get a significant signal out of the sensor is to use small gauge wire and have a coil with as many loops in as little space as possible. This wire will be a copper and will connect to the amplifier in two places. The amplifier will be an operational amplifier (see figure 1) with a gain of 100. This means that whatever signal comes in, it will be amplified 100 times.
The signal we will be working with will be in the millivolt range, and we will want to convert that to a range of 1-5 volts. The signal coming in will also be that which is proportional to the velocity of the magnet in the coil. We want it proportional to the displacement of the magnet. This will give us a direct correlation between the movement of the earth and the voltage out of the amplifier. Therefore, we must us an amplifier that has an integrator. An integrator is an amplifier that integrates the signal, in our case one that is proportional to velocity, and integrates it to a signal proportional to displacement. This is done using a capacitor in the feedback of the signal inside the amplifier. From the amplifier, we have to change this new signal into something that the computer can read. This is done using the analogue to digital converter (see figure 2). An AD converter takes an analogue signal containing sines and cosines and samples it. It then converts the signal to a digital signal (0's and 1's). This digital signal can then be read by the computer and regenerated using the sampled points.
There are a couple of different choices for this converter that we could use. We could use a 10-bit converter or a 12-bit converter. This means simply what kind of resolution do you need. A sample of the signal is taken and it is changed into a binary representation, and the extent of the value taken from the signal is dependent on the bits in the converter. A 12 bit converter has a resolution of 2^12-1, which is 4095. This means that if we have a signal with a range of 1-5 volts we will have an accuracy of 2.5 -12.2 millivolts, which is very accurate! Finally the connection to the computer is the final step of our project. I will use the serial port to go from the AD converter into the computer. I think that this is a more widely used method and will be more compatible with any computer
By researching the electronics as a subsystem of our seismometer, we were able to cut total costs to build our unit.
Conclusion
Thank you for the opportunity to work with you. We appreciate all of your time and effort on our behalf in order to give us this opportunity. Thank you for taking time out of your schedule in order to view our project. If you have any questions or comments, please contact Mitchell Farnik at 303-215-6318 or email@example.com. We hope you find our design exceeds your expectations and thanks again.
Bibliography
[1] "Building a simple Lehman seismometer." October 21, 2002. <http://www.vaxman.de/projects/seismometer/seismometer.html>
[2] Home Depot Online Store. 2002. Home Depot. October 27, 2002. <http://www.homedepot.com>
[3] "How to build a simple seismograph to record earthquake waves at home." http://www.seismicnet.com/lehmntxt.html. October 13, 2002.
[4] "My Home Built Seismometer." October 27, 2002. http://www.moonglow.net/seismo/intro.html.
[5] Newark Electronics Catalog. 2002. Newark Electronics. Oct. 19, 2002. <http://www.newark.com/>.
[6] Public Seismic Network Mailing List (PSN-L). October 27, 2002. http://www.seismicnet.com/spsnlist/991107_215743_1.html
[7] Spaced Wire Coil Design and Theory. Tuesday, February 26, 2002. (Need Website)
[8] University of Northern Colorado. "Seismometer Mechanical Description and Adjustment Procedure." <http://met.unco.edu/resource/setup.htm> | <urn:uuid:0ce57591-c024-459f-a241-d90b07f12bab> | CC-MAIN-2018-05 | http://jclahr.com/science/psn/epics/reports/report2.pdf | 2018-01-23T17:49:13Z | crawl-data/CC-MAIN-2018-05/segments/1516084892059.90/warc/CC-MAIN-20180123171440-20180123191440-00207.warc.gz | 194,822,568 | 5,440 | eng_Latn | eng_Latn | 0.935194 | eng_Latn | 0.999155 | [
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Macaulay Primary Academy
Homework Policy
October 2017
We at Macaulay Primary academy are committed to continually strive to raise the standards of achievement of all our pupils. As part of this drive we would ask parents to support their children in a regular programme of homework set by the school. In the 1998 DfES publication Homework Guidelines for Primary and Secondary School it clearly states that: 'A good well managed homework programme helps children and young people to develop the skills and attitudes they will need for successful lifelong learning. Homework also supports the development of independent learning skills and provides parents with an opportunity to take part in their children's education.'
Introduction
The DfEE's guidance defines homework as any work or activities which pupils are asked to do outside lesson time. Short activities such as simple games, learning spellings and number facts provide an important opportunity for young children to talk about what they are learning to an interested adult and to practise key skills.
The purpose of homework
- To develop an effective partnership between home and school.
- To consolidate and reinforce skills and understanding, particularly in literacy and numeracy.
- To exploit resources for learning which are not available in school.
- To encourage pupils as they get older to develop the confidence and selfdiscipline needed to study on their own.
- To extend school learning; for example through additional reading.
Arrangements for homework
Homework should not prevent children from participating in other school activities. As children progress through the school the homework will become slightly more demanding.
Recommended time for homework
The Government's recommended time allocation, based on current good practice, is set out in Homework: Guidelines for Primary Schools and Secondary Schools, as follows;
and 6
We have considered these guidelines carefully and at Macaulay Primary Academy the arrangements are:
Foundation Stage
Sound books are sent home daily in Reception for children to practice their sounds, key words and the writing of decodable words using phoneme frames. Children will also have activities sent home that develop their learning in Literacy, Numeracy and other areas of the curriculum as the year progresses. Children will also have an individual reading book and key words to read at home when their teacher feels they are ready for the challenge.
Year 1/ Year 2
In years 1 and 2 homework tasks should take about one hour per week. Homework should not be used simply as an opportunity to complete work that was not completed in the lesson.
The daily reading recommended by the government for all primary children is done as part of the homework. This regular reading is vital, it should include looking at books together, reading practice and listening to others read.
In Key Stage 1 homework activities will often be based around the topic, however as the year progresses phonic work and spellings will also be sent home.
Numeracy work and tasks should also be set at least once a week. A regular pattern and familiar routine is essential.
Key Stage 2
A variety of homework tasks are set. These include:
- Both reading books and library books are taken home to be shared with parents. Guidance is offered to parents to enable them to help their child(ren) benefit from extra reading at home
- Spelling and mathematical facts
- Finishing work started in school where it would be beneficial for learning
- Using the internet or local library to research a topic
- In years 5 and 6, homework may be set as a means of helping the children to revise for tests, as well as to ensure that previous learning has been understood.
Again the daily reading recommended by the government for all primary children is done as part of the homework.
In years 3 and 4, we expect children to spend approximately 15-20 minutes per night on homework. Homework activities will be based on topic, although children will also be expected to complete spellings, learn times tables and read regularly. In years 5 and 6 we expect them to spend approximately 30 minutes per night. In Year 5 homework will be based on topic but will include a variety of curriculum areas, including spellings and times tables. In Year 6 homework will be revision based that will be marked and used as a means of supporting children in their learning. Topic homework will also be sent home, although these activities are optional.
Recording and monitoring homework
It is also vital that instructions are clearly recorded in order that parents can support their child effectively. Every child from reception onwards will also be given a reading diary in which both parents and children record and comment upon the child's reading. Comments should be positive and constructive. Each child in Key Stage 1 and Key Stage 2 will also be given a homework book in which tasks can be recorded and feedback given. Homework should be planned at year group planning meetings and should be recorded on the weekly planning sheets as should any comments regarding the assessment of completed work. Children who complete their homework should be rewarded appropriately. If children are finding it difficult to complete work at home then teachers will provide a place in school. The policy will be accessible from the school's web site. Year 5/6 children will use their planner to record their spellings and times tables.
The role of parents/ carers
We encourage parents/ carers to try to provide a suitable place and a suitable time when homework can be done. We recommend that parents/ carers encourage their children to visit the local library. As children become competent readers, parents may not need to listen directly to their child, however monitoring the time they spend reading and asking them questions about the book will help them to achieve more. Parents/ carers should discuss homework with their children and they should give praise when homework is completed. They should encourage and monitor homework and inform the school if any issues arise. The school provides support through a range of breakfast meetings about different areas of learning, parent's consultation evenings and through our open door policy. Children's targets are discussed with parents at the consultation event as are activities that may help the child to achieve their target. Parents/ carers should try to motivate their children and act as a good role model. A homework club is available for targeted children.
The role of pupils
Pupils will record their homework and ensure they understand the homework task. They should demonstrate a commitment to spending an allocated time doing the tasks set and handing the homework in.
Special Educational Needs
It is important that homework tasks are differentiated and they should be appropriate to both the less able and the more able in school. Tasks should:
- Have a clear focus
- Help to develop social skills where necessary
- Give plenty of opportunities for children to succeed.
- Be varied and not just written assignments
- Be manageable for teachers
Reviewed by: Sarah Clarkson
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English in the Media
Unit 2: Advertisements
Chuah Kee Man Centre for Language Studies Universiti Malaysia Sarawak
Unit Objectives
In this unit, you will learn:
* the functions of advertisements
* the basic principles of advertising language
* the language of advertisements
* the specific techniques that may be employed to convince consumers
What is advertising?
"Advertising is the non-personal communication of information usually paid and usually persuasive in nature about products, services or ideas by identified sponsors through the various media." (Bovee, 1992, p.7).
Types of Advertisements
Print (newspapers, magazine)
Web-based/Social Media
TV Commercial/Ads
Radio Ads
Functions/Purpose of Advertising
* To educate/To raise awareness
* To increase productivity/ standard of living
* To sell/promote/market
Advertising language
Reading an Advertisement
* What attracts you first? The words or the pictures?
* What do you focus further? The descriptions?
Parts of an Advertisement
*Headlines/Big Titles
*Brand name (product/service name)
*Body Copy (Short descriptions)
*Slogan/Taglines
*Images/Photos
Parts of an Advertisement
(scanned from newspaper)
Examples of Headlines
Examples of headlines:
* From Farm to Counter: Only the Best make the grade
* Everyday low fare.
* We've always been crazy about coffee, now we 're certified.
* Space. Comfort. Luxury.
Your Task!
Find an advertisement that has all the parts mentioned earlier.
Advertising Techniques
Four Main Techniques
1. Seductive/Persuasive Language
2. Satisfaction of Needs
3.Endorsements
4. Inaccurate Information of a Product
Principles of Advertising Language
According to Lund (1947), there are five principles of advertising language:
1. Attract attention (get attention)
2. Arouse interest (make you interested)
3. Stimulate desire (make you want to buy)
4. Create conviction (give opinion)
5. Get action (make you do something)
Advertising Language
* Adjectives
* Technical/scientific sounding words
* Pronouns
* Negative words
* Interrogative sentences
* Inclusive words
* Imperative sentences
Advertising Language
Adjectives
* Example:
* to highlight the benefits of the products.
– Stronger and younger
– Powerful, fast, efficient
– Sleek and elegant
– New, good, fresh, cheap
Advertising Language
Pronouns
* to refer to the readers, users or the product.
* Example:
– You will never regret
– We make your dream come true.
Advertising Language
Scientific-sounding words
* Example:
* to "cheat"the customers to believe using "scientific" words
– Contains Probiotics to improve your immunity
– Elasti-color for your lips!
– Vitamin B-enriched yogurt for your tummy.
Advertising Language
Negative words (no, don't, never)
* to show the effects or benefits
Example:
– Never miss a phone call again!
– No more stubborn stains
– Don't worry, we make your dream come true.
Advertising Language
Inclusive words (all, always, everyone)
* to indicate the product is accepted by everyone or it is very effective.
* Example:
– Always a smarter choice.
– A laptop that does it all.
Advertising Language
Interrogative sentences
* to give request or ask questions (just to let people know they are lacking of something)
* Example:
– Is your life protected?
– Do you feel tired after work?
Advertising Language
Imperative sentences
* to give command/instructions just to make you feel you need something.
* Example:
– Stop worrying about your study.
– Be healthy, change your diet today!
* Pun
* Metaphor
* Alliteration
* Simile
* Euphemism
* Personification
* Parallelism
* Repetition
These devices are used to make the words more attractive or sounds better.
Pun
* Examples:
* Use of a word that has two meanings or words with same sound but different meaning in an amusing way.
– It's love at first swipe ( try to play with it's love at first sight)
– Give your business a sharp edge (Sharp edge = usually for knife)
Alliteration
* Use of words that begins with the same sound.
– Smooth and Silky
* Examples:
– Sensuously smooth, Gloriously golden
Metaphor
* Examples:
* compares two different things by speaking of one item of the other (usually comparing humans with objects)
– My wife is a good vacuum.
– You are the traveler. Your investments are the terrain. We are the map.
Simile
* comparison between two different things using 'like' or 'as'.
* Examples:
– Smooth as silk
– He is as big as an elephant
Personification
* Giving things/objects human attributes or behaviour.
* Examples:
– Kleenex says bless you.
– The snack that smiles back.
Euphemism
* words or expressions which are neutral or positive and used in place of negative words or expressions.
* Examples:
– We know you are both gourmet and weight watcher. (not using fat)
– We brighten up your tanned skin. (not using dark skin)
Parallelism
* some parts of a sentence (s) are expressed similarly
– Tough on plague, easy on teeth.
* Examples:
– Stand up, Voice up!
Repetition
* Repeating the same exact words/phrases to add emphasis or get attention.
* Examples:
– No worries, no worries.
– Yes, we can do this. Yes, we can achieve this.
You Try!
1. Analyse an advertisement for its parts, techniques and language.
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Perpetual natural heritage relayed with good volition
A Staff Member (MEPE)
The government is working hard for national industrialization in its bid to improve the economic sector. Development in the electric sector is at the centre of the process. So, the government is implementing electric power projects one after another for raising the electric power sector.
Today, Myanmar has seen large numbers of private-run and State-run factories and plants, a sign of industrial development. National productivity and use of modern farm machinery are on the increase in the agricultural sector. The electric power consumption has increased several times due to extensive urbanization and high living standard of the people. Many countries have turned to large-scale generation of electricity from hydropower, wind power, gas-fired power, coal-fired power and nuclear power. Only two of them: wind power and hydropower are eco-friendly processes.
According to the statistics, on average, Myanmar's annual electricity consumption increases by 15 per cent. Therefore, hydropower projects are being implemented with the use of rich watercourses across the nation.
The electric power sector plays a crucial role in improving the socioeconomic status for the people. To implement a hydropower project, feasibility study is carried out and designs are drawn first. The process also calls for measuring annual rainfalls of the regions along the river or creek that is to be dammed for the project, number of places available for projects, possible effects on the regions upstream and downstream the watercourse. At least, the process takes about 18 months.
Based on the findings of the feasibility study, the most suitable site is chosen, and further study is done till a detailed design is drawn. This stage takes about 12 months.
So, it takes about 30 months to complete feasibility study and drawing a design. A hydropower project takes a certain period for detailed feasibility study even before it is put into action. Based on its size, a hydropower project takes three to 10 years and costs massive manpower, huge funds and technology.
In 1988, Myanmar had only nine power plants: two hydropower plants and seven gas power plants with installed capacity of only 529 megawatts in total. Now, it has 17 hydropower plants, one coal-fired plant and 14 gas power plants with the total installed capacity of 3360 megawatts. So, between 1988 to date, the nation has seen 23 more power plants with the total installed capacity of 2831 megawatts. The government launched the 30-year electricity strategic plan since 2001-2002 for satisfying the domestic demand of electric power. The total installed capacity of the ongoing 63 hydropower projects and coal-fired power projects, totalling 66 is 45,303.5 megawatts.
The Republic of the Union of Myanmar has a huge number of watercourses from which electricity can be generated. It is implementing hydropower projects in the basins of its main four rivers. Some of them are those hydropower projects in the basin of the Ayeyawady River that rises in Kachin State.
Now, further impetus is given to the implementation of the hydropower projects to meet the local demand in a short time. As a result, the generation of electric power is picking up momentum year by year. Yet, some persons and organizations are manufacturing fabricated news stories to mislead the international community and the people into misunderstanding the ongoing hydropower projects at the confluence of the Maykha and Malikha rivers that meet and form the Ayeyawady River.
measures have been taken thoroughly since the pre-feasibility study to ensure no adverse effects on the regions downstream the Ayeyawady River. The average annual rainfall of the region where Myitsone Hydropower Project is in progress is 91 inches. The volume of the water that flows into the river in a year is 128.52 million acre feet. The concrete face rockfill dam is 4300 feet long and 458 feet high. Its water storage capacity is 9.788 million acre feet, which accounts for only 7.6 % of the inflow water. And 92.4 % of the inflow water flows into the river again. Moreover, the storage water of Myitsone Project will flow into the river through the outlet channel when the power plant is in operation.
The hydropower projects at the confluence total eight: namely Myitsone, Chipwe, Chipwenge, Wusauk, Khaunglanphu, Yinan, Fizaw and Laizar whose total installed capacity is18,499 megawatts. The projects are all due to be completed in 15 years. They create jobs for local people such as preengineering stages including production of gravels and sand, constructing structures and building roads. According to the fugures, the projects so far have identified over 2600 jobs for Myanmar people.
Due to the hydropower projects, there will be an all-weather road (about 261 miles long from the confluence to Yinan) on the east bank of the Maykha River in Kachin State, and an all-weather road on the west bank of the Malikha River (about 170 miles long from the confluence to Laizar). To complete the projects, seven bridges will be constructed: one in the south of the confluence, five on the Maykha River and one on the Malikha River, each of which can withstand 80 tons of loads per vehicle. Now, an Ayeyawady River bridge is being built in the south of the confluence, which is due to be completed this year. The roads and bridges that will come into existence will help improve the social and economic affairs and relations between national brethren in the state, as well as social relations and friendship between one region and another in the state.
When in operation, the power plants will give jobs for local youths and educated people. And the electricity generated by the plants will speed up local industries, and social affairs and education, health, economic and transport services.
In addition, issues for environmental conservation and rehabilitation are being addressed in all seriousness as a national duty. All necessary
The hydropower projects at the confluence total eight: namely Myitsone, Chipwe, Chipwenge, Wusauk, Khaunglanphu, Yinan, Fizaw and Laizar whose total installed capacity is18,499 megawatts. The projects are all due to be completed in 15 years. They create jobs for local people such as pre-engineering stages including production of gravels and sand, constructing structures and building roads. According to the fugures, the projects so far have identified over 2600 jobs for Myanmar people.
9-8-2011 NL.pmd
8
So, the project has no adverse effects on the agriculture, businesses and social work. When it comes to the monthly flow of the Ayeyawady River, its current rate is 1830 m 3 /s in the dry season from November to April. However, it will increase to 2120 m 3 /s at the same period when the dam is completed. Due to the storage of water by the dam, the current rate will decrease by 3.5%in the rainy season, but increases by 16% (from November to April). So, the water level can be about 1.5 feet higher than normal downstream the river in the dry season.
In general, seawater enters the Delta in summer in which the water level of the river gets low, and that has impact on the farmlands at the mouth of the river. Myitsone Hydropower Plant will be kept in operation in summer, so the water from the dam will flow into the river through the outlet channel of the plant. Due to the operation of the plant, the water level of the Ayeyawady River will be about 1.5 feet higher than normal in summer. So, that will contribute towards blocking seawater from entering the region and the water transport along the waterway.
The dams and hydropower plants on completion will be able to bring the following benefits to local people of the riverside regions along the rivers and creeks in the Regions and States.
(a) The courses of the waterways can be changed for better positions.
(b) Hydropower produced by the plants will be supplied to local people.
(c) Irrigation water can be provided as needed for farmlands.
(d) The projects will prevent formation of sandbanks to some extent downstream the river.
(e) They will prevent floods when rivers are swollen.
(f) They will prevent the entering of seawater into riverside regions.
In connection with the hydropower projects along the confluence of the Ayeyawady River, the Maykha River and the Malikha River, Pyithu Hluttaw Representative U In Phon San (a) U In Htu Phon San from Machanbaw Constituency in Kachin State, Amyotha Hluttaw Representative U Za Khun Ting Ring from Kachin State Constitution (4) and Amyotha Hluttaw Representative U Khin Maung Yee from Ayeyawady Region Constituency (6) submitted proposals at the first regular sessions of Hluttaws. The minister for Electric Power-1 answered the questions.
(See page 9)
8/9/2011, 6:13 AM
Perpetual natural heritage…
(from page 8)
The Ministry of Electric Power-1 and China Power Investment Corporation (CPI) of the People's Republic of China signed the MoU on the hydropower projects in the confluence of the Ayeyawady River and along the Maykha River and the Malikha River on 28 December 2006. According to the MoU, the projects will be implemented with the assistance of a scientific organization for the water resources. In December 2007, Changjiang Survey, Planning, Design and Research Co Ltd (CDC) completed the Planning Report on progress of the hydropower projects. The CDC completed the Term of Reference (TOR) of Environmental Impact Assessment (EIA) Report in March 2008, and approved it in June 2008. And it finalized the Feasibility Research Report on Myitsone Hydropower Plant on the Ayeyawady River in October 2009.
Altogether 260 members from the CDC, the Ministry of Water Resources and Chinese Academy of Science, Institute of Hydrology (IHE), South China Botanical Garden Chinese Academy of Sciences (SCBG), South China Institute of Endangered Animal (SCIEA), and Biodiversity and Nature Conservation Association (BANCA) carried out the feasibility study on the Environmental Impact Report of Hydropower Development in Upper Reaches of Ayeyawady River Report from January to July in 2009. The 260 members included over 100 experts from China and Myanmar.
The 569-page report features 12 chapters, as follows:—
(a) introduction
(b) overall review of the project
(c) analysis of feasibility study and environmental situations
(d) finding out environmental impact
(e) assessing and deciding on environmental impact
(f) assessing and deciding on social impact
(g) analysis of environmental impact on surrounding areas of the model hydropower plant
(h) reducing environmental impact
(i) analyzing environmental impact from the economic point of view
economy and the natural ecology of theregions. Every hydropower project has strong points and weak points. If a hydropower project is considered to be more of good results than undesirable consequences, it is implemented. And if a hydropower project is considered to be more of undesirable consequences than good results, it is to reduce as few weak points as possible. With respect to the Environmental Protection, some of the following programmes have been completed and some are in progress.
(a) to avert social, economic and environmental impacts in constructing hydropower structures
(b) to minimize environmental impact by utilizing water resources effectively
(c)
not to sacrifice the water quality
(d) to conserve the species of the fish and other aquatic animals
(e) to resettle local people who were displaced due to the projects
(f) to ensure no adverse effects on the religion, social affairs and culture
(g) to minimize loss of forests, farmlands and resources
(h) to give health care to the staff and workers of the projects
Under the close instructions by the government and harmonious supervision by the Ministry of Electric Power-1 and local administrative bodies, the resettlement plan could be implemented for 2146 people of 410 households from five villages that are inside the area of Myitsone Project: Tanphe, Kyeinkharan, Myitsone, Khappar/Aunggyayan and Daungpan villages. Now, Tanphe, Kyeinkharan and Myitsone villages have been upgraded to Aung Myin Tha Model Village; and Khappar/Aunggyayan and Daungpan villages, to Maliyan Model Village with better conditions. The main roads of the model villages are of concrete type. Based on the area of previous house compounds, the relocated people have had 80 ft x 60 ft, 80 ft x 80 ft, 100 ft x 100 ft, and 100 ft x 120 ft lands with fences.
Department with a fire service station, a 16-bed hospital, and four Buddhist/Christian buildings. The two-storey wooden buildings are of Kachin traditional style, and other buildings are substantial concrete ones. All houses are supplied water and electric power, and their conditions are much better than previous houses. The villagers are at the model level, close to the road linking between Myitkyina and the confluence of the river. So, they are like a small town, and the relocated residents are happy with better living conditions.
Moreover, local administrative organs have compensated for the removed farmlands and perennial crop plants at the rates fixed in talks, and land allotments have been allocated to the farmers. The villages and locals of the irrigated areas upstream the project have been allocated land allotments arranged by local authorities in order that they will enjoy better living standard than previous to the project.
All the hydropower projects the government has been implementing across the nation including the ones on the confluence of the Ayeyawady River, upstream the Maykha River and the Malikha River in Kachin State are prudent ones for all-round development of the regions, and creating job opportunities. So, they are the facilities of national heritage.
So far, in the model villages are 410 two-storey wooden houses, one basic education high school with a two-storey building, three primary education schools, one police station, one post office, the office of the administrator of the General Administration
To sum up, the government has been investing heavily in generation of electric power and building national grids and power houses to supply electricity to the people. It indicates that the government is taking measures in all sectors, utilizing natural resources and aquatic and terrestrial resources across the Union most effectively, in the long-term interests of the democratic nation and the generations to follow. In its drive for improving the infrastructures with benevolent attitude, the government aims to narrow the gab of the rich and the poor and accelerating the development momentum of respective regions in order to hand down the perpetual natural heritage.
******
Translation: MS
Chart showing monthly water-flowing rate of Ayeyawady River
(j) public participation
(k) environmental conservation plan
(l) resolutions and proposals
The CDC completed the Term of Reference (TOR) of Environmental Impact Assessment (EIA) Report manifests the benefits from the hydropower projects upstream the Ayeyawady River as follows:—
(a) The hydropower projects upstream the Ayeyawady River will have installed capacity of about 18,400 megawatts, will be able to produce 99,110 million kilowatt hours a year, and will contribute towards the prevention of river floods, water transport and other related businesses.
(b) The projects will also help improve the transport, communications and industries.
(c) Regarding flood control, the projects will have storage capacity of about 0.85 billion m 3 . So, floods can take place in Myitkyina only once in every five to 20 years.
(d) The waterways in the watershed areas will improve.
(e) If compared with other coal-fired power plants, the hydropower plants in the basic of the Ayeyawady River will emit far less carbon dioxide and cause far less air pollution.
(f) Resettlement and rehabilitation tasks will help reduce environmental impact and improve the
9-8-2011 NL.pmd
9
8/9/2011, 6:13 AM
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Bispham Drive Junior School Science Curriculum Overview 2019 2020
In our science teaching we develop practical skills of observation and investigation across all year groups. Children are encouraged to explore new ideas, working cooperatively to develop hypotheses, try them out, evaluate results and come to conclusions. Knowledge is built up across the 4 years to provide a solid grounding in chemistry, biology and physics to prepare children for further learning in key stage 3.
We seek to inspire children by providing opportunities to work with 'real' scientists and engineers, particularly during STEM week and by giving real life context to the investigations they undertake.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| | Light & Shadows Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by an opaque object Find patterns in the way that the size of shadows change. | Forces & Magnets Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other and attract some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles Predict whether two magnets will attract or repel each other, depending on which poles are facing. | Rocks & Soils Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter | Plants Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to pla Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. |
| Animals, including humans Describe the simple functions of the basic parts of the digestive system in humans | Sound Identify how sounds are made, associating some of them with something vibrating | Living Things and their habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety | | Electricity Identify common appliances that run on electricity Construct a simple series |
Recognise that ibrations of living things in their local and wider
electrical circuit,
| | | changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. | |
|---|---|---|---|
| Electricity (link to WW2) stem.org.uk Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram | Light (link to WW2) Stem.org.uk Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. | Animals inc humans Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans. | Living things and their habitats Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics. | | <urn:uuid:f9fdd6a2-3a4e-4357-95d2-7fcfc384e60f> | CC-MAIN-2022-21 | https://www.bisphamdrive.notts.sch.uk/wp-content/uploads/2019/10/Science-Curriculum-Overview-2019-2020.pdf | 2022-05-19T11:24:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00360.warc.gz | 745,695,124 | 950 | eng_Latn | eng_Latn | 0.995939 | eng_Latn | 0.996172 | [
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Bronfenbrenner
The design of the Pyramid Model was influenced by Positive Behavior Interventions Supports (PBIS), a multi tiered approach to preventing challenging behavior and promoting appropriate social behavior. Like the Pyramid Model, PBIS is a framework to use when thinking about children's social and emotional learning. The focus of these frameworks is the prevention of behaviors that interfere with a child's ability to learn and have positive social relationships.The framework also provides a means for teaching children socially appropriate behavior to use as a replacement of disruptive behavior.
Behavior is a broad term that describes a child's actions, and these actions can be viewed as either positive, or negative. A positive behavior is one in which a child demonstrates an expected social response. A child who follows a direction when asked is demonstrating a positive behavior. A negative behavior is when a child uses a response that is counterintuitive to the expected response. An example of a negative behavior is when a child uses/refuses to follow a given direction, and expresses their refusal by saying "no". Challenging behavior is a term meant to capture the negative behavior. The term is frequently used to describe types of negative behaviors that are viewed as disruptive and/or interfere with a child's participation in everyday activities. It's important to consider that the ways in which adults interpret behavior can influence whether we determine them to be challenging or not. Two adults might see the same behavior in 2 very different ways, depending on each adult's individual background and culture, temperament, and other factors.
Whether a behavior is interpreted as negative or positive, it is through behavior that a young child can express their wants and needs. This is particularly true for young children whose expressive language is just developing, children whose expressive language is delayed , or for a child who is an Dual Language Learner. When adults can view a child's behavior as a form of communication, it allows them to begin to think about what the child is trying to tell us, rather than to react.
Common communication functions of challenging behavior are wanting a desired object or person, wanting to escape an un-preferred activity, or wanting to gain control of their environment. Recognizing that a child's behavior is a form of understand what the child is trying to say. Once that information is known, then it can be used to make
communication allows the adult to begin to look for information that can help them to
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A Program-Wide Model of Positive Behavior Support in Early Childhood Settings
What is Early Childhood PBIS?
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EFFECTIVE TEACHING
Children use their behaviors to communicate, so when a child is engaging in challenging behaviors it is important to ask yourself, what is the child telling you? For example, a child may hit a the block center because they want the blocks that are being used by their peer.
Once we understand why the child hits the peer, we can choose appropriate strategies to help the child engage in socially appropriate behaviors to get their needs met.
Strategies used to change behavior include teaching new skills and preventing the occurrence of challenging behavior, with a goal of supporting the child in achieving positive longterm outcomes.
TRICKS OF IMPLEMENTATION
• Positive Behavior Support - the Pyramid Model
PARENT RESOURCES
• How to Understand the Meaning of Your Child’s Challenging Behavior
• How to Help Your Child Recognize & Understand Anger
• Teaching Your Child to: Cooperate With Requests
University of Connecticut Center for Excellence in
263 Farmington Avenue, Farmington, CT 06030-6222
Developmental Disabilities Education, Research and Service
Telephone: 860-679-1500 / Toll-Free: 866-623-1315
www.uconnucedd.org
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Sermon: Taking Refuge in God's King.
Series: Psalms of Hope and Encouragement.
Date: April 24, 2022
OBSERVATION -- As a group, talk through and summarize the passage. Think through Who, What, Where, When, How, Why questions together.
INTERPRETATION -- Answer these questions together:
1. What does this passage teach us about us?
a) How are the nations described in verses 1-3? What examples of "nations raging against God" can you think of?
b) What are some ways that you are tempted to be the king of your own life? Why is it so important for us to remember that we can't be our own king? Our own refuge?
2. What does this passage teach us about God?
a) Psalm 2:4-5 speaks about God's wrath. Why is God angry in this Psalm? Does God's wrath over how we treat Jesus (his Anointed) bother you? Why or why not?
3. What does this passage teach us about grace/salvation? How does it point to Christ?
a) Jesus is God's king. In what way did Jesus fulfill Psalm 2 at the cross? In what way will he fulfill Psalm 2 in the future?
b) "Blessed are all you take refuge in him." In what ways have you personally taken refuge in Jesus Christ? In what way might you need to take refuge in him this week?
APPLICATION
a) Once we have taken refuge in Christ, we are IN CHRIST. Now, in Christ, we can: 1. Live as sons of God (v7). 2. Ask of the Father (v.8). 3. Make the nations Christ's inheritance (v8). 4. Crush our enemies' arguments (v.9). 5. Serve with fear (v.11). 6. Rejoice with trembling (v11.). 7. Kiss the Son (v.12). 8. Be a refuge (v12).
Which of these applications stands out to you? Why? What is a practical way you can embrace this truth?
FIGHTER VERSES: Isaiah 53:4-6.
PRAYER
* Praise God for setting his King on his holy hill.
* Thank Jesus for being the refuge where we can find love and grace.
* Confess ways that you have "raged against God" this week.
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Christ the King Catholic Primary School Collective Worship Policy
October 2012
"Keep the Joy of loving God in your heart and share this joy with all you meet especially your family. Be Holy – let us pray."
Bl Mother Theresa of Calcutta
The Nature of Collective Worship
We believe that Christian worship in a Catholic school is concerned with giving glory, honour, praise and thanks to God. It is our loving response, in word and action, to God's invitation to enter into relationship, made possible through the work of Jesus Christ and the witness of the Holy Spirit.
Legal Requirements
We acknowledge the legal requirement that there must be a daily act of worship for all pupils. (This can take place at any time during the school day and can be either a single act of worship for all pupils, or separate acts of worship in school groups.) We understand that simply holding an assembly that includes a prayer, prayed either by the teacher or everyone present, does not necessarily fulfil this requirement. We also acknowledge that collective worship and assembly are often distinct activities. They may sometimes form part of the same gathering, but the difference between the two will always be made clear.
The act of worship is not designated curriculum time under regulations and will not be subsumed under any part of the curriculum, including religious education.
In this school, as with any Voluntary Aided School, responsibility for arranging Collective Worship rests with the Governing Body after consultation with the head teacher.
The Place of Collective Worship in the Life of Christ the King Catholic Primary School
Collective Worship at Christ the King Primary School provides opportunities for pupils and staff to come together to worship God. It will have Christ at its heart and, while respecting diversity of belief and commitment, will be Catholic in character, reflecting the liturgical tradition of the Church.
We endorse the belief that Collective Worship takes into account the religious and educational needs of all who share in it:
Those who form part of the worshipping community of the Church.
Those for whom school may be their first and only experience of Church
Those for other Christian traditions- or none
Those from other faith backgrounds
It will be an educational activity or experience to which all can contribute and from which all can gain.
Worship in this school is more than just a legal requirement. It is an integral part of school life and central to the Catholic tradition. It will be related to the 'day to day life, aspirations, and concerns of the school.' (Education Reform Act 1988.)
The Aims of Collective Worship
We believe that collective worship in our school aims to provide opportunity for all pupils and staff:
- To contemplate something of the mystery of God
- To reflect on spiritual and moral issues
- To explore their own beliefs
- To respond to and celebrate life
- To experience a sense of belonging and develop community spirit
- To develop a common ethos and shared values
- To enrich religious experience
- To grow in liturgical understanding and development
- To reinforce prayers that are part of the Catholic tradition
- To reinforce positive attitudes
- To participate fully
- To take time out 'to wonder at', 'to come to terms with' and 'to give worth to'.
Principles
All acts of Worship in this school will:
Give glory to God
Be a quality activity, fundamental to the life of the school and its Catholic character.
Give children positive liturgical experiences, appropriate to their age, aptitude and family backgrounds in order to prepare them for the liturgical life of the Church. In order to do this celebrations will:
- Be short and appropriately paced (children's attention span lasts in any one activity for an average of one minute per year of life, i.e. 5-6 minutes for key stage one, 7-10 minutes for key stage 2.)
- Be simple, including a range of experiences offered in a variety of groupings and in a variety of settings.
-
Class Based Acts of Collective Worship
[x] Teachers organise, plan and prepare other acts if worship, such as simple prayer services that are appropriate to the spiritual life of the class. These may incorporate music, drama, mime, reflection, meditation and litanies. Wherever possible this should be planned with the children's involvement.
[x] The whole school is involved in following a weekly theme. This is set by the collective worship co-ordinator. Teachers are asked to be flexible with this theme and plan according to their class needs as they develop.
Worship & Assemblies
[x] Whole school worship led by the Headteacher/Deputy Headteacher each Monday morning at 9 o'clock.
[x] Phase One & Two assembly (incorporating collective worship) each Tuesday morning at 11.00am led by the Headteacher/Deputy Headteacher.
[x] Phase 3 assembly (incorporating collective worship) each Tuesday morning at 10.15am led by the Headteacher/Deputy Headteacher. .
[x] On Thursday s where Masses are not held, classes and their teachers lead a Phase Worship to which parents are invited.
Who?
[x] The headteacher will ensure that collective worship is provided for each child each day.
[x] The governors have the responsibility of drawing up a policy statement for collective worship after consulting with the Headteacher.
[x] Class teachers plan and enable collective worship to take place.
[x] Pupils will have the opportunities to take part in daily collective worship.
[x] Parents will be invited to participate in some acts of collective worship.
Where?
Collective worship can take place
[x] In the school hall
[x] In the class setting
[x] In our school grounds
[x] In our parish church/ parish centre
[x] On residential visits
When?
It should occur at the time most appropriate for the class or key stage to ensure that it is meaningful and prayerful. It is important to note that each child takes part in collective worship every day.
How?
Collective Worship should provide a variety of experiences:
[x] It can be led by learners, staff or visitors
[x] Can be offered for a class, year group, phase or whole school
[x] Use a balance of quiet reflection, silence, prayers, responses, music, songs, dance drama, slides or short address
[x] Provide a focus using artefacts, candles, symbols and lighting
[x] Ensure the theme, focus, delivery, length and resources are appropriate to the interests, age range, backgrounds and ability of learners
[x] Respect the freedom of learners and staff in the invitation to prayer and worship
[x] Set an appropriate atmosphere with a sense of order and occasion, including entry and exit
[x] Ensure the possibility of conscious, active participation of all present
Whole School Celebrations
Dates, times and activities for whole school collective worship is planned and delivered through consultation with the parish priest.
Autumn Term
September- New School Year celebration Mass
October- Harvest Cafod/Nugent Care celebration
1 st November- Feast of All Saints Mass in Church
End of November- Christ the King School Feast Day (This usually takes place the Monday after or Friday before Christ the King Sunday.)
December- Advent Mass, whole school Carol Service
Spring Term
January – celebration of the Baptism of the Lord
February- Ash Wednesday (Phase services in school or church)
March- Stations of the Cross take place through out Lent for Key Stage 2 children.
During Lent, all phases take part in a Reconciliation services
April- Holy Week Assemblies
Summer Term
April – Easter Mass
May – Mass to celebrate Our Lady
May – Assembly to celebrate the culmination of 'Multi Faith Week'.
June- School Confirmation/First Eucharist Celebrations
June 29 th - Feast of St Peter and St Paul and First Holy Communion Celebration
July- Year group Mass for Year 6 and whole school Mass for everyone
Parents are invited to all celebrations that occur in church and phase assemblies on Thursdays – Parish Mass takes place in school every third Thursdsay.
6
The Planning, Content and Delivery of Collective Worship
Collective worship is planned:
- Following a structure with reference to the Church's seasons, 'Come and See', significant dates and the curriculum. Scripture will be the focus for most acts of worship. Our SEAL programme is also linked whenever possible to our spiritual and moral education.
- Involving consultation with appropriate parties and reference to school aims and policies.
- With flexibility to respond to changing situation within the school and the wider community
- To develop in pupils' skills that enable them to prepare, organise and lead worship rather than always participating in a token way.
-
Recording
Collective worship is recorded:
- On a school record sheet that is kept and monitored by the RE co-ordinator
- Through displays, collections of pupils' contributions, prayers, reflections, photographs, videos, etc.
Monitoring and Evaluation
At Christ the King School regular evaluation is encouraged by staff and pupils to:-
- Establish if the collective worship provided meets the needs of all the pupils.
- Enable pupils to make progress in acquiring skills. E.g. organise and lead celebrations.
Once a year the school's provision of worship will be evaluated through pupil interviews to consider whether it meets the needs of all pupils and whether pupils are making progress in acquiring the skills and abilities in organising and leading worship.
Resources
Music cassettes and CDs
Hymn books
God's story and Church's Story
Come and See
Children's prayer books
7
A range of crosses, statues and candles
Posters reflecting different themes and seasons in the liturgical year
Focus table in each classroom
Focus tables in the entrance halls
Focus table in the hall for Whole School and other acts of Worship.
Voluntary Worship and Retreats
Year 6 take part in a retreat organised by the parish and school at the end of the academic year, attended by all parish schools.
Liturgy
Eucharistic celebrations in school will highlight a special occasion and will normally by celebrated with children whose faith development has reached an appropriate stage or be differentiated appropriately so that all ages and abilities can be included. The same general principles will be applied to planning a Eucharistic celebration as other acts of worship, therefore opportunities for children to participate will be maximised. The Parish Mass is celebrated in school every third Thursday.
In order to prepare children for the sacraments ofConfirmation / Frist Eucharist and Reconciliation the school supports the parish sacramental programme. The Eucharist and Reconciliation topics are studied in the Come and See programme in a developmental way.
Opportunities for Extra-curricular Activities
The worship team is an extra-curricular group which meet each Wednesday lunch time. This group is offered to four and five pupils. Around twenty pupils currently attend this group. It is led by Mrs. Searle, Mrs Jackman and Mary Coglan from the Parish of Christ the King.
The members take part in many sorts of activities including:
- Writing prayers and leading small liturgies
- Reading, thinking and discussing stories from the Bible
- Exploring the Church's seasons
- Preparing dramas and dance for whole school and parish worship
- Learning new songs and hymns
- Making some crafts at Easter and Christmas for the elderly and house bound in the parish
- Exploring their own faith.
The Co-ordinator of Collective Worship
The Collective Worship co-ordinatted by the RE TEAM
The Role of the Co-ordinator for Collective Worship
- Formulating a written policy for collective worship
- Ensuring that there is a development plan for Collective Worship which may at times form part of the school development plan
- Ensuring that collective worship is appropriate to the age, aptitudes and family backgrounds of pupils
- Ensuring that collective worship takes account of religious and educational needs of all who share in it and is rooted in the principles of the 'Directory of Masses for Children' and Revised Roman Missal.
- Organising themes for collective worship
- Assisting the governors and head teacher in carrying out their legal responsibilities with regard to collective worship
PLANNING, RECORDING, MONITORING AND EVALUATING
- Maintaining and developing effective procedures and documentation
- Monitoring acts of collective worship as required
- Informing the head teacher of standards and developments in collective worship
COMMUNICATION
- Communicating to members of the school community the significance and content of acts of collective worship
- Reporting to and consulting with the governors and head teacher regarding matters of concern and development
- Acting as a consultants to colleagues
- Encouraging positive attitudes to collective worship
- Informing newly qualified and newly appointed colleagues of school policy in regard to collective worship
- Communicating with parents, governors and the parish community
- Liaising with parish clergy
- Liaising with Archdiocesan Education team
PROFESSIONAL DEVELOPMENT/ ONGOING FORMATION
- Leading and organising in-service training and ongoing formation for collective worship
- Attending appropriate in-service courses and feeding back
- Keeping up to date by personal reading
RESOURCES
- Evaluating existing resources
- Developing the resources available
- Budgeting efficiently
Original Policy October 2010
Revised October 2012 D Delaney To be reviewed again October 2014
Audit of Collective Worship in School
Completion date: Autumn 2012
| Key Question for Evaluation | Fully in place | Development needed | Action to be taken |
|---|---|---|---|
| Is there an up to date policy? | X | | |
| Is there an informed Collective Worship Co-ordinator? | X | | |
| Do we use a variety of pupil groupings? | X | | |
| Do we offer a range of experiences? Eg songs, reflection, silence etc | X | | |
| Do we offer a variety of settings? | X | X | Further us of school grounds |
| Do we acknowledge the variety of faith stances or lack in pupils & staff gathered for worship? | X | | |
| Do we make collective worship and assemblies distinct activities? | X | | |
| Do we plan acts of collective worship? | X | | |
| Do we involve pupils in the planning and presentation of acts of worship? | X | X | Further opportunities to help Plan the Mass Liturgy |
| Do we have adequate resources for collective worship? | X | Review Annually. |
|---|---|---|
| Have we provided recent INSET for staff in collective worship? | X | Updated October 2012 |
| Do we provide sufficient funds each year to support/ develop collective worship each year? | X | |
| Is our worship guided by the principles stated in the ‘Directory of Masses with Children’? | X | |
Appendices
Planning a Daily Act of Worship using a Liturgical Structure
Gather
Prepare a sacred space: (images, words, music, and lighting to remind us of the presence of God.)
Create a focal point to help pupils to focus during prayer using cloths, a projected image, photographs, painting, Book of the Gospels, crucifix, statue, rosary, lighted candle, special object, flowers etc. We can meet God in visual images and they can be a powerful catalyst for prayer. Remember quality and not quantity. Ask yourself, is it attractive, would it help me, is it relevant, does it reflect the theme, the liturgical year?).
- Use liturgical colours (green for ordinary time, purple for Advent and Lent, white/gold for Christmas and Easter, red for apostles, martyrs. Palm Sunday, Good Friday and Pentecost, white/ blue for Our Lady
- Play reflective music – listen reflectively, use sign language, or sing as you gather
- Use symbols of the season e.g. red poppy, autumn leaves, seas shells, and symbols of Baptism. God can be found in all things!
- Change the lighting to create a different atmosphere
- Try various ways of gathering: into a circle e.g. one hand on shoulder in front/ various seating patterns e.g. theatre style, circle, semi circle, group, / Collect a class at a time/ Each class to bring their class candle or alternative symbol to a central display
- Light a candle – a sign of God's presence and love
- Repeat a line/ chant/ mantra e.g. joy, peace, love, Come Lord Jesus Come,(Advent) Peace on earth,(Christmas) I will follow you, (Lent) Jesus is risen, (Easter) Come Holy Spirit (Pentecost). A mantra is a holy word or phrase which is repeated often and can provide a precious moment of prayer.
- Make the sign of the cross
- Use breathing/ stilling routine – relax, concentrate on breathing. Breathe in God's peace. Breathe out any worries. Be still inside and out
- Make the sign of the cross on the forehead, lips and heart – 'May Jesus be in my mind, on my lips and in my heart'.
- Pass something round to hold attention
- Sound i.e. triangle/Indian bell
- Picking up a pebble, picture etc on the way in
- Create a circle by feeding a rope or using a hula hoop so everyone is connected then stands or sits.
- Sit in an outside space
- Sing 'Come and join the circle'
- Contribute item to a display e.g. pebble, coin
- Set the scene
- Have a prayer board for prayer intentions. These intentions could be placed here at any time during a day and brought to the next time of prayer.
- Movement from silence/quiet to next stage
- Consider the class sending out an invitation to others to join them.
Listen
The Scriptures are a primary source of faith, a special sign of God's presence and should be given prominence.
- Listen to a reading from the New or Old Testament (Sometimes it is sufficient to present just a few sentences).
- Prepare a PowerPoint of images and phrases with background music that makes the Scripture of the day relevant to the world we live in.
- ICT e.g. project a single image or a series of images to tell a story from the scriptures with key questions to consider: What do I see? What do I feel? What do I like?
- Gospel Acclamation: Process and enthrone the Bible, elevate the Gospel, carry candles, stand to show respect, sing alleluia! '+Jesus be in my mind +on my lips + and in my heart'
- Mime the story as it is read
- Act out the story
- Gospel story presented as a news report
- Sections narrated by pupils or 'part-speaking'
- Use guided meditation. This is a way of praying with Scripture. Do a stilling exercise, invite the pupils to listen to the story and as they do to imagine they are someone in the story. What do they see, hear, did Jesus speak to them, what was he doing? etc.
- Listen to reading on a tape
- Ensure the reading has a message or theme
- Tell story in own words
- Use same reading over the course of a week's worship
- Create a 'visual story' (KETT) or read Gospel story and place pictures on a display
- Use pictures, images from 'God's Story'
- Use hymns and songs that tell the story
- Use puppets to tell the story
- Hot seat a character
Response
Remember that this is a special time to respond to the Word of God in prayer. Make sure that children are given quiet time to internalise the message and to respond within. If practical, consider using a symbolic action to express or accompany a prayerful response. Creative movement helps children to know that there are many ways to express praise, joy, sorrow, thanks, sadness, love.
- Invite the children to talk silently to God about what they feel and what ideas they have. (If silence is difficult, play some quiet music in the background)
- Invite children to reflect upon the times when they remove themselves from God's presence, that they do not build up the kingdom of God. Ask for forgiveness and help.
- Invite children to quietly in their hearts thank and praise God for his gifts
- Pray for the needs of others
- Use a litany style prayer 'For… we thank you God'. 'For the times…. We are sorry'.
- In some circumstances, encourage spontaneous prayer. Encourage this as a circle time type of activity and pass a heart, a stone etc. around the circle
- Use prayerful signs/gestures/actions to accompany a prayer, song
- Use a mantra, a word or phrase to repeat. Pupils can choose their own.
- Blessing with water or dipping the hands in water while music is played is a prayerful gesture
- Wash hands/feet
- Process with symbolic items
- Use traditional prayers. There are many that have been handed down through the history of the Catholic Church and it is important for pupils to take part in and become part of this tradition.
- Collective collage/artwork based on story e.g. Cotton wool balls stuck onto body of lamb, use collage to create a community garden etc.
- Pass on a sign of peace
- Plant seeds
- Drop pebble in water
- Place a stone at the foot of a cross
- Reflect and write on leaf and make a prayer tree.
- Blessing with water/ oil
- Light a candle
- Use touch e.g. hand on hand, shake hands, sign of peace, hold hands, link arms, clap hands
- Destroy papers (reconciliation)
- On a large sheet of paper children could add their own paint stroke.
- Sign language
- Respond using clay, drawing, painting etc
- Breaking of bread
- Private response diary/prayer journal
- Use cut out shapes e.g. hearts, people, stars to write prayers on.
- Write personal prayers on post-its
- Posters
- Dance
Going Forth
Here children come to reflect on what they would like to hold on to, to understand and express how faith is lived out in the school community, at home, in the parish, the local and wider community. They identify ways of applying faith to life.
- Request to do something linked with the word e.g. prayer, deed, to pass something on.
- Mission through personal example i.e. forgiveness
- Memento as a reminder e.g. card, shell, prayer, candle
- Spread the word (amongst others)
- Ensure pupils follow through on what they are asked to do
- Shake hands
- Words of commitment
- Find a few moments in the day to say thank you to God.
- Reflect (at another time) on how their 'mission' has impacted on others.
- Say a prayer for someone in need.
- Tell your mum/dad you love her/him
- Care for God's world by picking up a piece of litter
- Greet someone with a smile
- Remember to say please and thank you
-
- Invite someone lonely or isolated to join you at break time.
Do something helpful at home
- 'Go forth!' Serve! Proclaim! Witness! Expectation!
- Make a vocal promise
- Make an internal promise
- Contribute to class book of ideas
Any liturgy is made up of a variety of elements that provide the building blocks to create an act of collective worship. Not every celebration will include every element (though some may be repeated) nor will they have equal prominence. Just
as in any lesson, a whole variety of learning styles will be used to provide an experience of prayer that engages people in different ways.
Gesture:
Will you light the candle?
18
Helping children to plan:
Collective worship
Environment:
-space
-colour
-posture
-movement
Ministry
Music
-songs
-responses
Prayer
-intercessions
-common prayers
Scripture
-stories
-psalms
Silence
Symbolic action
-lighting candles
-breaking bread
-pouring water
-marking with ash
-laying on of
hands
Words
-reflection
-introduction
Gather:
What music might you play?
How will you arrange the children?
.... in Jesus, we learn, grow and pray together
Collective Worship Planner
Class:
Leader:
Date:
Gather
Listen
Respond
Go forth
What to place on a focus for worship
Less is more – if a focus is too cluttered it loses its impact
Select from the following, keeping in mind that all the senses can be appealed to through a focus for worship!
Scripture
This may be an open bible (the large print Good News version is ideal). A piece of scripture that has been typed up with or without a visual image, laminated and placed on a stand. Key words or phrases to enhance the focus can also be laminated and used in this way. God's Story books open at a selected page.
A candle or candles
Try and choose candles that blend in with your colour scheme. Small or large tea lights and holders are ideal. Aromatherapy candles and/ or burners.
Plants or flowers
Sometimes a simple plant is enough. Silk flowers can be very realistic and have the added attraction of not needing to be watered. A single stem can be quite dramatic. Twigs and twig trees to hang things on.
Religious symbols
A cross or crucifix. Statues. Religious objects eg rosary beads, oils, chalice
Artefacts/Objects
Baskets, covered boxes, treasure chests – useful to place petitions, prayers etc
Shells, seeds, glass beads, pebbles, stars
Finger puppets to re-tell stories
Earthenware pots, garden implements eg watering can, trowel
An empty book for prayers or petitions
A box to store class prayers so that they can be used on other occasions
Artefacts and religious items from other religions
Mirrors, globes, sculptures or small figures
.... in Jesus, we learn, grow and pray together
Posters/ pictures/ photographic images
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Factors Contributing to Microbial Growth in Food and Convalescent Carriers among Street Vendors in City of Mbeya, Mbeya Region, Tanzania
L.P. Meleki 1 , T.S.A. Tolly 2 , N-N. Judicate 3
1Department of Life Science, The Open University of Tanzania, P.O. Box, 23409, Dar es-Salaam, Tanzania
Abstract: The study sought to explore the status of microbial contaminants in street vended food and the incubatory carriers among street food vendors conducted in Mbeya City in 2014. The questionnaires and observation checklists were administered whereas, bacteriological examination of stool specimen and food were collected from 96 street food vendors. The results showed that 21 (27%) out of 78 of food samples collected and five out of 25 stool specimens were found with food borne disease pathogens. Some of the pathogens are not only among the top ten least wanted food borne diseases but also some vendors were convalescent carrier and multidrug resistant. The pathogens include Escherichia coli O157: H7, Staphylococcus aureus, Salmonella Typhi and Salmonella Typhimurium. The results showed that 70% of respondents had formal primary education, 27% had secondary school education, 1% had university education suggesting that majority of vendors never had basic knowledge on food safety training to better understand the concept of the food safety in relation to microbial contamination in food and human health carriers. The results of microbial quality of the food demonstrated that the food vendors had to offer unsafe food to their clients. The study identified infrastructure, food equipment, and casual helpers, presence of pests, holding temperature for food and storage, weak regulatory systems as a gap in Mbeya City Council. The outcome of this study can serve as a baseline data for management and improvement of the street food safety based on study area.
Keywords: microbial contaminants, food vendors, food born diseases and water activity
1. Introduction
The study was carried out on street food vendors and their food they sold in the City of Mbeya. The study based on four wards Ruanda, Sisimba, Uyole, and Igawilo in the City Mbeya. The study involves the application of two tools: the WHO five keys to safe food and five keys to growing safe fruits and vegetables. The five keys aimed at safeguarding food hygiene practice and promoting health by decreasing microbial contamination from food vendors and street vended food. The keys are 1) Keep Clean; 2) Use safe; raw materials and water 3) Cook food thoroughly; 4) Avoid cross contamination and 5) "Keep food at safe temperatures. The five keys practices presented in the paper aim at reducing microbial contamination resulting from biological, therefore do not address contamination by chemical or other hazards. However, the knowledge and technologies that can eliminate all food safety problems associated with the microbial contamination of food are not yet present (WHO, 2012).
In addition, the outbreak of Aflatoxicosis in Tanzania July to December 2016 of which 68 cases and 20 deaths Case Fatality Rate of 29.41% occurred and found reported by Aflatoxicosis Situation Updates and Response WHO Country Office, Tanzania on 11 January 2017. The affected regions were Dodoma and Manyara; this resulted from the poor production of peanuts and maize not kept in clean and dry storage equipment, poor food safety and improper handling of food (Zain, 2011 & Nelson & Zeratsky, 2012). The Aflatoxins according to Yard et al., (2013) are a fungal toxin that derived from some strains of Aspergillus flavus; they reported to taint an estimated one-quarter of agricultural products worldwide, with maize, cereals, and groundnuts being the most predisposed. This can be mitigated by application of five keys to growing safe fruits and vegetables as the case of Belize, Guatemala, and El Salvador (WHO, 2012 & WHO, 2016).
2. Factors that offer Microbial Growth in Food
The paper presents the new kit that practices to reduce microbial contamination of fresh fruits, vegetables, and cereals from fungal i.e. mycotoxins, during planting, growing, harvesting and storing. The Five keys are: 1) Practice good personal hygiene; 2) Protect fields from animal faecal contamination; 3) Use treated faecal waste; 4) Evaluate and manage risks from irrigation water and 5) Keep harvest and storage equipment clean and dry. Some microbial such aflatoxins can produce moulds, smell and/or discolorations while, others organisms hardly real produce any smell, discoloration, or any other changes you can detect with your senses. In addition, you will not even know they are there until you start to feel nauseous, stomach cramps or pain. The Keys have been practice by countries such Belize, Guatemala, and El Salvador (WHO, 2012 & WHO, 2016).
In generally most food contains sufficient nutrients to support microbial growth of which several factors encourage, prevent, or limit the growth of microorganisms in food; the most important are moisture, temperature, time, Oxygen, and pH. These factors are broadly involved water activity, pH, temperature, and relative humidity. The water activity varies very little with a temperature that supports microbial growth. The addition of solute decreases the water activity to less than one. The change in pH of a food with time may reflect microbial activity, and food that is poorly buffered does not resist changes in pH, such as vegetables, may change pH values (Yusuf et al., 2012). Example for the pH of muscle from a rested animal may differ from that of a fatigued animal.
Volume 6 Issue 12, December 2017
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
DOI: 10.21275/ART20178441
Paper ID: ART20178441
Occasionally, food pH is not stationary; sometimes-other microbes' yeasts or moulds, pH may change and allow bacterial growth. The pH range of a microorganism is at the acidic while a maximum is at the basic end of the scale. Growth is maximal for a pH optimum; the most favorable conditions are time, temperature, pH, and incubation period that every microorganism has a minimum, an optimum and a maximum pH for growth. Moving away from the pH optimum in either direction slows down microbial growth (Yusuf et al., 2012).
The greatest danger from microbes in food is associated with consumption of various sources of food that is mainly tainted with human and animal faeces, and other factors may encourage, prevent, or limit the growth of microorganisms in food. The water activity, pH, and temperature may also be important. This paper focuses on organisms for which there is evidence, from outbreak studies or from prospective studies in non-outbreak situations, of disease being caused by ingestion of unsafe food. Risk factors associated with the human reason and preparation methods that give high prevalence of food borne diseases shown by various studies.
The widespread food borne pathogens that linked to that danger include Campylobacter Jejuni, Clostridium botulinum, perfringens, Escherichia coli O157: H7, Listeria Monocytogenes, Salmonella, Shigella, Vibrio cholera, Hepatitis "A", Norovirus, Cyclospora cayetanensis, Staphylococcus aureus, Campylobactor jejuni and Toxoplasma gondii (TEA, 2015). The hazard causes included improper holding temperatures, inadequate cooking, contaminated equipment, storage, food from an unsafe source and poor personal hygiene (Chilukoti, 2014).
3. Vendors food borne disease pathogens carrier status
Twenty-five human stool specimens were drawn from the four wards Ruanda, Sisimba, Uyole, and Igawilo showed that only five and specifically those drawn from Ruanda ward were contaminated with food borne diseases pathogens often implicated in diarrhoeal diseases. These include Escherichia coli O157: H7, Staphylococcus aureus, Salmonella Typhi and Salmonella Typhimurium that are not only among the 16 known food borne disease pathogens listed in Table 2 but also the top ten least wanted in food as they are known to fatal consequences to consumers of food the contaminated food. According to Thanh, (2015) Salmonella species, Escherichia coli, and Staphylococcus Aureus are antimicrobial-resistant pathogens bacteria. These included two isolates of Salmonella Typhi, one isolate of Escherichia coli 0157: H7, one isolate of Escherichia coli species, and one isolate of Salmonella Typhimurium.
In the study area, the most spread pathogens among the isolates were Salmonella species at 60% i.e. three-fifth of all isolates. However, no single stool sample food with more than one pathogens or with co-infections as some pathogen species may interact within the host (Diedrich, 2011). This anticipated that future studies might clarify valuable new information on the interesting subject of co-infection of protozoa with other pathogens. The carrier status is evidence that no food hygiene regulation was been complied with during the time of the study.
Table 1: Pathogens isolated in collected stool specimen
Source Data collected in 2014.
| | SN | | Ward | | Isolated Pathogen |
|---|---|---|---|---|---|
| A14 1 | | Ruanda | | Escherichia coli 0157: H7* | |
| A-17 1 | | Ruanda | | Escherichia coli | |
| A-03 1 | | Ruanda | | Salmonella Typhi* | |
| A 16 1- | | Ruanda | | Salmonella Typhimurium* | |
| B 16 2- | | Sisimba | | Salmonella Typhi* | |
Note: i) Reading machine: BBL-Crystal Auto reader: cat.
no.245300 (BD, 2013)
ii) Isolates are taxonomically annotated
*List of top ten least wanted food borne pathogens: Campylobacter, Clostridium botulinum, Escherichia coli O157: H7, Listeria monocytogenes, Norovirus, Salmonella, Staphylococcus aureus, Shigella, Toxoplasma gondii, Vibrio vulnificus (TEA, 2012 and CFIA, 2016)
3.1 Microbiological contaminants in food
Of 78, various food samples collected 21 (27%) had pathogens that can cause food borne diseases as shown in Table 2). These findings were somehow similar to several study findings by Campbell in (2011) South Africa; Schmidt in (2011) Canada; Githaiga in 2012 & Nyamari in (2013) Kenya; Tiisekwa in (2013) Tanzania. The similar studies conducted in Tanzania include that of Njaya in (2013) Zimbabwe; Samapundo (2013) in Haiti; Ntomola in (2014) Tanzania; Omemu et al., in (2014) Nigeria; Girma in (2015) Ethiopia; Thanh in (2015) Vietnam.
One sample of sardines and cooked rice had Staphylococcus aureus 3% two out of 78. Escherichia coli were isolated in two samples of cooked rice and in a sample of pickle-mixed vegetables. Bacillus cereus was isolated in a sample of cooked maize mixed with beans and lastly, Enterobacter cloacae were isolated in one cooked liver sample. In the other circumstance, two pathogens Acinetobacter baumannii and Acinetobacter haemolyticus were found in a cooked bean while Bacillus megaterium and Lactococcus raffinolactis found in a stiff porridge sample. This is contrary to the stool sample that single pathogen found in a stool sample presents no co-infection.
As the case of parasite interactions that include microbial interference when one bacterial species can further suppress the virulence or colonization of other bacteria, such as Pseudomonas aeruginosa suppressing pathogenic Staphylococcus aureus colony formation revealed by (Sievert et al., 2013). Of all isolates, only bacterial pathogens were isolated. Pathogens like viruses, protozoa, and helminths, which are commonly responsible for causing diarrhoeal diseases, were not isolated from the sample collected in the study area.
According to Acharya, (2012 & 2015) indeed the above limitation was expected because of the laboratory capacity and specialty. Abdalla et al. (2009); Kok & Balkaran (2014) suggest that in food processing, food borne microbes can be introduced from an infected person who handles the food, or by cross contamination from some other raw agricultural products and/or the in-plant environment. Abdalla et al.
Paper ID: ART20178441
DOI: 10.21275/ART20178441
(2009); Kok & Balkaran (2014), they further emphasize that contaminated hands are the most significant source of transfer microorganisms from food handler's faeces, face, skin, or other sites on to food. Escherichia coli, Salmonella species, Escherichia coli 0157: H7, Staphylococcus aureus, and Enterobacter Cloacae are potential food borne hazards with grave consequences.
Salmonella species, which is about 2 to 5% of untreated typhoid infections or those survivors of typhoid, can become chronic carriers and stand as a continuous spread (Ahmed, 20017). The frequency of occurrence of isolated pathogens in food suggests that consumers in Mbeya City were exposed to high risk of contracting diarrhoeal diseases through consumption of some street food cuisines. On the Other hand, other options suggested that to educate the consumers not to buy street food that sold in unauthorized places simply because of convenience or low pricing. Additional macro and microorganisms often found in food were not isolated not necessarily, because they were absent but because they were not targeted by the methods used for analysis in this study (FDA, 2012; Neza & Centini, 2016). For this reason, the relative proportions of pathogenic to non-pathogenic strains in the study area are unknown.
Some of these bacteria are associated with food spoilage Klebsiella oxytoca and Yeast cells (Sperber & Doyle, 2009 & FDA, 2012). Indeed the above limitation was expected because of the laboratory capacity and specialty. Only (6%) five out of 78 samples were drawn from food that found kept at the optimal temperatures of 63°C. In principle, one must apply thermometers to make sure that the temperature of the refrigerator is 40°F or lower and the temperature of the freezer is 0°F or less. Canadian Food Inspection Agency (CFIA, 2016) demonstrates that bacteria can grow in the danger zone between 4°C and 60°C (40°F to 140°F). While, raw food such as veal steaks, chops, and roasts should be cooked to a least an internal temperature of 63°C to 74°C and 85°C (145°F to 165°F and 185°F) for a whole chicken, turkey, and duck (CFIA, 2016). This suggests that there was poor food holding and storage temperature that can facilitate the microbial growth.
Summarising Table 1: above it may be stated that, (20%) five out of 25 pathogens isolated in vendors' stool specimens and 27% (21 out of 780) food samples are among the top 10 public health pathogens of importance in food safety. These pathogens are known to cause serious food poisoning according to (CFIA (2016); Adem et al. (2008); Khanjar & Alwan (2014). The carrier status in Ruanda ward and the wide spread confirmation of food contaminated with food borne microbes in the study area shows that there is a potential risk for diarrhoeal diseases outbreaks in Mbeya City and particularly in Ruanda ward. The infected vendors may have been victims of an earlier outbreak who came back to vending food without full recovery followed by nonclearance by a reliable medical examination protocol or were new comers who may get into food vending business while infected.
may have been victims of an ongoing outbreak in Mbeya City or elsewhere that was yet to become publicly noticeable. In both cases, it shows a gap within the City Health Authorities pro-activeness in food hygiene protocols and needs to be redressed.
Table 2: Pathogens isolated in various food samples
| sample code | Ward | Food Types | Isolated pathogen |
|---|---|---|---|
| A-12 2 | Ruanda | Cooked liver | Enterobacter cloacae |
| B-04 2 | Sisimba | Cooked beans | Acinetobacter baumannii and Acinetobacter haemolyticus |
| B-04 2 | Sisimba | Stiff porridge (Ugali) | Bacillus megaterium and Lactococcus raffinolactis |
| B-07 2 | Sisimba | Chicken | Staphylococcus intermedius |
| B-23 2 | Sisimba | Cooked maize with beans | Bacillus cereus |
| C-10 2 | Uyole | Cooked rice | Escherichia coli |
| C-06 2 | Uyole | Pickles (raw vegetable mixed) | Escherichia coli |
| B-16 2 | Sisimba | Mandazi (African buns) | Enterobacter asburiae |
| B-15 2 | Sisimba | Porridge | Escherichia coli |
| D-11 2 | Igawilo | Cooked pork soup | Klebsiella oxytoca |
| C2-17 | Uyole | Sour milk | Hasnia alivei |
| A-02 2 | Ruanda | Rice | Escherichia coli |
| A-10 2 | Ruanda | Pickles (raw vegetable mixed) | Enterococcus faecium |
| A-25 2 | Runda | Chips | Klebsiella pneumoniae |
| A-22 2 | Ruanda | Sardines | Staphylococcus aureus* |
| A-27 2 | Ruanda | Sour milk | Yeast cells |
| C-20 2 | Uyole | Rice | Staphylococcus aureus* |
| C-16 2 | Uyole | Juice | Enterobacter aerogenes |
| A-19 2 | Ruanda | Meat/fish | Corynebacterium bovis |
Note: i) Reading machine: BBL-Crystal Auto reader: cat. no. 245300 (BD, 2013)
ii) Isolates are taxonomically annotated
*List of top ten least wanted food borne pathogens:
Campylobacter, Clostridium botulinum, Escherichia coli O157: H7, Listeria monocytogenes, Norovirus, Salmonella, Staphylococcus aureus, Shigella, Toxoplasma gondii and Vibrio vulnificus, (TEA, 2012 and CFIA, 2016).
The fungal toxins that produce Aspergillus flavus found mainly in maize, cereals, groundnuts by cooking can withstand the high temperature of more than 180 o C (Yard et al., 2013). However, aflatoxins in food can be control best achieved by measures designed to prevent the contamination of crops in the field and during storage, or detection and removal of contaminated material from the food supply chain. These fungal toxins that produce Aspergillus flavus are responsible for aflatoxicosis outbreaks in East Africa countries including Kenya and recently Tanzania of which 68 cases and 20 deaths. The affected regions were Dodoma and Manyara; this resulted from the poor production of peanuts and maize not kept in clean and dry storage equipment, poor food safety and improper handling of food (Zain, 2011 & Nelson & Zeratsky, 2012).
In this case, they both should have been cleared by a reputable and reliable medical examination before engagement, as the law requires. On the other hand, they
The Aflatoxins according to Yard et al., (2013) are a fungal toxin that derived from some strains of Aspergillus flavus; they reported to taint an estimated one-quarter of agricultural products worldwide, with maize, cereals, and groundnuts being the most predisposed. This can be mitigated by
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Licensed Under Creative Commons Attribution CC BY
DOI: 10.21275/ART20178441
Paper ID: ART20178441
application of five keys to growing safe fruits and vegetables the case of Belize, Guatemala, and El Salvador (WHO, 2012 & WHO, 2016).The experience of Belize, Guatemala, and El Salvador in successful adaptation of these keys may be suitable for controlling aflatoxicosis in Tanzania and other settings with similar nature.
While in the case of cholera, the adaptation which, will suit cholera setting by training food street vendors, school children, and community on five keys to safe food, this has worked in Haiti, Comoros, Angola, Gambia, Mozambique, Guinea, Botswana and the Democratic Republic of Congo is useful. Controlling microbial growth in food is not a once and all activity it needs multi-interventions that start from farm to dinning. The mnemonic conditions such moulds and others forcing the monitoring being throughout food supply chains to final consumers.
Table 3: Water activity (aw) value for microbial growth
| Clostridium botulinum A | 0.95 | Clostridium perfringens | 0.95 |
|---|---|---|---|
| Clostridium botulinum B | 0.94 | Escherichia coli 0157: H7 | 0.95 |
| Clostridium botulinum E | 0.97 | Vibrio cholera | 0.95 |
| Bacillus cereus | 0.95 | Salmonella species | 0.94 |
| Campylobacter coli | 0.95 | Vibrio parahaemolyticus | 0.94 |
| Campylobacter jejuni | 0.98 | Yersinia enterocolitica | 0.96 |
| Listeria monocytogenes | 0.92 | Aspergillus flavus | 0.82 |
| Staphylococcus aureus | 0.86 | | |
2013 & Kadariya et
al., 2014)
Sometimes food we feel affection for and count on for good health are contaminated with microorganisms that cause sickness and can be deadly for certain people. Food contamination can occur in many different ways. Four main causes of food contamination are not washing hands, crosscontamination as the process of transferring contaminants from one food contact surface to another improper storage and cooking temperatures and/or contamination by animal wastes. The contaminants can be divided into three categories: physical, chemical, and biological, demonstrated in Table 4. This paper is based mainly on biological aspects that microbes are responsible for a large number of food borne diseases.
| SN | Types | Contamination hazards |
|---|---|---|
| | | alkaloids, cyanogens glycosides |
| | | Fungal, e.g. ergot, mycotoxins such as aflatoxins and ochratoxins |
| | | Parasites, e.g. Cyclospora, Entamoeba, Giardia, Cryptosporidium |
| | | Viruses, e.g. hepatitis A, Norwalk virus, Rotavirus |
| | | Neurodegenerative disease e.g. prions cause Bovine spongiform encephalopathy (BSE, or “mad cow disease” is a prion disease in cattle |
| 2) | Chemical | Pesticide, insecticide and fungicide residues (international food law includes maximum residue levels for named compounds to be used on specific fruit and vegetables) |
| | | Heavy metals, e.g. zinc, lead, aluminum, cadmium, and mercury |
| | | Mineral oils, e.g. diesel, grease, hydraulic oil |
| 3) | Physical | Glass, metal, stones |
| | | Wood and twigs |
| | | Pieces of bone and plastic |
| | | Staple wire, hair, and dust |
Source: Types food contaminants adapted from Texas Education Agency (2014) & (2015)
In Food Safety and Sanitation Class, six conditions suggested by Texas Education Agency (TEA, 2014 & 2015) which bacteria may need to grow, its acronymically is abbreviated as "FAT TOM" it stand as Food, Acidity, Temperature, Time, Oxygen, and Moisture. FAT TOM is a mnemonic device that portrayed in Table 5 is used in the food service industry to describe the six factors that contribute to food spoilage, favourable conditions required for the growth of food borne pathogens (TEA, 2015). In one extreme, these organisms do not real produce any smell, discoloration, or any other changes you can detect with your senses. You will not even know they are there until you start to feel nauseous, stomach cramps or pain.
The theory of Water Activity (aw) and food borne diseases
Table 4: Biological, chemical, and physical hazards contaminants
| SN | Types | |
|---|---|---|
| 1) | Biological | Pathogenic bacteria, e.g. Escherichia coli |
| | | 0157: H7, Salmonella species, usually |
| | | associated with faecal contamination from |
| | | warm-blooded animals, or others, e.g. |
| | | Listeria monocytogenes, Clostridium |
| | | botulinum commonly found in contaminated |
| | | soil, water, and ruminants |
The physical property of Water Activity (aw) has direct influences on food storage stability because of some deteriorate processes in food are mediated by water. The chemical potential of (aw) is related to the osmotic pressure of an aqueous solution. When a substance such as salt is dissolved in water, the water activity is reduced (Sevenich et al., 2015). Curing food with salt and sugar can also dispossess bacteria of the water they require. This is done through osmosis process. When applied to a food's external, salt and sugar pull moisture from the inside of the food to the surface, where it evaporates. Salt and sugar also bring on osmosis with the bacteria themselves by sucking the water out of them through their own cell walls, killing them by sunstroke. On the other hand, heat up food to 165°F 74°C or for at least 30 seconds is enough to wipe out any dangerous bacteria it might contain. This is why salting is an ancient way of preserving food. The water activity is the amount of moisture in food that activates the bacteria growth. The formula term of (aw) is the ratio of the water vapour pressure of the food or solution (p) to that of pure water (po) at the same temperature: [aW= p/po] (Sevenich et al., 2015).
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DOI: 10.21275/ART20178441
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The water activity scale ranges from 0 to 1 as shown in Table 3. It suggested that the higher the value, the most available moisture in the food. Water activity is a major reason for preventing or limiting the growth of bacteria causing food or borne diseases. Food borne pathogens cannot grow under water activity of 0.85. In Table 3, almost listed food borne pathogens have water activity above 0.92 with exception of Staphylococcus aureus 0.85 and aflatoxin such as Aspergillus flavus 0.82 have water activity below 0.86.
Table 5: The six conditions that promote the growth of foodborne pathogens
| Mnemonic Conditions | |
|---|---|
| F | Food |
| A | Acid |
| T | Temperature |
| T | Time |
| O | Oxygen |
| M | Moisture |
Source: Texas Education Agency (2014 & 2015).
The various pathogens are critical and fatal in the prevention as some are listed in Table 3. Many of these pathogens have the different duration that can persist on dry inanimate object surfaces that can span for more than five years. Therefore, it is difficult to realize the risk of contamination of some diseases as when and where the risk occurred.
Table 6: Persistence time of various pathogenic bacteria on dry inanimate surfaces
Source: Modified from Krameret al. (2006) & Limet
| SN | Type of bacteria |
|---|---|
| 1 | Acinetobacter spp. |
| 2 | Bordetella pertussis |
| 3 | Campylobacter jejuni |
| 4 | Clostridium difficile (spores) |
| 5 | Chlamydia pneumoniae, Chlamydia trachomatis |
| 6 | Chlamydia psittaci |
| 7 | Corynebacterium diphtheriae |
| 8 | Corynebacterium pseudotuberculosis |
| 9 | Escherichia coli and Escherichia coli 057: H7 |
| 10 | Enterococcus spp. including VRE and VSE |
| 11 | Haemophilus influenza |
| 12 | Helicobacter pylori |
| 13 | Klebsiella spp. |
| 14 | Listeria spp. |
| 15 | Mycobacterium bovis |
| 16 | Mycobacterium tuberculosis |
| 17 | Neisseria gonorrhoeae |
| 18 | Proteus vulgaris |
| 19 | Pseudomonas aeruginosa |
| 20 | Salmonella typhi |
| 21 | Salmonella typhimurium |
| 22 | Salmonella spp. |
| 23 | Serratia marcescens |
| 24 | Shigella spp. |
| 25 | Staphylococcus aureus, including MRSA |
| 26 | Streptococcus pneumoniae |
| 27 | Streptococcus pyogenes |
| 28 | Vibrio cholerae |
| Type of fungus | |
| 1 | Candida albicans |
| 2 | Candida parapsilosis |
| 3 | Torulopsis glabrata |
al.( 2010)
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DOI: 10.21275/ART20178441
Paper ID: ART20178441
Note: i) spp. = Species; VRE= vancomycin-resistant Enterococcus ; VSE = vancomycin-sensitive Enterococci; MRSA= Methicillin- resistant Staphyloc oc cus aureus ii) Italic Roman typefaces are presented in taxa annotation
This complexity can be is from farm to dinning. It is important for everyone, include vendors and consumers to be aware of microbial risks along the food before we eating to reduce the risks surrounding all the time although as some pathogens may be spread beyond the compliance of five keys to safe food and five keys to safer fruits and vegetables (Lim et al., 2010 and WHO, 2012). In the context of inanimate dry surfaces, some pathogens have high touch surfaces that require a more frequent cleaning regimen. These are not limited to walkway rails doorknob/handle, walkway rails, beds, chairs in patient rooms at health care facilities. These surfaces have high risks of bioburden if not sterilised as it contains a high number of bacteria living on a surface compared to conference rooms, bus seats, communal and public places these have less potential for exposure to pathogens (Sehulster et al., 2004).
References
[1] BD, (2013). Product catalog, Industrial Microbiology, Helping people live healthy live.59pp.https://www.brunschwigch.com/pdf/downloads/ BD_IndustryCatalog 14.pdf. 59pp.Visited on 19/08/2016.
[2] CFIA, (2016). 10 least wanted Food borne diseases. Http://www.foodsafetynews.com/ 2015/09/the-5-mostdangerous-food borne-pathogens/#.WDKZyblG3Qw. 10pp. Visited on 23/06/2017.
[3] Chilukoti, B. (2014). World Health Day: 5 common causes of food contamination you should know! http://www.thehealthsite.com/diseasesconditions/world-health-day-5-common-causes-of-foodcontamination-you-should-know/. Visited on 30/11/2016.
[4] Kramer, A., Schwebke, I. & Günter Kampf, G. (2006).
How long do nosocomial pathogens persist on inanimate
surfaces? A
systematic review.
BioMedCentral Infectious Diseases. 6:130. doi:
10.1186/1471-2334-6-130.
http://www.biomedcentral.com/1471-2334/6/130.
Visited on 2011/2015.
[5] Lawley, R. (2013). Food Safety Watch: The science of Safe http://www.foodsafetywatch.org/factsheets/aflatoxins/. Visited on 25/11/2017.
[6] Lim, J. Y., Yoon, J. W. & Hovde, C. J. (2010). A Brief Overview of Escherichia coli O157:H7 and Its Plasmid O157. Journal of Microbiology and Biotechnology, 20(1), pp.5–14.
[7] Ren, H. (2012). Plastic Waste Recycling and Greenhouse Gas Reduction Taking Copenhagen as an example from life cycle assessment perspective. A thesis for award of Master Degree at Aalborg University, Denmark. 89pp.
[8] Sehulster, L.M, Chinn, R.Y.W., Arduino MJ, Carpenter, J., Donlan, R., Ashford, D., Besser, R., Fields, B., McNeil, M.M., Whitney, C., Wong, S., Juranek, D., and Cleveland, J. (2004). Guidelines for environmental infection control in health-care facilities.
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DOI: 10.21275/ART20178441
Recommendations from CDC and the Healthcare Infection Control Practices Advisory Committee (HICPAC). Chicago IL; American Society for Healthcare Engineering/American Hospital Association.
[9] TEA, (2012). Food safety and sanitation guideline: Restaurant Management http://cte.sfasu.edu/wpcontent/uploads/2012/11/Food-Safety-and -SanitationGuidelines-Restaurant-Management-PPT. pdf. 24pp.Visited on 20/07/2017.
[10] TEA, (2015). Culinary Kitchen Mat Lucan h Calculations. Http://cte.sfasu.edu/wpcontent/uploads/2015/02/Culinary-Kitchen-MathCalculations-PPT.pdf. 13pp. Visited on 30/06/2017.
[11] TEA, (2014). Foundations of Safe Food Purchasing, Receiving and Storage 16pp. http://axtellisd.net/view/619.pdf. Visited on 30/06/2017.
[12] Tong, S. Y. C., Davis, J. S., Eichenberger, E., Holland, T. L. & Fowler, V. G. (2015). Staphylococcus aureus Infections: Epidemiology, Pathophysiology, Clinical Manifestations, and Management. Clinical Microbiology Reviews, 28(3), pp 603–661. http://doi.org/10.1128/CMR.00134-14.
[13] Yusuf, M. A., Abdul, T.T. & Hamid, T. A. (2012). Optimization of temperature and pH for the growth and bacteriocin production of Enterococcus faecium. IOSR Journal of Pharmacy e-ISSN: 2250-3013, p-ISSN: 2319-4219, www.iosrphr.org vol. 2, Issue 6, 2012, pp.49-59.
[14] WHO, (2012). Five keys to growing safer fruits and vegetables: Promoting health by decreasing microbial contamination
[15] Wild, C.P. and Gong, Y.Y. (2010). Mycotoxins and human disease: a largely ignored Global health issue. Carcinogenesis, Vol. 31, Issue 1, pp 71–82, https://doi.org/10.1093/carcin/bgp264.
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Promoting interest and collaboration for watershed stewardship
River Restoration: Karst Plays Key Role in Keeping River Cold
KARST
No, it's not the new word of the day on Wordle. Karst is a landform that develops in areas where bedrock consists of carbonate-rich rock that is easily dissolved (think limestone). As a result, karst landscapes feature caves, underground streams, and sinkholes. It is through these natural hollows and underground fissures that cold water flows and sometimes bubbles up along the river. In fact, karst is one of the main sources of cold water in the South River, and many fish and other aquatic organisms need cold water to survive. What does all this have to do with river restoration? Keeping areas of the river cold is a key part of past, current, and future restoration efforts. After remediating and stabilizing riverbanks, trees were planted to shade the river. Planting shade trees is also an important part of most riparian buffer projects. (See May 2021 Issue.) The South River restoration has also included the removal of the Rife-Loth dam, the DuPont dam, among others. Cold water is now free-flowing and no longer warms up in ponds behind these dams. Keeping the river cold and preserving the health of the South River Watershed requires everyone's participation. Read "Connections" to see how you can make a difference in your own backyard.
Did You Know?
* About 20% of the United States is underlain by karst, and 40% of groundwater used for drinking comes from karst aquifers.
* That old harvest gold, avocado green, or pink toilet? Help conserve water by replacing it (and other toilets installed before 1992) with new low-flow models.
* Heavy rainfalls that occur in a short span of time in karst topography can cause a booming sound that can be
Image Credit: Tip of the Mitt Watershed Council
Connections: Considerations for Water Conservation
Conservation efforts can have a ripple effect in a community. One person learns something new that they find enlightening. They share the new insight with a few friends, and they share with their friends! In an effort to start a ripple, here are a few thoughts about everyday water conservation.
* Eco-friendly cleaning supplies are not just better for you, but better for your water too. Some soaps and shampoos aren't removed from water when treated, and they can end up disrupting the pH balance of the water and encouraging algae growth.
* Organic fertilizers stimulate beneficial soil micro-organisms, improve the structure of the soil, and provide a nontoxic alternative that doesn't harm groundwater.
* A rain garden can reduce stormwater runoff pollution by 99%. Wow! Here is a six-minute video from This Old House to show you how to build one. You may even be able to get cost-share assistance from the Virginia Conservation Assistance Program (VCAP).
* Car wash soap can contain toxins, so if you choose to wash your jalopy in your driveway, be sure to choose an eco-friendly soap.
Pictured: Ira Driver tending his lime kiln near Mount Sidney (Courtesy Augusta County Historical Society from David McCaskey)
Take a Walk Back: Limestone Burned for Centuries in Virginia
Do you know what "lime" (the fruit) and "lime" in limestone have in common? Not much! The only thing that connects them is the spelling of the word! The word for the fruit comes from "lima," the Spanish word for citrus. The word for the rock is derived from "lim" in Old English, "leimaz" Proto-Germanic, and Latin "limus" as a reference to its slimy, sticky, mortar-like texture. Lime is made by burning limestone—without melting it. Early 19th century farmers built lime kilns for their own or local use on a lot near a limestone quarry or on a woodlot, depending on whether they wanted to carry the stone or the fuel to the kiln. In addition to agricultural use, lime produced from limestone has been used in the manufacturing of paper, glass, and whitewash; in tanning leather and sugar refining; and as a water softener and bleach. It is also used to make mortar and cement. Today, only the remnants of early lime kilns remain in the Valley, but the area is still rich in limestone. You can see the wonders of limestone formations at Grand Caverns, Luray Caverns, and in others like them. Learn more about the limestone industry in Virginia here.
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February 2022 Volume 3 Issue 2 Copyright (C) 2022 South River Science Team. All rights reserved.
Our mailing address is: 510-D West Broad Street Waynesboro, VA 22908 | <urn:uuid:55069ecd-91da-4e40-a624-301ddd360fd2> | CC-MAIN-2022-21 | https://southriverwatershed.org/wp-content/uploads/2022/03/2022-February-Issue-Volume-3-Issue-2.1.pdf | 2022-05-19T12:18:54+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00365.warc.gz | 608,052,132 | 1,005 | eng_Latn | eng_Latn | 0.979824 | eng_Latn | 0.998352 | [
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Personal, Social and Emotional Development
We will:
- Encourage the children to develop concentration skills in large and small groups
- Practice social skills and a readiness to help each other
- Learn about keeping safe
- Continue to support them in developing independent and self-help skills
Physical Development
We will:
- Encourage the children to remove and put on their shoes and socks for more formal PE sessions in the school hall. Please send them in in socks and shoes they can manage by themselves. The PE sessions will include movement, dance, and using small & large apparatus.
- Continue to practice using pencils, scissors and other one-handed tools with good control
- Hold a pencil correctly and use it to begin to form letters
Expressive Art and Design
We will:
- Spend time listening to different types and moods of music
- Develop imaginative play through role play
- Continue to develop colour mixing skills, painting and printing techniques
- Use a range of media and materials to design and create
Literacy
PSHE / School 1
This term our focus is on growth and the world around us. Our focus stories this half term are: 'You Choose' and 'The Bog Baby', we will also be using lots of non-fiction texts to explore and find out about our topic.
We will also:
- Continue to introduce Phase 2 Letters and Sounds. We will learn the sounds that letters make, playing games with initial sounds in words. We will practise recognising the letters and begin to know how to form them. We will introduce the next six sounds: MDGOCK
- Encourage children to make marks and give meaning to them
- Support children recognising and writing their names
Nursery Spring 2 Me and My World
Communication and Language
We will:
- encourage the children to speak in more detail about what they have seen or heard
Understanding the World
We will:
- Look closely at the changes in the environment in spring, including going on a spring walk.
- Visit the school pond and look for pond creatures
- Look closely at our natural environment and begin to talk about it, asking questions to find out more
Maths
We encourage you to read regularly to your children at home, to support them in achieving their goals.
We will:
- Introduce some more numbers above 5
- Continue to use the numbers we have learnt in different ways, including finding ways to make each number
- Practise subitising up to 5
- Talk about the shape and size of objects and use mathematical vocabulary
Another information (reminders and dates etc):
Monday 22 nd February: Spring 2 Begins Tuesday 23 rd March & Thursday 25 th March: Virtual Parents Evening
Wednesday 31
st
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St John Evangelist Catholic Primary School
HOMEWORK POLICY
Mission Statement: To love, to learn with God in our hearts
Policy revised: MAY 2021 Review Date: MAY 2022
INTRODUCTION
Here at St. John's, we appreciate how important the links between parents and teachers are and the need for us to work together. We believe that it is important for children to bring home learning from a fairly early age to help them progress, to reinforce basic skills and for them to see parents and teachers working together.
We believe:
Learning at home is an essential part of good education.
Regular homework is important. It gives children the opportunity to practise at home the tasks covered in class and helps them work towards improving important skills.
Homework helps children and young people to become confident and independent in their learning, which will benefit them throughout their time at school and in adult life.
The range of home / school tasks varies throughout the school, according to the age of the child. The one thing that remains constant throughout is the fact that homework can only benefit children if we have parental support and work together.
The homework we give at St. John's is designed to reinforce and support the learning that happens during the school day.
What type of home / school tasks are given in each year group?
Nursery and Reception
- Every day your child will bring home books for sharing. Children should read/ be read to for approximately 15 minutes each day. The reading record should be signed each night so that your child can be given a new book the following day.
- Children will bring home a 'rhyme of the week' each Friday. They will have been learning this during the week at school and it would be very beneficial if they could share this with you at the weekend.
- Tasks to reinforce class work on phonics, number, religious education and topic will be given each week. These will be set via seesaw.
Years One and Two
- Every day your child will bring home a level appropriate book to read to/ with an adult. Children should read/ be read to for approximately 20 minutes each day. Please ensure that you sign their reading record every night so that they can change their book (if your child is reading chapter books, a comment still needs to be written but the book will not be changed until finished). If a child's reading record is not signed then the teacher/TA will record this in the reading record. Class teachers should discuss this with parents at the end of the day. If this continues to happen, then parents will be sent a letter asking
1
them to meet with Mrs Matthew who will discuss ways to support children reading at home.
- Children will be given a day each week when they have a guided reading session with their teacher. From this session children will be given a phonics book to re-read and an activity to complete before their next guided session.
- All children will bring home one instructional reading book each week. Once children reach a certain level in their reading, this reading text will be set via our online platform, Bug Club. Children will have their account details in their reading records.
- Every week your child will have a spelling rule to learn (the same rule may be given for more than one week). The children will need to learn the rule and some example words that use the rule.
- Each week your child's homework sheet will let you know what their Philosophy for Children (P4C) theme was for that week. It may also have a question for you to discuss at home.
- Every week your child will have Mathletics homework set. We will be setting the maths homework online using the following website: www.mathletics.co.uk
- Each half term your child will be set an extended piece of homework. This homework will be focused on something that we are celebrating at school. For example, during book week, children might be asked to create a book.
- Children will bring home a 'rhyme of the week' each Friday. They will have been learning this during the week at school and it would be very beneficial if they could share this with you at the weekend.
- Homework will be set via online platform, Seesaw.
Years Three to Six
- Every day your child will bring home a level appropriate book to read to/ with an adult. Children should read/ be read to for approximately 20 minutes each day. Please ensure that your child writes a comment about their book and that you sign their reading record every night so that they can change their book (if your child is reading chapter books, a comment still needs to be written but the book will not be changed). If a child's reading record is not signed then the teacher/TA will record this. If children have not read twice (or more) in one week they will stay in for 15 minutes at lunchtime to complete their reading with Miss Day or Mrs Matthew. Class teachers should inform parents at the end of the day that this has happened. If this continues to happen, then parents will be sent a letter asking them to meet with Mrs Matthew who will discuss ways to support children reading at home.
- Each week your child will have a guided reading session with their teacher. Their teacher will let you know which skill has been practised and how to continue this at home.
- Once children reach KS2, they will be set an instructional reading text each week via online platform, Bug Club.
- Children will also bring home the text they have worked on in their Guided Reading session. Please discuss this with your child.
- Each week your child will be set Mathletics homework: We will be setting the maths homework online using the following website: www.mathletics.co.uk
- Each week your child will be set number skills practise including timestables.
- Each week your child's homework sheet will let you know what their Philosophy for Children (P4C) theme was for that week. It may also have a question for you to discuss at home.
- Each week your child will have a spelling rule to learn.
St John Evangelist Catholic Primary School
HOMEWORK POLICY
Mission Statement: To love, to learn with God in our hearts
Policy revised: MAY 2021 Review Date: MAY 2022
- Each half term your child will be set an extended piece of homework. This homework will be focused on something that we are celebrating at school. For example, during book week, children might be asked to create a book.
- Year 6 children can expect some Maths and English revision work throughout the year.
- Homework will be set via Google Classrooms.
Children who are not completing homework If children are consistently not completing their homework tasks, the class teacher should follow these steps:
- If the homework is not completed or signed then 'no homework completed' will be recorded in the book and on the teacher record sheet
- If this happens for 2 weeks in a row then the child will be kept in during their lunchtime to complete the activity, which they will then take home and ask their parent to sign. The class teacher should approach the parent at the end of the day to explain why this has happened.
- If this happens again then the child will be kept in again at lunchtime to complete the task. Again the class teacher should speak to the parent at the end of the day. If this continues to happen the parent of the child will meet with Mrs Matthew to discuss how the school can support the parents and children to complete their home learning.
Parent Information Leaflet
We provide all new parents (those joining in Nursery, Reception or at any point during the school year) with a Homework Information Booklet (see appendix) which clearly sets out our expectations, provides a list of necessary equipment and some additional activities to work on at home.
Parent Surveys and Feedback
We regularly seek feedback and comments from parents regarding homework. We asked for parents' thoughts on our current homework policy with the view to update the way we set weekly homework.
We had 46 responses to the survey as follows:
Here is a summary of the responses:
| | 0% | | 43% | | 52% | | |
|---|---|---|---|---|---|---|---|
| My child finds the level of homework... | | Too hard | | About right | | Too easy | I don’t know |
| | 2% | | 67% | | 30% | | |
| The part of Mathematics homework I think helps my child’s learning the most is… | Learning number facts and times tables | | Mathletics | | Carrying out mathematical investigations | | |
| | 39% | | 33% | | 22% | | |
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El Tecolote
Newsletter of the Santa Barbara Audubon Society, Inc. Volume 48, Issue 2 October–November 2009
Snowy Plovers 2009 Season
By Cristina Sandoval
November is when we tally how many Snowy Plover chicks fledged in the breeding season. This year is particularly exciting because we had a record 60 chicks, a number far beyond our expectations when we started managing back in 2001. But each year, we learn more about plovers and what we can do to help. The education program, spearheaded by the Santa Barbara Audubon Society (SBAS), is a key element of this successful program. It teaches visitors about the ethics of beach recreation so beach-nesting birds can complete their life cycle while we have fun. It is the work and collaboration of non-profits such as SBAS and of the University of California, Santa Barbara's Coal Oil
Point Reserve (COPR) that have brought this local beach back to its original splendor of diversity.
Snowy Plover Photo by Callie Bowdish
In addition to managing people, we also manage the habitat and the species that are endangered or threatened. In a place like COPR, active management is needed to reduce the impact of human development nearby. For example, our food web lacks large predators because the native area is too small to support mountain lions, and coyotes are actively removed from surrounding neighborhoods. This leads to an overpopulation of some nest predators such as crows, raccoons, and skunks. Some years, the skunks are so abundant that we have to trick them by replacing the real plover eggs with wooden eggs. Then the real eggs must be returned to the nests on the beach on the very day the chicks hatch. This is a very time consuming operation so we are looking for a long-term solution to the skunk problem. Restoration with native plants can increase the amount of habitat that supports a more complex food web, including skunk predators. SBAS helps the reserve by implementing several restoration projects at COPR and other areas.
The volunteers from SBAS and COPR are the work forces that accomplish these jobs, particularly now that the economy has paralyzed many of our funded projects. We have over 1,000 volunteers help out each year. Pat Walker is one of our most dedicated plover lovers. She is at the reserve every Saturday, all day long. She spends so much time watching the plovers and learning about each individual that she knows who courted who and how many chicks they had. She gives them names based on their personality and location. This year, she saved several nests with her own invention. She discovered that she could move nests threatened by high tides further up on the beach without disturbing the birds. Pat stayed near the nests for several days, watching to see if the tide would reach them. If she saw that a nest was about to be washed away, she would move it a bit further. Then the next day, she might move it again depending on the tide. By moving the nest a little at a time, the parents had no problem locating it again. This is the first time that moving plover nests has been documented as a successful strategy!
Several docents also pitched in by helping feed the Snowy Plover chicks that we hand-raised in the nursery. These chicks
were abandoned, but with a warm lamp and lots of small invertebrates to eat, they could be released back to the wild after one month.
Volunteers come from various backgrounds, and this is one of the benefits of a volunteer program. For example, Steve Ferry, long-term plover docent and SBAS and Audubon California board member, is a retired engineer and makes sure our symbolic fences are straight and measured correctly. Steve and Sam Chirman, MD, have built many useful structures at the reserve.
Today, conservation is in the hands of people. The Endangered Species Act is a powerful tool but it is people who make sure the ESA is applied, enforced, and recognized. The Santa Barbara Chapter of the Audubon Society is a model organization for mobilizing people who want to be active in conservation and restoration. Briefly: I don't know what I would do without you. Thank you!
Snowy Plover program docents talk with beach user. Photo by Cristina Sandoval
Karen Bridgers Is Migrating To Utah!
By Joan Easton Lentz
It was early on a warm fall morning in 1981, and I was walking around the empty Elks Club parking lot off Kellogg Avenue. I was searching for the Summer Tanager that was reported there. I had never seen such a bird. I called the hotline, and this is where it was supposed to be. My first "bird chase"!
Over in the corner by the big hedge, I saw another birder with binoculars who looked about my age. We introduced ourselves, then spotted the Summer Tanager perched on a wire overhead catching bees. The birder I met was Karen Bridgers, and our walk around the Elks Club parking lot sparked a friendship that was to last all our lives.
News-Press is another invaluable contribution to the birding cause. Her timely remarks on seasonal bird species, many of which can be seen in our backyards, are so interesting and her readership is vast. As of this writing, Karen is planning on continuing to create her column from Utah, which would be such a wonderful set-up and a continuing benefit to Santa Barbara Audubon.
Karen Bridgers will soon be leaving Santa Barbara, relocating to be near family and friends in Utah. With her departure, she leaves behind over 25 years of commitment to the birding community and to Santa Barbara Audubon Society!
Karen Bridgers has, quite literally, been the "voice of Santa Barbara Audubon": she has recorded the weekly Rare Bird Alert on the local hotline faithfully for many, many years. Recall that, before the internet and cell phones, one of the only ways to learn about rare bird sightings in the area was to phone the Audubonsponsored Rare Bird Alert. Karen's voice would accurately and patiently tell us where to locate the latest birding discoveries. Or, if a local or out-of-town birder had seen an unusual bird, they could call Karen and she would immediately report the sighting on the hotline. What a labor of love.
Karen Bridgers was not only the voice of Santa Barbara Audubon, she helped out in many other ways. During the days before the annual Christmas Bird Count, Karen would publicize the fact that we were looking for rare birds by writing about them in her newspaper column. In this way, even total strangers to the birding community could call Karen, and we were able to locate the birds and scout them for the Christmas Count.
Karen Bridgers' column about birds in the Santa Barbara
Karen Bridgers is a true birder and an excellent writer and editor. That combination is rare enough, but Karen's writing is even better—it's sparked by a marvelous sense of humor. She has written many articles for various publications, both online and in print, and when they are about birds and birding, they are right on and very funny.
Karen once told me that the first bird she ever noticed was a European Starling, about which she called the Museum of Natural History here to get an identification. Since then, Karen has found countless birds—many of them the much sought-after rarities that excite birders. She has also had wonderful birds in her backyard at her feeder: Ruddy Ground-Dove, Brown Thrasher, and Harris's Sparrow, to name a few. At the same time, she raised two daughters here, and was lucky enough to have a patient and "tolerant of birding" husband, Bud Bridgers.
I will miss Karen Bridgers dreadfully. Santa Barbara Audubon Society will miss Karen Briders. The whole birding community will miss one of our most active and dependable members. She has been an example to all of us, and we were lucky to have her for as long as we did.
Good-bye, Karen. Just don't forget your birding buddies in Santa Barbara and all the great birds that have flown through your life here. We hope they follow you to Utah, where you will no doubt be shocking all the locals with your birdfinding skills. Just make sure those four grandchildren living nearby can tell a Ground-Dove from a Mourning Dove!
Santa Barbara Audubon Programs
All programs will take place at Farrand Hall, Santa Barbara Museum of Natural History, Mission Canyon, Santa Barbara. Free on-site parking. All programs will begin at 7:30 p.m. and are free to the public. Doors open at 7:00 p.m. SBAS members are encouraged to bring guests.
The Owl and The Woodpecker: Encounters with North America's Most Iconic Birds
Paul Bannick
Wednesday, October 28, 2009
Award-winning photographer Paul Bannick will take you on a visual journey of 11 key North American habitats through the needs of North America's owl and woodpecker species. This stunning photographic study will be accompanied by field stories, and rich natural history derived from thousands of hours in the field. His talk will look at the way owls and woodpeckers define and enrich their habitat and how their life-histories are intertwined.
Paul is an award winning photographer whose work has appeared in Audubon, Sunset, and Pacific Northwest Magazines, and in many books including the recently published National Wildlife Federation Guide to North American Birds and Smithsonian Guide to North American Birds.
Paul works full time for Conservation Northwest, a conservation organization dedicated to protecting and connecting wild areas from the Pacific Coast to the Canadian Rockies and the biodiversity of these areas.
Unusual Landscapes
Marc Muench Wednesday, December 2, 2009
Marc, a professional landscape and sports photographer for over 20 years, will be talking about "Unusual Landscapes". He will be discussing the philosophical reasons why he makes the images the way he does. Marc believes there are two types of landscape images, those that are recordings of the subject and those that tell the photographer's story. His goal is to share the thinking process of why certain images are one or the other.
After completing his studies at Pasadena Art Center College of Design in the spring of 1989, Marc immediately began photographing for book publishers such as Graphic Arts Center, Browntrout Publishing and Time Inc. Soon after, Marc represented Canon Camera in several ad campaigns,
as well as appearing on "Canon Photo Safari" which aired on ESPN outdoor block, for eight straight seasons.
Marc was designated by Kodak in 2003 as a Kodak Photo Icon. Marc's photography has appeared on covers or inside Time, National Geographic, Traveler, Arizona Highways, Ski, Skiing, Sunset, Outside, Sierra Magazine, etc. His work also appears in books, calendars, note cards, postcards, posters and annual reports.
Marc is now the "artist in residence" at dgrin.com for Smugmug, where he contributes on a regular basis to the "Muench University" critique thread. He is currently the photo editor of the National Parks guides, published by The American Park Network, which contain many of his images taken throughout the United States National Park system.
Marc recently completed a year-long video project on Catalina Island for the Catalina Island Conservancy. The five minute video highlights the new Trans Catalina Trail, capturing dynamic landscapes, wildlife and the hikers exploring their way across the Island.
El Tecolote is published 6 times a year by the Santa Barbara Audubon Society, Inc.
Members are invited to send announcements, letters, articles, photos and drawings for consideration to:
SBAS, Marlene Mills Newsletter Chair
5679 Hollister Avenue, Suite 5B
Goleta, CA 93117
or email: email@example.com Submissions deadline is the 10th of the month before publication.
The mission of the Santa Barbara Audubon Society is to help conserve and restore the earth's natural ecosystems and improve its biological diversity, principally in the Santa Barbara area, and to connect people with birds and nature through education, sciencebased projects and advocacy.
BIRDS OF PREY CAMPAIGN UPDATE
Thank you! Sixty-five of you responded to our request for donations in the last ET. With this generous outpouring, we reached our $25,000-by-Labor Day goal and have been awarded the challenge grant of $10,000 from an anonymous Audubon donor. This brings the total raised so far for Max's new home to $110,000. Our overall goal is $150,000, so we still have work to do. But thank you, thank you, thank you for your help so far.
If you are considering a gift to the Birds of Prey Campaign, please do it! Send it to Audubon at the address on the last page. You are building the future. Every time you visit the Museum Natural History you will know you helped give Max and five other rescued raptors a permanent home there. We can all be proud of our efforts and the whole community will benefit for years to come.
Website Help Wanted.
SBAS Wants You! If you are experienced in website maintenance and have a few hours to spare each month, SBAS could use your help. We are looking to put together a team to maintain and update our beautiful website. Some HTML ability required. Please contact Bobbie Offen at firstname.lastname@example.org
Endowment Committee Help Wanted!
The SBAS Endowment Committee is looking for two more members to help manage our Endowment funds. We meet just four times per year, but our role is very important to the financial health of our endowment. This is an excellent way to help support our local chapter, and it is FREE. Investment knowledge is not required but would be a plus. Please contact Darlene Chirman (phone: 692-2008 or email: President@ SantaBarbaraAudubon.org) if interested or if you have questions.
Digital Newsletters or Paper Newsletters Do you have a preference?
We spend about $6000 annually on printing and mailing our newsletters. These days, many publications are going online. We are considering putting the newsletter online due to the high cost to our environment as well as the expense to our local Audubon chapter. Cost savings could go to support chapter projects, such as the Eyes in the Sky, or Plover Education Programs, or to habitat restoration.
Please let us know if you would prefer to continue receiving the newsletter in the mail or if you would find the online version satisfactory. If we were to go to digital, those members who do not have computers would still be able to receive the newsletter by mail. Contact us at: email@example.com or call Marlene Mills at (805)964-8525.
Santa Barbara Audubon Field Trips
These trips are fun for both beginning and expert bird watchers. Binoculars are useful for enjoyment of birds, but if you don't have a pair please call the trip leader and we'll lend you a spare. Trips are free unless noted. Please contact Jack Sanford (805) 566-2191 or jacksanford@hotmail. com for details or questions.
Devereux Slough UCSB West Campus, Goleta
Las Cruzitas Ranch near Santa Ynez
Saturday, October 10, 7:30am - 11:00
Target Birds: Shorebirds, water birds and wintering songbirds.
Trip Leader: Robert Lindsay, firstname.lastname@example.org Directions: Take Hwy. 101 to the Glen Annie/Storke Rd. exit. Proceed south (towards the ocean) on Storke Rd. Turn left on El Colegio Rd., right on Camino Corto Lane, and right on Del Playa Drive. Park and meet at the end of Del Playa.
We will bird a loop trail along the beach past the Snowy Plover reserve, by the pond below the storage tanks, around the top and east side of the slough, and back to the cars.
Saturday, November 21 Arrive around 9 a.m.; return between 1 and 2 p.m. (7:45 a.m. at car pool location)
Target Birds: Goldfinches, Buntings, Rufous-crowned Sparrows, Phainopepla, Yellow-billed Magpies, Prairie Falcons, Nuthatches, Hummingbirds and maybe a Golden Eagle.
Trip Leader: Cruz Phillips, 688-8233, cruzitas@aol. com
Cost: $8.00 gas money to car pool drivers
Directions: Car pooling is recommended as parking is limited. We will meet at the Five Points Shopping Center (Carl's Jr.) at 7:45 a.m. To meet us at the ranch, take Hwy. 154 to Armour Ranch Rd. which is 3.3 miles west of Bradbury Dam (Lake Cachuma). Go north on Armour Ranch Rd. 1.4 miles, and turn right on Happy Canyon Rd. At 2.4 miles turn right on Alisos Ave. At 0.7 miles the pavement ends at a cattle guard. Continue 2.6 miles straight past 2 more cattle guards to the barn and ranch.
We will arrive around 9:00 a.m. and bird near the ranch house for about 2 hours where there are a large number of feeders and bird habitat. Then we will take an easy walk around the general area and perhaps a tour of a canyon. Bring water and a snack and/or lunch.
Bullocks Oriole Photo taken at the Wind Wolves Preserve on an Santa Barbara Audubon Field Trip by Dianna Ricky.
Field Trips/Bird Walks Do you have an idea?
We are always looking for suggestion for places to visit on our monthly field trips. If you have an idea and are not sure where or what to do next, or are interested in helping coordinate a field trip contact Jack Sanford (805) 566-2191.
Friday Bird Walks
Join us on the second and fourth Fridays of each month at 8:30-10:30 a.m., except as otherwise noted. Please call Bird Walk leader Jack Sanford 566-2191 or email at email@example.com if you are interested in leading a future bird walk to your favorite birding location or have any questions.
Hidden Valley Park Friday, Oct 9.
Target Birds: Black-headed Grosbeaks, Towhees, Mockingbirds, Woodpeckers.
Directions: Take Modoc Rd. to Calle De Los Amigos. Park is on the corner of Calle De Los Amigos and Torino Drive. Park on the street.
Rocky Nook Park Friday, Oct. 23.
Target Birds: Blackbirds, Bushtits, Woodpeckers, Phoebes, Vireos, Warblers, Wrens.
Directions: From Hwy. 101 take Mission St. past the Mission. The road becomes Mission Canyon Rd. Rocky Nook Park is on the right as you head towards the mountains.
Black-headed Grosbeak Artist Kirsten Munson
Wren Artist Kirsten Munson
Stevens Park Friday, Nov. 13
Target Birds: Raptors, Woodpeckers, Warblers, Phoebes, Wrens, Kinglets, Towhees.
Directions: Take Hwy. 101 to Las Positas Rd. off ramp. Turn towards the mountains. Follow Las Positas Rd. until it becomes San Roque Rd. Follow San Roque Rd. Turn left on Calle Fresno and right on Canon Drive. Stevens Park is on your right.
Winchester Canyon Friday, Nov. 27.
Target Birds: Kingbirds, Kinglets, Siskins, Woodpeckers, Titmice, Towhees, raptors
Directions: Take Hwy. 101 to Winchester Canyon Rd. exit. Take Winchester Canyon Rd.; cross Cathedral Oaks Rd. Turn right on Winchester Rd. and left on Rio Vista Drive. Park near the open space on your left.
Welcome!
SBAS extends a warm welcome to our newest members. We look forward to seeing you at our programs and field trips. Thanks for joining!
Joy Barnes Gloria Betz Karla L. Fischer Carol Geer Charles Allen Graham
Catherine H. Leffler Tabitha Parsons Lupe Richards Barbara Underwood Marcia Warrecker
OPPORTUNITIES
Volunteer Habitat Restoration
Plover Project Docent Training
Audubon helps recruit volunteers for habitat restoration at the Coal Oil Point Reserve and the Arroyo Hondo Preserve. Come help to restore a creek or estuary while spending a morning in a beautiful bird habitat. Contact the Land Trust, Arroyo Hondo Preserve Volunteer Coordinator Jane Murray at firstname.lastname@example.org or 684-4405. For Coal Oil Point Reserve, contact Tara Longwell at email@example.com or 252-4903. or Darlene Chirman at firstname.lastname@example.org or 692-2008.
ARROYO HONDO
Contact: Jane Murray
Sunday October 4 Sunday November 8
9 a.m.-12:30 p.m
9 a.m.-12:30 p.m.
COAL OIL POINT RESERVE
Contact: Tara Longwell
Saturday October 10
9 a.m.-12 noon
Saturday November 14
9 a.m.-12 noon.
Training takes place at the Cliff House at Coal Oil Point Reserve, from 9 a.m.-1:30 p.m.
Training dates:
October . . . . . . . . . . . . . . . . . . . . . . . . . 3
November . . . . . . . . . . . . . . . . . . . . . . . 7
No Training in December due to holidays
Training Schedule:
Tour . . . . . . . . . . . . . . . . . . . . . . . 9-11 a.m.
Training . . . . . . . . . . . . . . . . . . . . . .11 a.m.-1:30 p.m.
Those interested should call to register at (805) 893 3703
SBAS Needs Your E-mail Address
To be added to the SBAS e-mail list, just send an e-mail message with the subject line, "Add + your name" to email@example.com
The SBAS e-mail list will only be used for SBAS business and will not be sold or shared with any other group.
El Tecolote Santa Barbara Audubon Society, Inc. 5679 Hollister Avenue, Suite 5B Goleta, CA 93117
Santa Barbara Audubon Society
(805) 964-1468,firstname.lastname@example.org http://www.SantaBarbaraAudubon.org
OFFICERS
The Rare Bird Alert Hotline ends October 1. Access sbcobirding online directly or through the SBAS chapter website at SantaBarbaraAudubon.org.
Officers and Chairs meet the 2nd Wednesday of the month. Members are welcomed to attend. Call the SBAS office to verify dates and times. FAX: 967-7718. Cover art by Daryl Harrison.
DATED MATERIAL PLEASE EXPEDITE
NON PROFIT ORG. U.S. POSTAGE PAID SANTA BARBARA, CA. PERMIT NO. 125
or current resident
Calendar of Events
Check our website for any changes or late additions to our Bird Walks, Field Trips or Programs: http://www.SantaBarbaraAudubon.org
October
November
December
Dec. 2 Program: Unusual Landscapes
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Temple Carrig School
Anti-Bullying Policy
"So in everything, do to others what you would have them do to you" [Matthew 7:12]
1 Preamble
Temple Carrig School aims to encourage each student to develop his or her full potential, to mature as an individual and to become a constructive and caring member of society.
The School aims to create and maintain a happy and caring climate that encourages and rewards pupils to respect the feelings of others. We try to develop an understanding among our students that unkind actions and remarks are completely unacceptable, even if they are not intended to hurt. We ask our students not to tolerate bullying behaviour and we emphasise that it is the responsibility of everyone, and not just the victim, to report it.
The underlying principle here is that of kindness. Temple Carrig School emphasises and encourages politeness, courtesy, co-operation and respect for others and their property as fundamental principles of behaviour. This is a clear part of the ethos of Temple Carrig School and is stated in unambiguous terms in the Code of Conduct. 1 Acceptance of a place in Temple Carrig School is taken as acceptance of this ethos. 2
Every student has the right to enjoy learning and leisure time in school in a safe and secure environment. Bullying and intimidation of others is completely unacceptable.
2. Department of Education & Skills Legal Requirements
In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour guidelines issued by the NEWB, the Board of Management of Temple Carrig School has adopted the following anti-bullying policy within the framework of the school's overall Code of Conduct. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and PostPrimary Schools which were published in September 2013.
The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
- A positive school culture and climate which
- is welcoming of difference and diversity and is based on inclusivity;
- encourages students to disclose and discuss incidents of bullying behaviour in a nonthreatening environment; and
- promotes respectful relationships across the school community;
1 See also the Temple Carrig School Code of Conduct and the Temple Carrig School Ethos Statement
2 For examples of how this ethos is communicated, please refer to Appendix 1.
.
- Effective leadership;
-
- A school-wide approach;
A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that
- build empathy, respect and resilience in students; and
- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
- Supports for staff;
- In as much as is feasibly possible given the practical and financial constraints faced by the School, effective supervision and monitoring of students;
- Consistent recording, investigation and follow-up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy
3 Definition
Temple Carrig School endorses the definition of bullying published by the Department of Education and Skills and in the Anti-Bullying Procedures for Primary and Post-Primary Schools:
Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or person) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
- Cyber-bullying
- Deliberate exclusion, malicious gossip and other forms of relational bullying
- Identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs
While isolated or once-off incidents of intimidation, aggression or intentional negative behaviour do not fall within the definition of "bullying", the School reserves the right to decide whether to
- regard them as precursors of bullying behaviour and to apply this policy in order to prevent further escalation
or to
- deal with them in accordance with the Temple Carrig School Code of Conduct and the Temple Carrig School Disciplinary Procedures.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum, where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
4 Basic Principles and Considerations
4.1 Every case of bullying is unique and often complex.
4.2 Temple Carrig School reserves the right, at all times, to protect all the students and staff in its care from bullying behaviour.
4.3 Parents/guardians should inform the Form Teacher of incidents which they suspect to be bullying or which have come to their attention indirectly through their children or other parents/guardians.
4.4 Investigations of allegations of bullying can take a considerable amount of time.
4.5 Investigations and resolutions of bullying behaviour must follow the process detailed in Section 7 of this policy.
In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved. For parents of both victims of bullying and those suspected of bullying such issues can be extremely distressing, so it is important to emphasise that
- witness evidence is used to determine the truest possible picture of what has happened
- teachers take a calm, unemotional problem-solving approach
- students accused of bullying are treated fairly
- the principles of natural justice must apply.
4 Examples of Bullying Behaviour
The following are examples of behaviour which might be considered an act of bullying, but it is not an exclusive list:
- Physical contact
- Threatening abuse
- Humiliation
- Harassment (including repeated demands for money)
- Intimidation (including aggressive body language and gestures)
- Verbal abuse (including name calling)
- Spreading of rumours
- Obscene or aggressive language
- Deliberate exclusion or isolation
- Victimisation
- Offensive jokes
- Inappropriate comments related to, but not exclusive to, gender, disability, sexual orientation, race and creed.
- Intrusion through interference with personal property or belongings
- Unauthorised photography, audio and/or video recording
The above behaviour can be evident directly in person-to-person contact or indirectly through technology and electronic media (e.g. telephone, internet, social media).
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
6 Education and Prevention Strategies
The education and prevention strategies that are used in the School to discourage all types of bullying are outlined in this document as Appendix 1: "Examples of how the School Ethos regarding Bullying is communicated" and Appendix 2: "Examples of Subject Areas with Anti-Bullying Content".
7. Procedures for Investigating and Dealing with Allegations of Bullying in the School The School's procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the School for dealing with cases of bullying behaviour
are as follows:
7.1 All reports of bullying should be made primarily to the Form Teacher, but may also be made to any teacher, any member of staff, a prefect or a senior student.
7.2 The Form Teacher, Year Head, Dean of Discipline, or Deputy Principal will investigate the initial report. In accordance with the Anti-Bullying Procedures for Primary and PostPrimary Schools, this staff member will be referred to as the "relevant teacher".
7.3 Those allegedly involved will be interviewed and may be asked for a written account of the alleged incident.
7.4 The victim of the alleged bullying will be interviewed and assured that he/she is entitled to a school environment free of any bullying and will be encouraged to report any further incidents if they should occur. This may be by direct student-teacher communication or through a parent/guardian. This may also involve keeping a 'diary' or written record of further incidents.
If it is judged that bullying has occurred:
7.5 The investigating teacher will inform the Year Head, Dean of Discipline, Deputy Principal and/or Principal as appropriate. The Principal will only be involved after the initial investigation has been completed.
7.6 Where bullying behaviour is determined, the perpetrator(s) will be informed that their behaviour is a serious breach of the Code of Conduct. They may be required to re-affirm their commitment to the School's Code of Conduct.
7.7 The parents of the bully will be informed and/or invited to an interview in the school.
7.8 The parents of the victim will also be informed and, where it is deemed necessary, may be offered further help from the school.
7.9 Following investigation and consideration, sanctions may be imposed in line with the School's discipline procedures.
7.10 Where bullying behaviour is determined to be of a grave nature, additional procedures may take place.
7.11 Counselling may be offered to both the bully and the victim, as deemed necessary.
7.12 Parents/guardians may be invited to an interview with the Dean of Discipline, Deputy Principal or Principal. In such cases parents/guardians will be reminded of the content of this policy.
7.13 Reference may be made to Sections 10.4 and 10.5 of the Code of Conduct:
10.4 Serious misdemeanours and repeated offences can be referred to the Principal and to the Board of Management
10.5 Where a pupil's conduct warrants it, the Principal has authority to suspend a pupil. The Board of Management reserves the right to confirm suspension and to cancel enrolment.
7.14 Reference may be made to the Admissions Policy:
The Board of Management reserves the right to remove from the school register any student who puts the health and welfare of other students or staff at risk, or any student who engages in persistent or serious misbehaviour which undermines the ethos of the school or undermines the education of other students.
7.15 In accordance with Children First and the Child Protection Procedures for Primary and Post-Primary Schools, serious instances of bullying may be referred to the HSE Children and Family Services or the Gardai as appropriate. In consultation with these agencies an additional response may be required.
Where a parent is not satisfied that the School has dealt with a bullying case appropriately, the parents shall be referred to the School's complaints procedures. In the event that a parent has exhausted these procedures and is still not satisfied, the School will advise the parents of their right to make a complain to the Ombudsman for Children.
8. Counselling and Ongoing Support
The School's programme of support for students affected by bullying is as follows:
- A programme of ongoing support for those students involved in bullying behaviour may also be part of the School's intervention process. Students who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others, or they may need activities to help them develop maturity or increase feelings of self-worth.
- A programme of support for students who have been bullied may be put in place. Many students will be able to continue their lives without any support at all, but some may need counselling and/or opportunities to participate in activities designed to raise their selfesteem, to develop their friendship and social skills or to build resilience whenever this is needed.
- Students who observe incidents of bullying behaviour will also receive ongoing support if required.
9 Procedures for Recording and Reporting Bullying Behaviour
All records of bullying behaviour shall be maintained in accordance with data protection legislation 3 and the Anti-Bullying Procedures for Primary and Post-Primary Schools.
9.1 While all reports, including anonymous reports, of bullying must be investigated and dealt with by the relevant teacher, the teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved.
3 See also the Temple Carrig School Data Protection Policy.
9.2 If it is established that bullying has occurred, the relevant teacher shall keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
9.3 The relevant teacher will use the Recording Template in Appendix 3 to record the bullying behaviour in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred.
9.4 Where it is established that bullying behaviour has occurred, the relevant teacher shall report this to the Principal or Deputy Principal.
9.5 Every regular meeting of the Board of Management shall include bullying as an agenda item. The Principal or Deputy Principal shall report on any instances of bullying that have been reported as well as the interventions and/or sanctions by the School. (The students involved shall not be identified.)
9.6 The implementation and effectiveness of the Anti-Bullying Policy shall also be frequently included as an agenda item for staff meetings to ensure that concerns about the policy, or the welfare of individual students, can be shared effectively and addressed.
10. Bullying of Staff
Complaints of bullying or harassment of staff will be dealt with according to the Code of Practice agreed between the JMB, ASTI, TUI and Impact and in accordance with current law.
11. Supervision and Monitoring of Students
It simply isn't possible to supervise every student interaction in every area of the School. However, subject to the resources provided by the Department of Education & Skills, the Board of Management endeavours to ensure that appropriate supervision and monitoring policies and practices are in place both to prevent and deal with bullying behaviour and to facilitate early intervention where possible.
12. Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of students or staff or the harassment of students or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community 4 .
13. Adoption and Distribution of this policy
This policy was adopted by the Board of Management on the date below and made available to school personnel, published on the school website and is readily accessible to parents and students on request. A copy of this policy will be made available to the Department of Education & Skills and the Patron if requested.
14. Review
The effectiveness of this Anti-Bullying Policy shall be the subject of continuous review in the light of incidents of bullying behaviour encountered. The Board of Management shall make provision for
4 See also the Temple Carrig School Sexual Harassment Policy.
periodic examination of the prevention and intervention strategies in place and will undertake an annual review of this policy and its implementation in accordance with the terms of the Anti-Bullying Procedures for Primary and Post-Primary Schools. Temple Carrig School personnel, the Parents' Association Committee and the Student Council will be involved in this process. A record of the review and its outcome will be made available, if requested, to the Patron and the Department of Education & Skills.
Approved by the Board of Management following a consultation process with the Student Council, PTA Committee and Teaching Staff:
28 th June 2019
Appendix 1 Examples of how the School Ethos regarding Bullying is communicated
Teachers and staff are committed to creating and maintaining an atmosphere in the school in which bullying is not tolerated.
- All parents are sent a copy of the school Code of Conduct to be signed as accepted by all pupils and parents.
- All 1st year students and new entrants are informed in their first month in the school that Temple Carrig School does not tolerate bullying and will be pro-active in identifying bullying behaviour.
- Bullying is dealt with in several subject areas, but particularly in Life Skills. (See Appendix 2)
- Reference is frequently made at morning Assembly to the rights and responsibilities of all at school to feel secure and more generally to the Temple Carrig School Ethos.
- From 2018, a Mentor System will be established in which all First Year students are introduced to, and guided by, to an older student on their very first day in Temple Carrig School. This means that every First Year student knows a senior student in whom they can confide.
- Also, on their very first day in the School, and frequently afterwards, students are encouraged to report any problems, including bullying, to somebody else rather than suffering in silence.
- There is a very strong expectation of students not just to report matters affecting them, but also that they must report unpleasantness or unhappiness which they have witnessed. Given that bullying behaviour tends to develop where bystanders say nothing, Temple Carrig School students will often be reminded that it is the onlooker who is most responsible for ending the bullying.
- Anonymous surveys regarding bullying frequently take place for all school years. These can happen in Registration with the Form Teacher, in Life Skills class, or in meetings with the Year Head. Sometimes these surveys may ask for information about a specific problem, and on other occasions they may be more open-ended – "Something that needs to be said".
- Postal surveys – to heighten the sense of anonymity – may be undertaken if the School has grounds to believe there is a specific problem.
- The Year Head will get to know every student throughout their time in the school and frequently emphasise the importance of letting them know if there is a problem – for them or for others in the class.
Appendix 2 Examples of Subject Areas with Anti-Bullying Content
LIFE SKILLS:
In line with the introduction of the revised Junior Cycle curriculum in 2014, students in First-Third Year will take two 40-minute classes per week in a new subject, Life Skills.
Form 1:
A Bullying Awareness module will be completed over a period of 5-6 weeks in the first term.
Later, in the Citizenship component of the course, students will learn that it is their responsibility as citizens to look out for everyone else in their class.
Form 1 Drama Presentation
The Bullying Awareness module is usually complemented by a drama presentation, such as the Sticks and Stones workshop, which is later followed up in class – often with worksheets provided by the drama company. These have aimed to heighten awareness of bullying in all its guises, revealing the misery it inflicts and helping to break the silence that ensures its continuance.
Another module of the course will be based on the importance of respecting yourself and each other. Bullying will also be dealt with under many headings, such as peer pressure, people's differences, things that can be perceived as bullying and what is actually bullying, internet and social media use, etc.
Form 2 Bullying Workshop
To complement and reinforce the work carried out in Form 1 bullying module, a group workshop is usually delivered to each form group in Form 2.
This workshop is delivered over three class periods and focuses on what is going well in the year group and what could be going better. The workshop is highly interactive, with students working in small groups, and asked to examine how their year group support, interact with and treat each other. They discuss what is going well and what could be improved. Students come up with suggestions how they could, both individually and as a group, reinforce positive behaviour within the group as a whole.
The key messages are:
a. You can't expect to be friends with everyone you meet in life, but respect, kindness and support should be shown to all.
b. It takes courage to speak out about incidents. By staying silent you become part of the problem.
c. Everyone has a choice about how they act towards one another.
d. Everyone has a personal responsibility to make their year group the best they can.
On completion of the workshop, students are encouraged that, if the workshop has raised any issues, to speak with their Form Tutor or the Guidance Counsellor.
Form 3: Although the Life Skills course will largely be following other issues by Third Year, a followup presentation on bullying, again often incorporating a drama workshop, will usually be included.
English Department
The topic of bullying often arises in a variety of ways during English classes, such as poetry, fiction, film and drama. When it arises, teachers will use the opportunity to discuss the different forms bullying can take and the impact it can have on both the perpetrator and the victim. All subject departments and teachers will endeavour to foster an atmosphere where students feel comfortable to speak about personal issues.
Form 2:
Appendix 3
Template for recording bullying behaviour
1. Name of pupil being bullied and class group
Name _________________________________________Class__________________
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
3. Source of bullying concern/report
_______________________________________________________________________________________________ _______________________________________________________________________________________________
4. Location of incidents
_______________________________________________________________________________________________ _______________________________________________________________________________________________
5. Name of person reporting the bullying concern
_______________________________________________________________________________________________ _______________________________________________________________________________________________
6. Nature/type of Bullying Behaviour
_______________________________________________________________________________________________ _______________________________________________________________________________________________
7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:
_______________________________________________________________________________________________ _______________________________________________________________________________________________
8. Brief Description of bullying behaviour and its impact
_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
9. Details of actions taken
_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
Signed______________________________ (Relevant Teacher) Date___________________________
Appendix 4 Education and prevention strategies to combat bullying based on Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
1. The School makes it clear to all members of the school community that bullying of any kind is unacceptable, irrespective of whether it is a student, a staff member or any other person that is the subject of such behaviour.
2. When investigating and dealing with bullying the principal focus is on resolving differences and restoring, as far as is practicable, the relationships of the parties involved, rather than apportioning blame.
3. Students are provided, through both their curricular and extra-curricular programmes, with opportunities to develop a positive sense of self-worth/self-respect.
4. The focus of the School's prevention strategy is to build empathy, respect and resilience in students.
5. Students are provided with opportunities to understand the causes and effects of bullying, the issue of identity-based bullying and in particular homophobic and trans-phobic bullying. This will include the display of LGBT posters and discussions with parents about statements of welcome and respect for LGBT members of the school community, teaching the Social, Personal, Health Education (SPHE) resource, Growing Up LGBT and participating in LGBT awareness events.
a. The School recognises that the SPHE curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. Also, that the Relationship and Sexuality Education (RSE) programme provides opportunities to explore and discuss areas such as human sexuality and relationships, which has particular relevance to identity-based bullying. The School will make every reasonable effort to ensure that the full potential of these programmes to combat bullying is exploited.
b. The School is committed to welcoming diversity and addresses these issues effectively in the interests of all members of the school community.
c. Within the teaching of all subjects, and within extracurricular activities, staff endeavour to foster an attitude of respect for all: to promote the value of diversity; to address prejudice and stereotyping and to highlight the unacceptability of bullying behaviour.
6. Prevention and awareness raising measures also deal explicitly with cyber-bullying through educating students about appropriate online behaviour, how to stay safe while on-line and also through developing a culture of reporting any concerns about or incidents of bullying to a member of the teaching staff.
7. In all its communications with students and their parents, commencing with the induction of the students in the School, the School makes every effort to highlight the importance of students reporting incidents of or concerns about bullying to a member of the teaching staff on the clear understanding that these matters are being reported in confidence.
8. The School has adopted a school-wide approach (involving management, staff, parents, students and members of the wider community with a connection to the School) to prevent and combat bullying. The School is committed to engaging with parents through involving them in the development of policies and practices to combat bullying as well as holding information evenings for parents to ensure that they understand the way the School deals with bullying, and to provide them with reliable information on how they may contribute towards combating bullying.
9. The School takes particular account of the needs of pupils with disabilities or with SEN. This involves supporting inclusion, focusing on developing social skills, paying particular attention to student induction and cultivating a school culture that respects everyone and values helping one another.
10. The School devotes time at staff meetings towards raising the awareness of bullying among staff, building and understanding of what bullying is and providing guidance on how it is best combated – prevented, detected, investigated, documented (as appropriate) and resolved. Staff meetings also provide opportunities for exploring the potential that exists within the teaching of all subjects and within extracurricular activities to foster an attitude of respect for all, to promote the value of diversity, to address prejudice and stereotyping, and to highlight the unacceptability of bullying behaviour.
11. The School regularly surveys students to identify the extent of bullying and, in so far as is possible, the students that are affected by it.
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Design assessment criteria: Year 1
Criterion A: Inquiring and analysing
Maximum: 8
At the end of year 1, students should be able to:
i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of research needed to develop a solution to the problem
iii. describe the main features of one existing product that inspires a solution to the problem
iv. present the main findings of relevant research.
| Achievement level | Level descriptor |
|---|---|
| 0 | The student does not reach a standard described by any of the descriptors below. |
| 1–2 | The student: i. states the need for a solution to a problem ii. states the findings of research. |
| 3–4 | The student: i. outlines the need for a solution to a problem ii. states some points of research needed to develop a solution, with some guidance iii. states the main features of an existing product that inspires a solution to the problem iv. outlines some of the main findings of research. |
| 5–6 | The student: i. explains the need for a solution to a problem ii. states and prioritizes the main points of research needed to develop a solution to the problem, with some guidance iii. outlines the main features of an existing product that inspires a solution to the problem iv. outlines the main findings of relevant research. |
| 7–8 | The student: i. explains and justifies the need for a solution to a problem ii. states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance iii. describes the main features of an existing product that inspires a solution to the problem iv. presents the main findings of relevant research. |
Criterion B: Developing ideas
Maximum: 8
At the end of year 1, students should be able to:
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design
iv. create a planning drawing/diagram which outlines the main details for making the chosen solution.
Criterion C: Creating the solution
Maximum: 8
At the end of year 1, students should be able to:
i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. list the changes made to the chosen design and plan when making the solution.
Criterion D: Evaluating
Maximum: 8
At the end of year 1, students should be able to:
i. outline simple, relevant testing methods, which generate data, to measure the success of the solution
ii. outline the success of the solution against the design specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/target audience.
Design assessment criteria: Year 3
Criterion A: Inquiring and analysing
Maximum: 8
At the end of year 3, students should be able to:
i. explain and justify the need for a solution to a problem
ii. construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem
iii. analyse a group of similar products that inspire a solution to the problem
iv. develop a design brief, which presents the analysis of relevant research.
Criterion B: Developing ideas
Maximum: 8
At the end of year 3, students should be able to:
i. develop a design specification which outlines the success criteria for the design of a solution based on the data collected
ii. present a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and outline the reasons for its selection
iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.
Criterion C: Creating the solution
Maximum: 8
At the end of year 3, students should be able to:
i. construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. explain changes made to the chosen design and the plan when making the solution.
Criterion D: Evaluating
Maximum: 8
At the end of year 3, students should be able to:
i. describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution
ii. explain the success of the solution against the design specification
iii. describe how the solution could be improved
iv. describe the impact of the solution on the client/target audience.
Submission of the ePortfolio
| Written work | 40 A4 pages |
|---|---|
| Appendix (unassessed)* | 10 A4 pages |
*An appendix can be used to demonstrate supporting research or raw data that would otherwise impact upon the overall maximum page count. It will not be formally assessed, but may be referred to in order to confirm specific parts of the report. This may be uploaded as a separate document to the main written work.
Design subject-specific grade descriptors
Subject-specific grade descriptors serve as an important reference in the assessment process. Through careful analysis of subject-group criteria and the general grade descriptors, they have been written to capture and describe in a single descriptor the performance of students at each grade for each MYP subject group.
Subject-specific grade descriptors are also the main reference used to select grade boundaries for each discipline in each assessment session. During this process, the grade award team compares student performance against descriptors of achievement at grades 2 and 3; 3 and 4; and 6 and 7 (other boundaries are set at equal intervals between these key transitions). The grade award process is able to compensate for variations in challenge between ePortfolio tasks and in standards applied to marking (both between subjects and for a particular subject across sessions) by setting boundaries for each discipline and examination session, with reference to real student work.
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SILVER TRAIL MIDDLE SCHOOL
"Home of the Mustangs"
2022-2023 School Year EIGHTH GRADE COURSE DESCRIPTIONS
Symphonic Band
The Symphonic Band provides instruction in musical style and basic music fundamentals. This ensemble continues to develop the techniques learned in the beginning band. As a member of the Symphonic Band, students will begin to focus on the fundamentals of playing as an ensemble. Students in this group perform an average of three times per year outside the regular school day. Teacher recommendation is required. Symphonic Band is a full year course.
Wind Ensemble
The Wind Ensemble provides instruction in musical style, tone production and ensemble playing. This ensemble is the top-performing ensemble and is available to seventh and eighth graders. Members of this ensemble frequently attend rehearsals and performances outside of the regular classroom and school day. Teacher recommendation is required. Wind Ensemble is a full year course.
Computer Science Discoveries (CS Discoveries)
The CS Discoveries computer course is designed as an introduction to computer science appropriate for grades 6 ‒ 8. In this hands-on coding class students will be introduced to HTML coding and web design through lessons on problem-solving, creation and collaboration. Students will learn the basics needed to incorporate web page elements, color, and integration of multimedia into their coding. Topics such as Digital Citizenship, Career Exploration, Plagiarism and Fair Use will also be introduced. CS Discoveries is a full year course.
Chorus
Students with little or no choral experience are introduced to the fundamentals of singing. They will develop beginning vocal technique and skills, learn how to read music, and understand the study and appreciation of music. Students will be introduced to a variety of music literature and basic music theory. This is a performance-based class. Public performances will be done individually and/or in group. Students may be required to attend and/or participate in rehearsals and performances outside the school day. Chorus is a full year course.
Debate I Honors
The purpose of this course is to introduce students to the competitive debate events, as sanctioned by the National Speech and Debate Association. Students will continue to develop their awareness, understanding, and application of competitive debate skills such as research, writing, and speaking. To receive the high school Honors credit, out of school participation is MANDATORY. The prerequisite for this course is Speech 1. Debate I Honors is a full year course.
Drama | Theatre
This course is to enable students to develop fundamental knowledge and skills in the elements of theatre arts. This course should give students the opportunity to participate in acting, characterization, movement, vocal production, pantomime, improvisation, theatre terminology, dramatic literature, historical, cultural, and societal perspectives, technical theatre, playwriting, artistic discipline, audience etiquette, roles, and careers in the theatre arts. Drama | Theatre is a full year course.
Global Scholars
Would you like to have an opportunity to connect with your peers around the world? Global Scholars allows students to do just that! Global Scholars is an international digital exchange program for middle school students in cities around the world. Each year, the curriculum focuses on a topic of current interest. Each unit explores an aspect of the main theme where students will participate in various activities and global discussions culminating in a project- based outcome. Students will engage in building critical thinking, writing and speaking skills, using technology skills, while collaborating and creating innovative projects. Global Scholars is a full year course.
IC3
Silver Trail Middle School's MULTIMEDIA DIGITAL COMPUTING course will introduce students to everything they need to know to create masterful online digital presentations. Students will use online digital software to design and create presentations including animation and integrating audio, video and original graphic elements. IC3 is a full year course.
Latinos in Action (LIA)
This course offers an asset-based approach to bridging the opportunity gap for Latino students. The goal is to empower Latino youth to lead and strengthen their communities through college and career readiness. The course accomplishes this by focusing on four pillars: leveraging personal and cultural assets, excelling in education, serving the community, and developing leadership skills. The robust LIA curriculum is also a fun and interactive class that empower students to not only become great leaders, but also act as role models. LIA is a full year course.
Peer Counseling - I and II
Peer Counseling involves students interacting with peers in a structured setting. Peer Counselors receive training to develop and enhance leadership skills as well as effective listening and communication skills. These skills enable the trained counselors in assisting and providing a support role to their peers with minor problems. They will also implement school- wide projects related to current social issues affecting today's youth. Peer Counseling I and Peer Counseling II is a full year course.
Physical Education
The physical education program consists of a variety of instructions in physical fitness, lifetime and leisure activities, individual, and dual and team sports. Physical Education is a full year course.
Spanish I
The purpose of this course is to introduce students to the target language and its culture, and to develop communicative skills and cross-cultural understanding with an emphasis on both oral communication and writing skills. The content includes, but is not limited to work in listening, speaking, reading and writing, as well as vocabulary and grammatical concepts. Students enrolled in this full year course will have the opportunity to earn high school credit. Language Arts teacher recommendation is required. Spanish I is a full year course.
Spanish II
This course will reinforce and enhance the basic skills previously acquired in the target language. The content will include further development of listening, speaking, reading, writing and grammatical concepts, as well as a broader understanding of the target culture. Students enrolled in this full year course will have the opportunity to earn high school credit. Students enrolled in this course must have successfully completed Spanish I. Spanish I teacher approval is required. Spanish II is a full year course.
STMS Mindfulness
STMS Mindfulness integrates wellness practices such as mindfulness, meditation, communication techniques, social-emotional learning strategies, and community-building exercises into a progression of themes designed specifically for middle school children. The curriculum focuses on students learning how to manage their anxiety, improve their emotional state, overall mood and energy level, increase self-esteem, cope effectively and ethically, body awareness and mindfulness. STMS Mindfulness is a semester course.
TV Production
This is an elective course offered to 7 th and 8 th grade students. Students learn the basic elements of television production, including news reporting, the research process, video equipment operation, and digital video editing. The course also explores various aspects of television production as a career. In addition, students will have the opportunity to produce the Silver Trail Middle School Morning News Show on a daily basis. A TV production application is required. TV Production is a full year course.
Yearbook
This is an elective course offered to 8th grade students. Students will gain skills in the following areas: page design, advanced publishing techniques, copy writing, editing, and photography while producing a creative, innovative yearbook which records STMS memories and events. There is an emphasis on journalism skills in this class. Students will gain useful, real world skills in time management, marketing, teamwork, and design principles. To apply, students must submit an application, with a writing sample and picture design. Yearbook is a full year course | <urn:uuid:3dbbee27-cb45-4e54-97eb-1a86c81cabce> | CC-MAIN-2022-21 | https://www.browardschools.com/cms/lib/FL01803656/Centricity/ModuleInstance/3850/Eighth%20Grade%20Course%20Description%2022%2023.pdf | 2022-05-19T12:58:21+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00372.warc.gz | 761,730,366 | 1,538 | eng_Latn | eng_Latn | 0.998194 | eng_Latn | 0.998356 | [
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Pancreatitis Nutrition Therapy
The fat in food is especially hard for your body to digest and may cause pain.
The pancreas is an organ that helps your body digest and absorb nutrients in food.
When you have pancreatitis, your body may not be able to digest food well.
Nutrition therapy limits the fat in your diet while providing nutrients you need.
Tips for Healthy Eating for Children with Pancreatitis
Eat nonfat or low-fat foods that meet the US Dietary Guidelines (see Recommended Foods). For most children goals should be:
o Grains: At least 6-1 ounce (oz) servings each day (1 oz = 1 slice bread, 1 cup breakfast cereal, or ½ cup cooked pasta or rice)
o Vegetables: 2-3 cups each day
o Fruits: 1½-2 cups each day
o Meats and beans: 3-5 oz each day (1 egg or ¼ cup beans count as 1 oz)
o Milk and dairy foods: 2-3 cups (1 ½ oz cheese counts as 1 cup milk)
Avoid high fat foods.
Talk with a registered dietitian about which foods are best for you.
Notes:
Recommended Foods
| Food Group | Recommended Foods |
|---|---|
| Milk and Milk Products | Skim or reduced-fat (1%) milk Skim and reduced-fat cheeses Nonfat yogurt |
| Meat and beans | Very lean cuts of meat Skinless poultry, except duck Eggs Beans |
| Grains | Whole wheat and enriched bread Tortillas Low-fat crackers Brown and wild rice Pasta and couscous Ready-to-eat and hot breakfast cereals |
| Vegetables | All |
| Fruits | All fruits except avocado All juices |
| Fats and oils | Limit fats and oils to less than 4 teaspoons per day. |
Foods Not Recommended
| Food Group | Foods Not Recommended |
|---|---|
| Milk and Milk Products | Whole or low-fat (2%) milk Cream; half-and half Regular (not reduced-fat) cheese Dairy products made with whole milk or cream |
| Meat and beans | Fatty cuts of beef, pork, and lamb. Regular (75% to 85% lean) ground beef Regular sausages, hot dogs, and bacon; high-fat luncheon meats High-fat types of poultry, such as duck; poultry with skin Nuts and seeds |
| Grains | Products made with added fat (such as biscuits, waffles, and regular crackers) |
| Vegetables | Breaded or fried vegetables Vegetables with cheese, cream, butter, or oil-based sauces |
| Fruits | Avocado Fruit dishes prepared with added fat |
| Fats and oils | Limit fats and oils to less than 4 teaspoons per day |
| Desserts | Desserts, pies, and cookies made with whole milk, eggs, and added fat |
Sample 1-Day Menu
Label Reading Tips
Food labels provide information that can help you stick to a low-fat meal plan. Your registered dietitian can help you learn your goals for specific nutrients.
Check the Nutrition Facts label to find out how much fat is in one serving of a food. Look for Total Fat in grams. The grams of fat listed on the label are for one standard serving. Check the label for the serving size and compare it to the amount you eat. If you eat two servings, you will get twice as many grams of fat. If you eat half a serving, you will get half the grams of fat.
Foods that are labeled "low fat" have no more than 3 grams of fat per serving.
Fat-free foods have less than 0.5 grams of fat per serving.
Additional Information:
If you have questions, call: , Registered Dietitian Phone: (717) 531- or (717) 531-8406
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National 4 Gaelic (Learners) Course Support Notes
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Course Support Notes can be downloaded from SQA's website: www.sqa.org.uk.
Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).
Contents
Course Support Notes
Introduction
These Support Notes provide advice and guidance to support the delivery of the National 4 Gaelic (Learners) Course. They are intended for teachers and lecturers who are delivering the Course and its Units.
They should be read in conjunction with the:
National 4 Gaelic (Learners) Course Specification
Gaelic (Learners): Using Language (National 4) Unit Specification
Gaelic (Learners): Understanding Language (National 4) Unit Specification
Gaelic (Learners): Using Language (National 4) Unit Support Notes
Gaelic (Learners): Assignment (National 4) Unit Specification
Gaelic (Learners): Understanding Language (National 4) Unit Support Notes
Course Support Notes are not mandatory but provide advice and guidance on approaches to delivering and assessing the Course.
General guidance on the Course
Aims
The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to:
read, listen, talk and write in Gaelic as appropriate to purpose, audience and context
understand and use Gaelic as appropriate to purpose, audience and context
apply knowledge of in Gaelic
Progression into this Course
Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience:
National 3 Gaelic (Learners) Course or relevant component Units
Skills, knowledge and understanding covered in this Course
The following summarises the skills, knowledge and understanding from the mandatory content of the Course:
reading, listening, talking, and writing skills in Gaelic in the contexts of society, learning, employability, and culture
applying grammatical knowledge
knowledge of straightforward language required to understand and use Gaelic
Evidence of assessment will be generated in the following contexts: society, learning, employability and culture.
Progression from this Course
Completion of this Course or any of its component Units may provide progression to:
National 5 Gaelic (Learners) or any relevant component Units
further study or training
Hierarchies
Hierarchy is the term used to describe Courses and Units which form a structured sequence involving two or more SCQF levels.
It is important that any content in a Course and/or Unit at one particular SCQF level is not repeated if a learner progresses to the next level of the hierarchy. The skills and knowledge should be able to be applied to new content and contexts to enrich the learning experience. This is for centres to manage.
The National 4 Gaelic (Learners) Course forms a hierarchy with Gaelic (Learners) Courses at National 3, National 5, and Higher. The Courses at National 3, National 4, National 5 and Higher follow a similar structure in terms of Outcomes and Assessment Standards, but differ in the degree of difficulty and complexity from one level to the next. This structure aims to facilitate bi-level teaching and enables learners to gain recognition for their best achievement. Learners may achieve and be certificated for Courses or Units at the level above or below.
Evidence should satisfy the Assessment Standards at the appropriate level.
Further information on how this hierarchy can be managed is given in the section 'Approaches to learning, teaching and assessment'.
| National 3 | National 4 | National 5 |
|---|---|---|
| Understanding Language | Understanding Language | Understanding Language |
| Using Language | Using Language | Using Language |
| | Added value — assignment | Course assessment |
Approaches to learning, teaching and assessment
The National 4 Gaelic (Learners) Course will be delivered in a variety of settings, for example, school, college or life-long learning contexts. Practitioners will use their professional judgement in designing and delivering the Course so that it is appropriate, relevant and motivating for individual learners.
Learning about Scotland and Scottish culture will enrich the learners' learning experience and help them to develop the skills for learning, life and work they will need to prepare them for taking their place in a diverse, inclusive and participative Scotland and beyond. Where there are opportunities to contextualise approaches to learning and teaching to Scottish contexts, teachers and lecturers should consider this.
Course Assessment evidence will be generated in the following contexts; society, learning, employability and culture. Centres will choose a variety of topics which are engaging and meaningful for learners. It is particularly important that topics are delivered at an appropriate level and that learners are encouraged to engage with topics in different ways at different levels. Suggested topics and topic development are contained in the Context Table (Appendix 2). This table also gives examples of suggested learner transactions for each topic.
The National 4 Gaelic (Learners) Course offers many opportunities for personalisation and choice. Some examples include:
learners choose contexts and topics for the Units, including the assignment
learners are given choices in day-to-day delivery of the Course where appropriate, for example, choosing to respond orally or in writing
learners study independently for the assignment
individual feedback to learners
providing differentiated materials and approaches
learners create their own learning targets/plans for their language learning
practitioners select the most appropriate assessment methods, taking into account individual needs of learners
During the course of their language learning, learners should be given the opportunity to:
enhance their communication skills through the consistent development of the skills of listening, talking, pronunciation, reading, and writing
raise their awareness of other cultures and international citizenship
develop a knowledge of the structure of the foreign language and how it relates to their own
develop generic skills, such as working with others, research skills, skills in presenting information, and IT skills
Where resources permit, centres should use technology as much as possible to support learning, teaching and assessment. For National 4 Gaelic (Learners) Course, this could include:
Compiling and maintaining e-portfolios
Web-based research, for example, as part of Understanding Language Unit
Listening and responding to and/or creating podcasts
Interactive language tasks such as cloze passages in electronic format
Games-based learning
Using virtual learning environments
Using chat rooms for discussion
Video conferencing
Use of websites to record the spoken language to create an interactive question/answer learning experience.
Use of language-based websites to develop learners' vocabulary
Submission of assessed work through VLE/e-mail
E-twinning, for example, e-mailing pen pals
Generating evidence
Assessment approaches should aim to help learners to progress through the Course at their own pace and to enable them to demonstrate their achievements in a range of ways. Teachers and lecturers should explore opportunities in the day-to-day delivery of the Units in the Course to observe learners providing evidence which satisfies, completely or partially, a Unit or Units. This is naturally occurring evidence.
The table below contains examples of suggested activities within each of the four contexts which could generate naturally occurring assessment opportunities:
| Context | Topic/ activity | Understanding Language Unit (Outcome 1) | Understanding Language Unit (Outcome 2) | Using Language Unit (Outcome 1) |
|---|---|---|---|---|
| Society | Health — Learners focus on aspects of health in another part of the country | Learners could read news articles or web pages about healthy lifestyles in another part of the country and show understanding | Learners could role play a health club receptionist/customer conversation (listening) | Learners could role play a health club receptionist/customer conversation (talking) |
| Culture | Film — Learners listen to a radio play in Gaelic | Learners might read reviews of the play and show understanding of the review | Learners could answer questions as part of a conversation about the play to show understanding | Learners could contribute to paired conversations about the play |
Integration and sequencing of Units
The National 4 Gaelic (Learners) Course contains skills which should be taught in an integrated way. The amount of time spent on each of the skills and each of the Units will depend on the needs of the learners and their prior skills, knowledge and understanding. For example, activities/programmes of work could integrate reading and writing and will contain opportunities to integrate listening and talking in transactions/conversations.
Where Units are being delivered in an integrated way, there is still scope to focus on specific skills at appropriate points. Assessment will occur at appropriate points during the Course.
When planning delivery of the Course, teachers/lecturers will consider when to deliver/assess the Assignment as part of the Course. Learners will develop skills within the Using Language Unit and the Understanding Language unit before undertaking the Assignment. The Assignment offers the opportunity to apply the skills learned in the other Units. Further advice and guidance on delivery of the Added Value Unit is given in the Added Value Unit section below.
The diagram below shows Units being delivered 'in parallel', in an integrated way and incorporating delivery of the Added Value Unit after initial development of the skills in the other two Units.
Gaelic (Learners): Understanding Language
Gaelic (Learners): Using Language
Added Value Unit: Assignment
Integrated approaches to assessing listening and talking
The integration of listening and talking activities will allow learners to develop both their listening and talking skills in the context of 'natural' conversations/transactions.
This type of integration can:
develop the learners' skills in a realistic communicative situation
reduce the burden of assessment
reinforce and consolidate listening and talking skills
motivate learners by providing meaningful and relevant listening and talking activities
Learners will develop talking skills by contributing within conversations. They can develop listening skills by responding within the same conversations. This approach can reduce the amount of assessment as learner responses can provide evidence of both listening and talking.
Learners could listen to/within:
transactions/conversations
role plays
discussions
audio materials
Learners should be prepared for any integrated activity so that they are aware of the purpose of the activity and of their role within the interaction/discussion.
Suggested transactions for each context are contained in the table below. All the Assessment Standards should be satisfied if the evidence is to be used for both listening and talking.
| Suggested transactions/conversations | Assessment Standards for listening and talking |
|---|---|
| Context —Society Topic — Education Learners listen to visitors from another country talking in Gaelic about the school system in another part of the country. They then participate in conversations in Gaelic with the teacher about similarities and differences between the two systems Context — Employability Topic — Tourism Learners participate in role plays in Gaelic as hotel manager/guest Context — Learning Topic — Teaching and learning A group of learners watches a YouTube clip of a conversation between a teacher and learner in another part of the country and then carry out paired conversations in Gaelic asking each other about information in the clip Context — Culture Topic — Currency/trade Learners participate in role plays called ‘At the airport’ which includes asking for and paying for an item | Oral responses demonstrate the learner’s ability to: 2.1 identify overall purpose and main points 2.2 apply knowledge of Gaelic 2.3 apply knowledge of Gaelic 1.1 use relevant ideas and content 1.2 apply knowledge of straightforward language 1.3 convey meaning to a sympathetic listener |
Integrated approaches to assessing reading, writing, talking and listening Integration can also be used to combine the assessment of other language skills in the following ways:
oral response/s to reading can provide evidence for reading and talking
written responses to reading can provide evidence for reading and writing
written responses to listening can provide evidence for listening and writing
Some suggested approaches to combining reading, writing, talking and listening are shown in the table below.
| Suggested contexts, topics and activities | Suggested assessment evidence | Potential evidence for Understanding Language Unit |
|---|---|---|
| Context — Society Topic — Geography Learners read a brochure about a town in another part of the country in Gaelic then answer questions about the town in a conversation in Gaelic. | Oral responses in Gaelic | Outcome 1 1 Understand straightforward written language by: 1.1 identifying overall purpose and main points 1.2 applying knowledge of Gaelic |
| Context — Employability Topic — Employment Learners listen to a podcast about youth unemployment in another part of the country and talk about what they have heard in paired conversations in Gaelic. | Oral report in English | Outcome 2 2 Understand straightforward spoken language by: 2.1 identifying overall purpose and main points 2.2 applying knowledge of Gaelic |
| Context — Learning Topic — College links A learner reads an invitation to an open afternoon in another college in Gaelic and writes an acceptance in Gaelic. | Written reply in Gaelic | Outcome 1 1 Understand straightforward written language by: 2.1 identifying overall purpose and main points 2.2 applying knowledge of Gaelic |
| Context — Culture Topic — Cookery/food A learner watches a YouTube clip of a chef making a dish popular in another country where Gaelic is spoken. The learner then writes the recipe in Gaelic for another learner to make. | Written recipe in Gaelic | Outcome 2 2 Understand straightforward spoken language by: 2.1 identifying overall purpose and main points 2.2 applying knowledge of Gaelic |
|---|---|---|
Developing skills for learning, skills for life and skills for work
Learners are expected to develop broad generic skills as an integral part of their learning experience. The Course Specification lists the skills for learning, skills for life and skills for work that learners should develop through this Course. These are based on SQA's Skills Framework: Skills for Learning, Skills for Life and Skills for Work and must be built into the Course where there are appropriate opportunities. The level of these skills will be appropriate to the level of the Course.
The Course contributes towards the development of literacy skills by providing learners with opportunities to listen and talk, read and write in Gaelic, and to reflect on how this relates to English.
4 Employability, enterprise and citizenship
4.6 Citizenship
5 Thinking skills
5.3 Applying
The table below provides some suggested opportunities of how these skills can be further developed within the Course.
| Skills for learning, skills for life and skills for work | Approaches for learning and teaching |
|---|---|
| 4.6 Citizenship Citizenship includes having concern for the environment and for others; being aware of rights and responsibilities; being aware of the democratic society; being outward looking towards society; being able to recognise one’s personal role in this context; and being aware of global issues, understanding one’s responsibilities within these, and acting responsibly. | Learners will learn about the culture, customs, practices and beliefs in another country and will develop their language skills and knowledge in another language. The contexts of society, learning, employability, or culture within the Course will develop learners’ understanding of citizenship issues in another country as well as encouraging understanding of their own culture and community. |
| 5.3 Applying Applying is the ability to use existing information to solve a problem in a different context, and to plan, organise and complete a task. | Wherever possible, learners should be given the opportunity to apply the skills, knowledge and understanding they have developed to new topics and contexts. Learners will use what they know already, for example when they use a familiar structure for writing but use different content. Learners will also develop the ability to plan, organise and complete tasks when they undertake language activities, for example designing a web page in Gaelic. They will apply the skills they have developed throughout the Course when working towards and presenting the assignment. |
Added Value Unit
Courses from National 4 to Advanced Higher include assessment of added value. At National 4 the added value will be assessed in the Added Value Unit. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment.
Information given in the Course Specification and the Added Value Unit Specification about the assessment of added value is mandatory.
The National 4 Gaelic (Learners) Added Value Unit consists of an assignment which will enable learners to apply Gaelic skills they develop as they progress through the Course and will help them to develop the following skills and knowledge:
investigation and research skills
planning and organisational skills
in-depth knowledge of the chosen topic
IT skills
the ability to work independently and in collaboration with others
oral and aural skills
the ability to select, analyse and evaluate facts and ideas
the ability to take notes, to draft and edit
Learners will plan and research a topic of their own choice and which they feel has particular relevance to them. Learners will be supported to carry out the assignment by:
a clear staged outline of the assessment, with timescales/timelines
advice on how to research the topic
advice on how to choose the topic
advice on how to work independently
advice on responding appropriately to questions on the chosen topic in Gaelic
advice on delivery, such as pace, pronunciation, intonation, use of visual aids
listening to examples of successful and effective talking
sharing the criteria that will be used for assessment
Learners should record their research findings in English, for example, in an e-portfolio. At least two sources should be consulted, for example, a web page and a factual report on the topic. Findings can be presented as conversations or discussions and can be presented in either oral or digital form, such as a podcast.
Presentations will be made in Gaelic. Learners will benefit from practising talking in advance to build confidence and to aid fluency. Assessment also includes the learner's responses to questions/contributions on the topic. Therefore learners should be encouraged to prepare in advance for potential questions/contributions/areas of enquiry.
The assignment will further develop skills learners have already developed in day-today learning and teaching in National 4 Gaelic (Learners) Course. For example, practising interactions in Gaelic by contributing and responding may provide evidence for the Using Language Unit and will also develop learners' ability to respond orally to questions/contributions.
Combined assessment using the Added Value Unit
The following illustration shows how the Assignment can be used as a context for combined assessment as evidence for the Understanding Unit (reading and listening) and for the Using Language Unit (talking).
My trip to another country
A learner chooses to research and talk about a country he/she has visited. He/she researches the country from web information and by reading printed leaflets/materials. He/she talks about the country to a small group of learners supported by his/her own photographs. He/she answers questions from listeners about the country and about his/her overall impressions and whether he/she would return to the country.
Assessment evidence - reading (at least two texts), listening (on one occasion to respond to questions) and talking (the learner's presentation).
Further assessment would be required to satisfy the Evidence Requirements for the Units as follows:
Using Language Unit
Writing — at least two written texts
Talking — using spoken language in at least one conversation in a different context
Understanding Language Unit
Reading — reading at least one text in a different context
Listening — listening to at least one spoken text or listening in a conversation in a different context
The following illustration shows the Assignment can be used as the context for combined assessment of all four Outcomes in the other two Units.
Although writing is not an assessment standard within the Added Value Unit, learners who are given the opportunity to write in Gaelic on their chosen topic as part of the Assignment (for example, writing a brief report on the topic in Gaelic) could use this writing as evidence for the Using Language Unit. In this way, the Assignment can potentially provide assessment evidence for all three Units.
My future career
A learner chooses 'My Future Career' as the topic for his/her Assignment. He/she researches hairdressing as a career by reading a selection of texts in Gaelic about hairdressing. She/he then talks about hairdressing in Gaelic including reflecting on his/her work experience at a hairdresser and his/her thoughts, feelings and hopes about hairdressing and answers questions from the audience about her talk. She writes a reflective piece of writing in Gaelic after her talk.
Assessment evidence - reading (at least two texts), listening (on one occasion to respond to questions), talking (the conversation) and writing (reflective piece).
Further assessment would be required to satisfy the Evidence Requirements for the Course as follows:
Using Language Unit
Writing — at least one further written text in a different context
Talking — using spoken language in at least one conversation in a different context
Understanding Language Unit
Reading — reading at least one text in a different context
Listening — listening to at least one spoken text or listening in a conversation in a different context
Some suggested topics for the Added Value Assignment are included in the lists below:
Society
sport/health and wellbeing
computers and IT
TV, cinema, music
family and friends
hobbies/interests
home and local area
issues, eg the environment, local amenities
Learning
school/college
subjects
Employability
jobs and places of work
CV
qualities
future career
Culture
holidays
events and celebrations
life in another country
customs and traditions
films, literature
Equality and inclusion
When delivering this Course and its component Units, teachers and lecturers should develop learning and teaching materials which reflect the diversity of our society, which do not reinforce prejudices and avoid stereotyping people. Learning activities should actively promote equality and provide opportunities to explore diverse lifestyles and cultures. Clear language should be used to allow learners whose first language is not English to understand materials.
Inclusive approaches in the National 4 Gaelic (Learners) Course include:
ensuring that texts are inclusive, unbiased and gender/age appropriate
being aware of cultural considerations, for example, in group discussion
overcoming potential barriers to learning by providing alternative teaching and learning resources and approaches and by making alternative assessment arrangements for learners
responding to the needs of individual learners by using support strategies
differentiating resources and approaches eg by adapting texts
It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Course Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Course.
It is important that centres are aware of and understand SQA's assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA's website: www.sqa.org.uk/sqa//14977.html
Appendix 1: Contexts, suggested topics and suggested topic development
Assessment evidence for the Course will be generated in the contexts of society, learning, employability and culture. The following table contains suggested topics within these contexts.
| Context | Suggested Topics | Suggested Topic Development |
|---|---|---|
| Society | Family and friends | Saying how you get on with family members/ house rules/housework (gender roles)/ what makes a good friend/importance of friends |
| | Lifestyle | Physical, mental and social wellbeing, eg sport and relaxation methods |
| | Media | TV, cinema, music, computers and computer games, TV viewing habits |
| | Global languages | Languages — language use |
| | Citizenship | Roles and responsibilities, being a global citizen |
| Learning | Learning in context | learning in Gaelic (Learners)/in each subject/ record of achievement |
| | Education | Purpose of education/pressures of learning/ the role of the teacher/learner |
| Employability | Jobs | Pocket money and managing money, advantages/disadvantages of different jobs |
| | Work and CVs | Planning for work experience/preparing CVs/ambitions |
| Culture | Planning a trip | Choice of destination/transport/activity options/evaluation of trip |
| | Other countries | Impressions/aspects of other countries |
| | Celebrating a special event | Comparison of celebrations/events in another country |
| | Literature of another country | Straightforward fiction, eg poems, songs, stories |
| | Film and television | Studying films in Gaelic Studying television in other countries |
Appendix 2: Suggested web resources
Suggested web resources for teachers and learners are contained in the table below.
| Organisation/website | Brief description | | Website address |
|---|---|---|---|
| The British Council | Advice on school partnerships | | http://www.britishcouncil.org/learning- ie-school-partnerships.htm |
| The British Council | Advice on e- twinning | | http://www.britishcouncil.org/etwinning. htm |
| The British Council | General resources and advice | | http://schoolsonline.britishcouncil.org/ |
| The Big Challenge Club | Pen-pal club | | http://www.thebigchallengeclub.com/ |
| E-pals | Pen-pal club | | http://www.epals.com/ |
| Languages without limits | | Support for | http://www.languageswithoutlimits.co.uk /index.html |
| | | language teachers | |
| Education Scotland | Resources for teaching languages | | http://www.ltscotland.org.uk/learningtea chingandassessment/curriculumareas/l anguages/index.asp |
| Film in Language Teaching Association | Using film — resources and advice | | http://www.filta.org.uk/index.html |
| SCILT | Scotland’s National Centre for Languages | | http://www.strath.ac.uk/scilt/information andresources/usefulwebsites/#d.en.305 118 |
| SALT | | Scottish | http://www.saltlangs.org.uk/ |
| | | Association for | |
| | | Language | |
| | | Teaching | |
| Languages on Screen | | short films for free | http://languagesonscreen.org.uk/ |
| | | download | |
| BBC Learning Zone | | Video and audio | http://www.bbc.co.uk/learningzone/clips |
| | | teaching resources | |
| Language at Work | Video case studies | Video case studies | http://www.routesintolanguages.ac.uk/vi deos/923 |
| Linguacast | | Podcasts for | http://linguacast.ncl.ac.uk/ |
| | | language learning | |
| Universed | | Podcasts for | http://www.universed.co.uk/ |
| | | language learning | |
| Links into Languages | | Materials for | http://www.linksintolanguages.ac.uk/link edup |
| | | language teaching | |
| Europarl | | European | http://www.europarltv.europa.eu/en/ho me.aspx |
| | | Parliament TV | |
| | | channel | |
Appendix 3: Progression (National 3 to National 4)
The following tables show the progression between Outcomes and Assessment Standards at National 3 and National 4 levels.
| Outcome 1 The learner will: 1 Understand simple written language by: 1.1 identifying overall purpose and some main points 1.2 applying basic knowledge of Gaelic | Outcome 1 The learner will: 1 Understand straightforward written language by: 1.1 identifying overall purpose and main points 1.3 applying knowledge of Gaelic |
|---|---|
| Outcome 2 The learner will: 2 Understand simple spoken language by: 2.1 identifying overall purpose and some main points 2.2 applying basic knowledge of Gaelic | Outcome 2 The learner will: 2 Understand straightforward spoken language by: 2.1 identifying overall purpose and main points 2.3 applying knowledge of Gaelic |
| Outcome 1 The learner will: 1 Use simple spoken language in conversations by: 1.1 using simple ideas and content 1.3 applying knowledge of simple language 1.4 conveying meaning to a sympathetic listener | Outcome 1 The learner will: 1 Use straightforward spoken language in conversations by: 1.1 using relevant ideas and content 1.3 applying knowledge of straightforward language 1.4 conveying meaning to a sympathetic listener |
| Outcome 2 The learner will: 2 Use simple written language by: 2.1 using simple ideas and content 2.3 applying knowledge of simple language 2.4 communicating with sufficient accuracy | Outcome 2 The learner will: 2 Use straightforward written language by: 2.1 using relevant ideas and content 2.3 applying knowledge of straightforward language 2.4 communicating with sufficient accuracy |
Appendix 4: Reference documents
The following reference documents will provide useful information and background.
Assessment Arrangements (for disabled candidates and/or those with additional support needs) — various publications are available on SQA's website at: www.sqa.org.uk/sqa//14977.html.
Building the Curriculum 4: Skills for learning, skills for life and skills for work
Building the Curriculum 5: A framework for assessment
Course Specifications
Design Principles for National Courses
Guide to Assessment (June 2008)
Overview of Qualification Reports
Principles and practice papers for curriculum areas
SCQF Handbook: User Guide (published 2009) and SCQF level descriptors (to be reviewed during 2011 to 2012): www.sqa.org.uk/sqa/4595.html
SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
Skills for Learning, Skills for Life and Skills for Work: Using the Curriculum Tool
Administrative information
Published:
April 2012 (version 1.0)
History of changes to Course Support Notes
| Course | Version | Description of change | Authorised | Date |
|---|---|---|---|---|
| details | | | by | |
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA's website at www.sqa.org.uk.
Note: You are advised to check SQA's website (www.sqa.org.uk) to ensure you are using the most up-to-date version.
© Scottish Qualifications Authority 2012
Unit Support Notes — Understanding Language (National 4)
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA's website: www.sqa.org.uk.
Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).
Introduction
These Support Notes provide advice and guidance to support the delivery of the Gaelic: Understanding Language (National 4) Unit. They are intended for teachers and lecturers who are delivering the Course and its Units.
They should be read in conjunction with the:
National 4 Gaelic (Learners) Course Specification
Gaelic (Learners): Using Language (National 4) Unit Specification
Gaelic (Learners): Understanding Language (National 4) Unit Specification
Gaelic (Learners): Assignment (National 4) Unit Specification
Gaelic (Learners): Using Language (National 4) Unit Support Notes
Unit Support Notes are not mandatory but provide advice and guidance on approaches to delivering and assessing the Unit.
General guidance on the Unit
Aims
The general aim of this Unit is to provide learners with the opportunity to develop reading and listening skills in Gaelic and to develop their knowledge of straightforward language in the contexts of society, learning, employability, and culture.
Learners who complete this Unit will be able to:
understand straightforward written language in Gaelic
understand straightforward spoken language in Gaelic
This Unit is a mandatory Unit of National 4 Gaelic (Learners) Course and is also available as a free-standing Unit.
Exemplification of the standards in this Unit is given in the National Assessment Resource.
Progression into this Unit
Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience:
National 3 Gaelic (Learners) Course or relevant component Units
Skills, knowledge and understanding covered in this Unit
Information about skills, knowledge and understanding is contained in the Unit Specification and in the Course Support Notes for National 4 Gaelic (Learners).
If this Unit is being delivered on a free-standing basis, teachers and lecturers are free to select the skills, knowledge, understanding and contexts which are most appropriate for delivery in their centres.
Unit assessment evidence will be generated in the following contexts: society, learning, employability and culture. Suggested topics and topic development are contained in the 'Contexts, topics and topic development' table (Appendix 1).
Progression from this Unit
Completion of this Unit may provide progression to:
National 5 Gaelic (Learners) or any relevant component Units
further study or training
Approaches to learning, teaching and assessment
The purpose of this section is to provide general advice and guidance on approaches to learning, teaching and assessment within the Gaelic (Learners): Understanding Language (National 4) Unit.
The Gaelic (Learners): Understanding Language (National 4) Unit offers many opportunities for personalisation and choice. Some examples include:
learners choose contexts and topics for reading and listening
individual feedback to learners about their reading and listening
learners are given choices where appropriate, for example, choosing to respond orally or in writing
learners create their own learning targets/plans for their reading and listening skills
providing differentiated materials and approaches for reading and listening
Generating evidence
Assessment approaches should aim to help learners to progress through the Course at their own pace and to enable them to demonstrate their achievements in a range of ways. Teachers and lecturers should explore opportunities in the day-to-day delivery of the Units in the Course to observe learners providing evidence which satisfies, completely or partially, a Unit or Units. This is naturally occurring evidence.
The table below contains examples of suggested activities within each of the four contexts which could generate naturally occurring assessment opportunities:
| Context | Topic/activity | Understanding Language Unit |
|---|---|---|
| Society | Health - Learners focus on aspects of health in another part of the country | Learners could read news articles or web pages about healthy lifestyles in another country and show understanding |
| Culture | Film - Learners listen to a radio play in Gaelic | Learners might read reviews of the play and show understanding of the review |
| | language learning experiences in Gaelic | |
|---|---|---|
| Employability | Working/living in a developing country Learners explore the qualities needed to work/live in a developing country where Gaelic is spoken by researching using the internet | Learners might read texts about working/living in a developing country and show understanding of the information they read |
Reading
Learners can develop their reading skills by reading a variety of types and styles of texts, such as informational texts, fiction such as stories and poems, recipes, brochures, instructions, blogs and leaflets. Learners can read using one source, such as a menu or a letter, or a number of sources, for example, reading two or three different texts on one topic, such as food and drink.
Learning and teaching activities which help to develop reading skills include:
developing the ability to prepare for reading, for example predicting what language/ideas a passage may contain
drawing on knowledge of English and Gaelic to assist understanding
developing skimming and scanning skills
making effective use of word glossaries and bilingual dictionaries
applying knowledge and understanding of grammar and language structure to assist comprehension, such as learning specific words and phrases in advance of reading a text
Examples of reading activities could include:
comparing two sources by asking what information is different/the same
using pre-reading activities such as predicting what language/ideas a passage may contain
reading a text and finding information/answering questions
highlighting specific language or ideas in a passage
reading texts as sources for the Assignment
cloze procedure activities
Evidence of understanding can be in written, oral or digital form. Where evidence is in oral form, for example, answers to questions in a conversation, this evidence should be recorded (filmed, taped, in audio clip format) and retained. Where evidence is written or digital, this should also be kept, for example in an e-portfolio.
Responses which show understanding can be in oral, written or other forms. Only oral or written responses can be used as combined assessment evidence. Learners can show understanding in a variety of other ways, for example:
Making an item according to instructions written in Gaelic
Making a poster based on web research in Gaelic
Drawing a graph which uses information from a news article in Gaelic
Combining assessment
Advice and guidance on combining:
reading and writing
reading and talking
is contained in National 4 Gaelic (Learners) Course Support Notes.
Listening
Evidence of listening can be gathered from learners' interactions, such as conversations and discussions. Responses will be in English if the learner is listening for information, for example, to audio, moving image, web-based or other digital media. Where learners respond in conversations, their responses will be in Gaelic.
Learning and teaching activities which can support learners in listening to texts include:
being aware of the pronunciation of individual sounds, words and phrases
having an awareness of register and intonation patterns, for example recognising the difference between a statement and a question
recognising the expression of emotions through language, such as humour, happiness, enthusiasm, sadness, anger, annoyance
listening to and understanding what someone is saying to them and responding appropriately
recognising body language and facial expression to help understanding
recognising useful vocabulary and ideas which can be developed and used in other contexts, for example by note-taking
focusing on and picking out key information
listening for enjoyment, for example giving a reaction to a television programme or podcast
Examples of listening activities include:
transactions/conversations
interviews
discussions
role plays
audio materials/clips (listening and responding to peer assignments)
Evidence of understanding can be in written, oral or digital form. Where evidence is in oral form, for example, answers to questions in a conversation, this evidence should be recorded (filmed, taped, in audio clip format) and retained. Where evidence is written or digital, this should also be kept, for example, in an e-portfolio.
The table below contains examples of suggested activities within each of the four contexts which could generate naturally occurring assessment opportunities for Reading and Listening:
| Outcome 1 Assessment Standards | Context and suggested topic | Potential assessment evidence |
|---|---|---|
| 1.1 identifying overall purpose and main points 1.2 applying knowledge of Gaelic | Society Topic — friends Learners talk about their best friends | Learners listen to a peer describing his/her best friend. The learner shows understanding by responding appropriately. (Responses could also provide evidence for talking.) |
| 1.1 identifying overall purpose and main points 1.2 applying knowledge of Gaelic | Employability Topic — enterprise Learner participates in conversations during an enterprise event ‘Come to our café’ | Learners listen and respond within the role play, showing understanding of what is said/asked about goods/services. (Learners’ contributions/responses could also provide evidence for talking.) |
| 1.1 identifying overall purpose and main points 1.2 applying knowledge of Gaelic | Learning Topic — school in another part of the country Conversations in Gaelic with learners in a partner school | Learners carry out internet voice calls to students in the partner school, showing understanding of what is said/asked about the school. (Learners’ contributions/responses could also provide evidence for talking.) |
| 1.1 identifying overall purpose and main points 1.2 applying knowledge of Gaelic | Culture Topics — song lyrics Listening to songs in Gaelic | Learners listen to a song, showing understanding of what is sung by talking to each other about the lyrics and what they mean. (Where learners’ conversations about the song are in Gaelic, these could also provide evidence for talking.) |
Combining assessment
Advice and guidance on combining:
listening and writing
listening and talking
is contained in National 4 Gaelic (Learners) Course Support Notes.
Generating evidence for reading and listening
Assessment approaches should aim to help learners to progress through the Unit at their own pace and to enable them to demonstrate their achievements in a range of ways. Teachers and lecturers should explore opportunities in the day-to-day delivery of the Units to observe learners providing evidence which satisfies, completely or partially, a Unit or Units. This is naturally occurring evidence.
The contexts used to generate evidence can be the same for both reading and listening. (The contexts can be the same as the contexts used for the Using Language Unit. If the contexts are the same, evidence can be used for both Units). The following examples show how reading and listening evidence can be generated in the same context. Each of these two contexts could potentially provide the two pieces of learner evidence required for the Understanding Language Unit.
Context — Employability
| Context/topic | Suggested activity |
|---|---|
| Commonwealth/Olympic Games activities | In a scenario where they are pitching to provide facilities for a games event, learners read ’presentation pitches’ in Gaelic then write their own ‘presentation pitches’ |
| | Learners listen to an interview with an elite athlete. They then interview an athlete, questioning and responding to the athlete in Gaelic |
Context — Learning
| Context/topic | Suggested activity |
|---|---|
| ‘On exchange’ learning blogs | Learners on an exchange programme blog in Gaelic. Learners read peers’ blogs. |
These two contexts (learning and employability) taken together could potentially provide the four pieces of learner evidence required for the Using Language and Understanding Language Units.
Developing skills for learning, skills for life and skills for work
Information about developing skills for learning, skills for life and skills for work in this Unit is given in the relevant Course Support Notes.
Equality and inclusion
When delivering this Course and its component Units, teachers and lecturers should develop learning and teaching materials which reflect the diversity of our society, which do not reinforce prejudices and avoid stereotyping people. Learning activities should actively promote equality and provide opportunities to explore diverse lifestyles and cultures. Clear language should be used to allow learners whose first language is not English to understand materials.
Inclusive approaches in Gaelic (Learners) Course (National 4) include:
ensuring that texts are inclusive, unbiased and gender/age appropriate
being aware of cultural considerations, for example, in group discussion
overcoming potential barriers to learning by providing alternative teaching and learning resources and approaches and by making alternative assessment arrangements for learners
responding to the needs of individual learners by using support strategies
differentiating resources and approaches eg by adapting texts
It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Course Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Course.
It is important that centres are aware of and understand SQA's assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA's website: www.sqa.org.uk/sqa//14977.html
Administrative information
Published:
December 2013 (version 1.1)
Superclass:
FK
History of changes to Unit Support Notes
| Unit | | Version | | Description of change | | Authorised | Date |
|---|---|---|---|---|---|---|---|
| details | | | | | | by | |
| | 1.1 | | p.28 – number of assessments needed for Understanding Language Unit changed to two instead of four | | QDM | | |
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA's website at www.sqa.org.uk.
Note: You are advised to check SQA's website (www.sqa.org.uk) to ensure you are using the most up-to-date version.
© Scottish Qualifications Authority 2013
Unit Support Notes — Using Language (National 4)
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA's website: www.sqa.org.uk.
Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).
Introduction
These Support Notes provide advice and guidance to support the delivery of Gaelic (Learners): Using Language (National 4) Unit. They are intended for teachers and lecturers who are delivering the Course and its Units.
They should be read in conjunction with the:
National 4 Gaelic (Learners) Course Specification
Gaelic (Learners): Understanding Language (National 4) Unit Specification
Gaelic (Learners): Using Language (National 4) Unit Specification
Gaelic (Learners): Understanding Language (National 4) Unit Support Notes
Gaelic (Learners): Assignment (National 4) Unit Specification
Unit Support Notes are not mandatory but provide advice and guidance on approaches to delivering and assessing the Unit.
General guidance on the Unit
Aims
The general aim of this Unit is to provide learners with the opportunity to develop talking and writing skills in Gaelic and to develop their knowledge of straightforward language in the contexts of society, learning, employability and culture.
Learners who complete this Unit will be able to:
1 Use straightforward spoken language in conversations
2 Use straightforward written language
This Unit is a mandatory Unit of National 4 Gaelic (Learners) Course and is also available as a free-standing Unit.
Exemplification of the standards in this Unit is given in the National Assessment Resource.
Progression into this Unit
Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience:
National 3 Gaelic (Learners) Course or relevant component Units
Skills, knowledge and understanding covered in this Unit
Information about skills, knowledge and understanding is contained in the Unit Specification and in the Course Support Notes for National 4 Gaelic (Learners).
If this Unit is being delivered on a free-standing basis, teachers and lecturers are free to select the skills, knowledge, understanding and contexts which are most appropriate for delivery in their centres.
Unit assessment evidence will be generated in the following contexts: society, learning, employability and culture. Suggested topics and topic development are contained in the 'Contexts, topics and topic development' table (Appendix 1).
Progression from this Unit
Completion of this Unit may provide progression to:
National 5 Gaelic (Learners) or any relevant component Units
further study or training
Approaches to learning, teaching and assessment
The purpose of this section is to provide general advice and guidance on approaches to learning and teaching within Gaelic (Learners): Using Language (National 4) Unit.
Gaelic (Learners): Using Language (National 4) Unit offers many opportunities for personalisation and choice. Some examples include:
learners choose contexts and topics for writing and talking
learners are given choices about talking, where appropriate, for example choosing to talk to the class or a small group
learners are given choices about writing, where appropriate, for example choosing a format for their writing or choosing between two writing activities
individual feedback to learners about their writing and talking
providing differentiated materials and approaches for writing and talking
learners create their own learning targets/plans for their writing and talking skills
Generating evidence
Assessment approaches should aim to help learners to progress through the Course at their own pace and to enable them to demonstrate their achievements in a range of ways. Teachers and lecturers should explore opportunities in the day-to-day delivery of the Units in the Course to observe learners providing evidence which satisfies, completely or partially, a Unit or Units. This is naturally occurring evidence.
The table below contains examples of suggested activities within each of the four contexts which could generate naturally occurring assessment opportunities:
| Context | Topic/activity | Using Language Unit |
|---|---|---|
| Society | Health — Learners focus on aspects of health in another part of the country | Learners could role play a health club receptionist/customer conversation (talking) |
| Culture | Film — Learners listen to a radio play in Gaelic | Learners could contribute to paired conversations about the play |
| Learning | Learning a language — Learners have conversations in Gaelic about learning a language and also write evaluations of their language learning experiences in Gaelic | Learners take part in role play conversations (talking) |
Talking
Learning and teaching activities which help to develop talking skills include:
being aware of the pronunciation of individual sounds and words, and making themselves understood when reading aloud or when responding to another person in a conversation or role-play
being aware of intonation and using appropriate register
making use of vocabulary and language structures gathered from listening and reading activities
being aware of audience and purpose
using body language and facial expression to aid communication
developing presentation skills
applying knowledge of grammar and language structures to talk with accuracy
Learners can develop their talking within interactions, transactions, conversations or discussions. For example:
talking about individual experience or to give information
transactional contexts, such as obtaining goods, information or services
dialogue with peers or with a teacher/tutor
podcasts
group discussions
mock interviews and role-plays
web chats/conferencing
talking in preparation for the assignment
internet voice calls
Learners will be encouraged to communicate clearly and will be given opportunities to practise their talking skills in order to build confidence. Self-evaluation and supportive peer evaluation will support learners in building confidence and identifying areas for improvement.
Learners may need support in talking, especially where learners lack confidence, and consideration should be given to group dynamics, for example, choice of subject for conversation, room layout, gender and age of the learner. Allowing personalisation and choice in terms of topic, context and audience will support learners.
The table below contains suggested examples of learner evidence and how this might satisfy the Outcome.
| Assessment Standards | Context — Employability Topic — Working in a sports club Activity — role play as client/sports club receptionist | Context — Society Topic — Food and drink in another country Activity — small group discussion about food and drink in another part of the country |
|---|---|---|
| 1.1 using relevant ideas and content | Learner uses relevant questions/contributions | Learner contributes relevant questions/responses |
| 1.2 applying knowledge of straightforward language | Learner uses straightforward language, pronunciation and uses the appropriate register Learner uses sentences which make sense | Learner uses straightforward language, pronunciation and uses the appropriate register Learner uses sentences which make sense |
Combining assessment
Advice and guidance on combining:
talking and listening
talking and reading
is contained in National 4 Gaelic (Learners) Course Support Notes.
Generating evidence for writing and talking
Assessment approaches should aim to help learners to progress through the Unit at their own pace and to enable them to demonstrate their achievements in a range of ways. Teachers and lecturers should explore opportunities in the day-to-day delivery of the Units to observe learners providing evidence which satisfies, completely or partially, a Unit or Units. This is naturally occurring evidence.
The contexts used to generate evidence can be the same for both writing and talking. (The contexts can be the same as the contexts used for the Understanding Language Unit. If the contexts are the same, evidence can be used for both Units). The following examples show how talking and writing evidence can be generated in the same context.
Context — Employability
| Context/topic | Suggested activity |
|---|---|
| Commonwealth/Olympic Games activities | In a scenario where they are pitching to provide facilities for a games event, learners read ’presentation pitches’ in Gaelic then write their own ‘presentation pitches’. |
| | Learners listen to an interview with an elite athlete. They then interview an athlete, questioning and responding to the athlete in Gaelic. |
Context — Learning
| ‘On exchange’ learning blogs | Learners on an exchange programme blog in Gaelic. Learners read peers’ blogs. |
|---|---|
| | Learners listen (and respond) to internet voice calls from the learners on exchange. |
These two contexts (learning and employability) taken together could potentially provide the four pieces of learner evidence required for the Using Language and Understanding Language Units.
Writing
Learners should be encouraged to plan their writing, for example, by building up knowledge of relevant vocabulary, grammar and expression. In planning and preparing for writing, learners will consider the audience and purpose for their writing.
Learners could use reference materials, such as word banks or online dictionaries, and should be encouraged to 'recycle' words and phrases, for example, by applying and developing these in new contexts.
Learning and teaching activities which help to develop writing skills include:
being aware that the target audience and the purpose for composing a piece of writing will have an impact on the type of language used
demonstrating accuracy in spelling and grammatical awareness
showing an awareness of sentence structure
applying vocabulary and language structures gathered from listening and reading activities
making appropriate use of reference materials, such as bilingual dictionary, word glossaries and vocabulary lists
demonstrating good use of research skills
blogging in Gaelic
drafting, editing and self-evaluating their writing
The table below contains examples of learner evidence for writing in different contexts and how this might satisfy the Assessment Standards. Learners can use a bilingual dictionary or a glossary of terms.
| Assessment Standards | Context — Society Topic — Town versus country | Context — Learning Topic — Writing to penpals | Context — employability Topic — Working in another country (form filling) |
|---|---|---|---|
| 2.1 Using relevant ideas and content | Learners write about the advantages of living in a town/living in the country | Learner writes e-mails to a penpal including information about him/herself and local area | Learner gives information about age, experience and interests |
| 2.2 Applying knowledge of straightforward language | Learner uses appropriate structure and vocabulary eg contrasting adjectives Learner uses appropriate spelling and punctuation Learner uses sentences which make sense eg using linking words and phrases | Learner uses appropriate beginning and ending to the e-mail. Learner uses appropriate spelling and punctuation Learner uses sentences which make sense eg using idiom accurately | Learner uses appropriate structure for information Learner uses appropriate spelling and punctuation Learner uses sentences which make sense eg using correct tenses |
Combining assessment
Advice and guidance on combining:
writing and reading
writing and listening
writing and talking
is contained in National 4 Gaelic (Learners) Course Support Notes.
Developing skills for learning, skills for life and skills for work
Information about developing skills for learning, skills for life and skills for work in this Unit is given in the relevant Course Support Notes.
Equality and inclusion
When delivering this Course and its component Units, teachers and lecturers should develop learning and teaching materials which reflect the diversity of our society, which do not reinforce prejudices and avoid stereotyping people. Learning activities should actively promote equality and provide opportunities to explore diverse lifestyles and cultures. Clear language should be used to allow learners whose first language is not English to understand materials.
Inclusive approaches in Gaelic (Learners) Course (National 4) include:
ensuring that texts are inclusive, unbiased and gender/age appropriate
being aware of cultural considerations, for example, in group discussion
overcoming potential barriers to learning by providing alternative teaching and learning resources and approaches and by making alternative assessment arrangements for learners
responding to the needs of individual learners by using support strategies
differentiating resources and approaches eg by adapting texts
It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Course Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Course.
It is important that centres are aware of and understand SQA's assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA's website: www.sqa.org.uk/sqa//14977.html
Administrative information
Published:
December 2013 (version 1.1)
Superclass:
FK
History of changes to Unit Support Notes
| Unit | | Version | | Description of change | | Authorised | Date |
|---|---|---|---|---|---|---|---|
| details | | | | | | by | |
| | 1.1 | | p.37 – total number of assessments needed for Understanding Language Unit and Using Language Unit changed to four instead of eight | | QDM | | |
This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA's website at www.sqa.org.uk.
Note: You are advised to check SQA's website (www.sqa.org.uk) to ensure you are using the most up-to-date version.
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Amaze your eyes
From paper bags to cardboard boxes, from crinkly crepe to thin tissue—pick any kind of paper and write your ticket to science fun! Just add some easy-to-find materials like ping-pong balls and combs, and create a weather vane to [earn about air, a paper bridge and birds to demonstrate balance, and a spinning spiral snake to show the power of heat. .
Go up, up, and away with index-card helicopters. Make a bang with a paper popper. Cause static cling with a tissue-paper doll. Other experiments work with chemistry, light, motion, math, and water. It's the perfect combination of science and play—100 times over!
PREFACE
Paper is one of the simplest, versatile, available and least expensive materials known to humankind. Although most commonly used for writing, packaging, and wrapping, it is also perfect for doing science experiments. Humans have used paper or paper-like substances for thousands of years. The word paper comes from the word papyrus, a plant from which the ancient Egyptians produced a material like paper to write upon. Nowadays, wood pulp from trees is the usual source of paper fibers. To make paper, these fibers are mixed with a large amount of water. Small amounts of additives such as glue and clay are mixed in, and water is removed through wire screens. The paper fibers deposited on the screens are dried, smoothed, and cut to give many types, thicknesses, and sizes of paper.
In this book, you will learn how to do 100 exciting science experiments with paper. Experiments are organized into these categories: air, balancing, chemistry, electricity and magnetism, flying things, heat, light, motion and inertia, noiseand sound-makers, topology, water, and other experiments.
This book is easy enough for children to do, but can be enjoyed by other people as well. The experiments in 100 Simple Science Experiments with Paper are fun, easy, and safe to do, and can be performed using materials and equipment commonly found around the house. Teachers, parents, and children alike will delight in discovering the many ways in which paper can be used to learn and enjoy science at home and in the classroom.
TYPES OF PAPER
There are many different sizes and weights of paper. Paper size ranges from small, 3x5 inch (7.5 x 13 cm) scratch pads to medium, 8.5 x 11 inch (22 x 28 cm) school notebook paper, to large construction paper, artist's paper, and newsprint. You will find these and many other sizes and kinds of paper at your local grocery, variety, arts & crafts, or hobby supply store.
Paper weight ranges from light to heavy. The heavier and thicker the paper, the stronger it is. Lightweight paper (such as onionskin or erasable typewriter paper) is good for activities where light weight is important, such as making airplanes or kites. Medium-weight paper (which includes notebook paper, scratch pads, and computer printer paper) is fairly strong and not too heavy. It can be used for most of the experiments in this book. Heavy-weight paper (for example, index cards or cardboard) is good for construction activities where strength and stability are important, such as building paper towers, and for balancing objects.
The types of paper used in this book are:
* Brown lunch and grocery bags
*Cardboard (packing boxes, cereal boxes, etc.)
*Cardboard oatmeal cartons (cylinder-shaped)
*These are standard sizes in the US. Paper sizes in other countries are slightly different in size. Use the closest size if these aren't available to you.
* Cardboard tubes from toilet paper or paper towels
* Computer printer paper
* Coffee filters
* Construction and drawing paper
* Crepe paper
* Dollar bill (or other paper money)
* Index cards (small and large sizes)
* Manila file folders
* Newspaper
* Notebook paper
* Note pads
* Onionskin paper
* Paper cups
* Paper plates
* Paper towels
*Tissue paper
*Toilet paper
*Waxed paper
*Writing paper
OTHER MATERIALS
Materials (in addition to paper) used for experiments in this book are:
* Bowl
*Bugs (crawling and flying)
*Buttons
* Cartons from orange juice of milk
* Coat hanger
* Coins (pennies, nickels, quarters or other coins)
* Comb for hair
* Cornstarch
* Dishwashing liquid
* Drinking straws (for soda, flexible and straight)
* Food coloring
*Fruit (soft fruit such as grape and banana)
* Glue (school glue)
* Ice cream or craft sticks
* Lemon and orange juice
* Metal washer, bolt, nut, and nail
*Paintbrush
*Paper clips (jumbo and standard sizes)
*Ping-pong ball
*Pipe cleaners
* Plastic soda bottle
* Plastic wrap
* Plates (plastic, polystyrene foam, and aluminum)
*Rocks
* Rectangular pencil eraser
*Rubber bands
* Sand, salt, sugar, rice, or other small-grained materials
*Seeds
*Soap
* Spool of thread
*String
*Thumbtack or pin
*Toothpicks
*Water and ice
*Wool
TOOLS AND EQUIPMENT
Tools and equipment used for experiments in this book are:
*Ballpoint pen
* Books
* Drawing compass
*Lamp
* Magnet (store-bought for experiment, or else use a refrigerator or shower-curtain magnet)
* Markers (water-based and permanent)
* Pencil
* Plastic dishpan
* Plastic funnel
*Plastic or glass drinking glass
* Ruler (or yardstick or meter stick)
*Scissors
*Tape (clear cellophane tape, masking tape, and duct tape)
*Toaster
*Wide-mouth jar with lid
You will need:
Notebook paper, tape
What to do:
Fold a sheet of notebook paper into an accordion shape. Pinch together the folds, 1 to 2 inches (3 to 5 cm) from one of the ends. Tape the folded end to make a handle. Grasp the handle and wave your hand back and forth. You will feel a cooling breeze on your face!
How it works:
Even though you cannot see air, it is just as real as objects that are visible. Air has mass and takes up space, just like visible objects. When the paper fan moves the air, you feel the motion of the air as a breeze on your face.
More science fun:
Make fans out of larger and smaller paper. Which size gives the strongest breeze? Is there a limit to the size (smallest or largest) of the fan that you can make?
PAPER PLATE FAN
You will need:
Paper plate, ice cream (craft) stick, tape
What to do:
Tape an ice cream stick to the back of a paper plate. Grasp the stick and wave the plate back and forth. You will feel a cooling breeze on your face!
How it works:
Just as with a paper fan, the paper plate fan pushes air when you move the fan handle. As the large round surface of the paper plate fan pushes the air, you feel it as a breeze on your face.
More science fun:
Which fan (paper or paper plate) gives a stronger breeze? Make fans from larger and smaller paper plates. Which size gives the strongest breeze? Is there a limit to the size of the fan that you can make? Make fans from other types of plates (plastic or polystyrene foam).
PAPER FAN
You will need:
Notebook paper
What to do:
PAPER SHEET AND PAPER BALL RACE
Crumple a piece of notebook paper into a ball. Drop it at the same time as you drop a flat sheet of notebook paper. The piece of paper takes longer to fall than the ball of paper.
How it works:
There is more air pressing on the surface of the flat piece of paper than on the surface of the paper ball. The crumpled up ball has less air to push out of the way as it falls than the flat piece of paper does. That is why the ball hits the ground first.
More science fun:
Do the experiment with different sizes and shapes of paper sheets and paper balls. Which sizes and shapes falls fastest? Which falls slowest?
INDEX CARD FALL
You will need:
Index cards
What to do:
Hold up two index cards, one on edge and the other flat. Drop them both at the same time. The index card which is on edge will reach the ground first After a short distance, the "on-edge" index card will behave as the other (flat) index card does, dropping with a random floppy motion which alternates from horizontal to vertical.
How it works:
As with the flat vs. balled-up piece of paper, the object that has a greater surface area exposed to the air falls more slowly.
More science fun:
Use different sizes of index cards. Which size falls fastest? Bend an index card. Does it fall faster or slower than an unbent card?
You will need:
Paper, book, coin
What to do:
Place a piece of paper on top of a book; make sure that the paper is smaller than the book. Drop both together. The paper will stick to the top of the book. Now drop a piece of paper by itself. It falls much more slowly. Do a similar experiment with a smaller piece of paper placed on top of a large coin (instead of on a book).
How it works:
The book and coin push aside the air in front of the paper. For this reason, the paper falls at the same (fast) rate as its heavier "helper" (the book or coin). A piece of paper falling by itself cannot as easily overcome air resistance. Consequently, it falls more slowly.
More science fun:
Drop different sizes of paper on different weights of books and coins. Which combinations of sizes and weights falls fastest?
You will need:
Notebook paper, straw, tape
What to do:
Bend a piece of notebook paper in half. Place a straw inside the paper, along the bend. Allow 1 inch (2.5 cm) of the straw to stick out of the paper. Tape the loose ends of the paper together to make an wing-like shape or airfoil. Blow along the top of the airfoil. The paper will lift into the air!
How it works:
Moving air has less pressure than still air. The faster that air moves, the less air pressure it has. Air passing over the curved top of the airfoil has to travel further (and thus faster) than air on the flat bottom of the airfoil. Since the air passing over the bottom of the airfoil has more pressure than air passing over the top, the airfoil is pushed up.
More science fun:
Blow harder on the airfoil. Does the airfoil rise more quickly? Make a larger airfoil, using a large brown grocery bag and wooden dowel. Your breath will probably not be strong enough to cause the airfoil to rise. To create a stronger wind, use a hair dryer or the blower end of a vacuum cleaner. Which works better?
PAPER ON FALLING BOOK OR COIN RACE
PAPER STRIP AIR LIFT
You will need:
2x5 inch (5 x 13 cm) strip of notebook paper
What to do:
Hold a 2 x 5 inch strip of paper between your thumb and forefinger. Blow along the top of the strip. The strip will rise!
How it works:
Moving air has less air pressure than still air. The still air below the strip pushes with more force than the moving air above the strip, so the strip of paper rises up.
More science fun:
Which size, shape, and type (weight) of paper rises most easily?
PAPER BRIDGE SAG
You will need:
5x8 inch (12.5 x 20 cm) index card, notebook paper
What to do:
Bend down the 5 inch (12.5 cm) edges of a 5 x 8 inch index card about 0.5 inch (1 cm). Place the card on a tabletop, resting it on the card's bent edges. Blow underneath the card. The card will sag toward the tabletop.
How it works:
The air moving underneath the card has less pressure than the still air above the card. As a result of this, the card is pressed down toward the table-top (toward the lower pressure region between the card and the tabletop).
More science fun:
Do the same experiment with a lighter weight paper, such as notebook paper. How much more readily does the paper sag?
PING-PONG BALL STUCK IN FUNNEL
You will need:
Plastic funnel, ping-pong ball
What to do:
Place a ping-pong ball into a plastic funnel. Try to blow the ball out of the funnel. You will not be able to! The harder you blow, the more tightly the ball clings to the bottom of the funnel.
How it works:
Air moving around the ping-pong ball has less pressure than the air above it, so the ball stays in the funnel.
More science fun:
Use other lightweight objects, such as balls of paper or small balloons. Which remain in the funnel? Which are blown out? If any objects are blown out, do they have shapes that are less smooth than the surface of the ping-pong ball?
INDEX CARD STICKS TO THREAD SPOOL
You will need:
3x5 inch (7.5 x 13 cm) index card, spool of thread, round toothpick
What to do:
Push a round toothpick halfway into the center of a 3 x 5 inch index card. Place the index card on the top of a spool of thread, with the toothpick sticking into the spool's hole. Try to push away the card by blowing through the hole at the other end of the spool. You will not be able to remove it! The harder you blow, the more tightly the card sticks to the spool! Hold the spool upside down. As long as you continue to blow, the card and toothpick will stay fastened to the spool!
How it works:
Air flowing around the bottom of the index card has less pressure than air above the card, so the card stays attached to the spool. (The toothpick keeps the card from slipping sideways off the spool.)
More science fun:
Try other sizes of index cards. Which size works the best? Try notebook paper. When you blow through the spool, does the paper stay fastened onto the spool as easily as the index card does?
PAPER BALL AND SODA BOTTLE
What to do:
Wad up a small piece of paper into a ball that is slightly smaller than the mouth of a soda bottle. Try to blow the ball into the bottle. You will not be able to!
How it works:
The air in the bottle hinders the paper ball from being blown in. If the ball is just barely smaller than the opening of the bottle (and does not fall in all by itself), there is not enough space for air to escape between the surface of the ball and the inside of the mouth of the bottle, so the ball will not go in.
More science fun:
Try balls made of different types of paper and of other materials, such as aluminum foil. How easily will they go into the bottle?
DRY PAPER IN A GLASS DUNKED INTO WATER
You will need:
Paper, glass, dishpan of water
What to do:
Wad up a piece of paper and wedge it into the bottom of a drinking glass. Turn the glass upside down and push it into a dishpan of water. The paper will not get wet!
How it works:
A small amount of water is forced into the mouth of the glass when the glass is pushed below the surface of the water. However, since the air in the glass cannot escape, it presses back against the water until the pressure of the air equals the pressure of the water. The wad of paper wedged into the bottom of the glass is safely out of the reach of the water, so the paper does not get wet
More science fun:
Use taller or wider glasses. In which type of glass (taller or wider) does water rise more? Push the glass completely below the surface of the water. Does the paper still remain dry?
UPSIDE-DOWN GLASS OF WATER DEFIES GRAVITY
You will need:
Drinking glass, water, waxed paper
What to do:
Fill a drinking glass with water. Carefully slide a piece of waxed paper onto the top of the glass. While holding onto the paper, quickly turn the glass upside down. Let go of the paper. The water will stay in the glass and not fall out!
How it works:
Air pressure outside the glass (14.7 pounds per square inch or 2.3 kg per square centimeter) presses the waxed paper up against the mouth of the glass. If the glass is completely filled with water, the weight of the water is not enough to overcome the air pressure against the waxed paper.
More science fun:
Use other types of paper, such as notebook paper or cardboard. Do any of them work as well as waxed paper? Why or why not?
NEWSPAPER GLUES RULER TO A TABLE
You will need:
Ruler or yardstick or meter stick, newspaper, tape
What to do:
Slide a ruler underneath several flat sheets of newspaper until only 2 inches (5 cm) of the ruler stick out. Strike the ruler suddenly with a thick roll of (additional) newspaper. The ruler and flat sheets of newspaper will stay in place.
How it works:
Air pressure on top of the newspaper keeps the ruler in place. If the ruler is slowly pressed down, the newspaper will lift up. But if the ruler is struck hard, air cannot move out of the way fast enough and holds the ruler in place. (Note: for best results, use a long measuring stick such as a yardstick or meter stick, which runs the entire length of the newspaper sheets.)
More science fun:
Change the length of ruler that sticks out from beneath the newspaper. What is the maximum distance that the ruler can stick out before the newspaper can no longer hold down the ruler? Put more newspapers on the first several sheets of newspaper. Which holds the ruler to the tabletop better: (1) stacking the papers straight up and down on top of each other or (2) overlapping the papers on top of each other?
WEATHER VANE
You will need:
2 straws, a jumbo size paper clip, a standard size paper clip, a 5 x 8 inch (12.5 x 20 cm) index card, scissors, plastic plate, masking tape
What to do:
Make a weather vane top by cutting an arrow head and arrow tail from the index card. Tape the head and tail to the opposite ends of a drinking straw. Unbend a standard size paper clip. Stick the openedup (pointy) end of the paper clip through the middle of the straw. For safety, cover the point with a piece of masking tape. Stick the other (round) end of the standard paper clip into a second straw.
Open up a jumbo paper clip and bend one loop at a right angle to the other loop. Tape one end of the jumbo paper clip to the bottom of an inverted 'plastic plate. Push the other end of the jumbo paper clip into the empty end of the second straw (see drawing). Take the weather vane outside on a breezy day. The weather vane will point in the direction from which the wind is blowing.
How it works:
The wind's force on the head and jumbo clip tail of the vane causes the vane to point parallel to the direction in which the wind is blowing. Because the tail is larger than the head of the weather vane, the wind forces the tail away from it. As a consequence, the arrow head points to the direction from which the wind is coming.
More science fun:
Place the weather vane in front of a window of your house on a breezy day. Does the window have air blowing in, blowing out, or neither? Do the windows on the same side of the house have the same direction of wind flow?
BALANCING EXPERIMENTS
PAPER BRIDGE
You will need:
2 books, 2 pieces of notebook paper, size 8.5 x 11 inches (22 x 28 cm)
What to do:
Place two books a distance apart from each other that is about % the length of a piece of notebook paper. Lay a piece of paper between the books. The paper will sag to the top of the table, not supporting its own weight. Fold a second piece of paper lengthwise four times into Z (accordion) shapes (see drawing). Rest the folded paper on the books as shown. The paper will remain straight, supporting its own weight. It will even support the weight of other objects, such as additional pieces of paper, paper clips, pencil, erasers.
How it works:
Folded paper is resistant to bending. A piece of paper when folded can support more weight than a flat piece of paper.
More science fun:
Explore different weights and lengths of paper. What size and type of paper make the best paper bridge?
PAPER TOWER
You will need:
20 to 50 sheets of notebook or scratch paper
What to do:
Build a tower made from stacked pieces of paper. Fold half of the papers into V, Z, or U-shaped columns (U shapes are shown). These are the vertical (straight up and down) pieces of your paper tower. The paper sheets you didn't fold are the horizontal pieces of your tower.
How it works:
The folded pieces of paper are more rigid (stiff) than are the flat pieces. Pieces of paper folded in V, Z, or U-shaped columns resist bending more than flat sheets of paper do. The flat sheets provide a stable surface for the columns to rest on.
More science fun:
How high a tower can you make? Do large pieces of paper work better than small pieces of paper? How large or small can the pieces be?
What to do:
Fold index cards into three-dimensional shapes with triangular, square, and circular cross-sections. Tape the ends of each card together to maintain its shape.
How it works:
The harder it is to bend a block, the stronger and sturdier it is. The stronger the block, the taller the structures which can be made from that shape of block. Sheets of paper bend more easily than paper blocks do because the paper fibers in flat sheets are freer to move around than the paper fibers in the blocks. You can see this effect when you crease a piece of paper. Creasing actually breaks some of the fibers in paper. These broken fibers are not able to fully return to their uncreased position. Just try to unfold a crumpled-up ball of paper and return it to its original flat state. You will not be able to!
More science fun:
Which shapes make the strongest blocks? Make short and long tubes. Which are stronger: short tubes or long tubes?
You will need:
Index cards, tape, small stones
What to do:
Fold index cards into three-dimensional shapes that have square or rectangular cross-sections. Tape the edges of each index card together to keep its shape. Tape small stones (or other small heavy objects, such as coins) inside the blocks. Stack the blocks. See how far off center you can stack them.
How it works:
Heavy objects (stones or coins) inside the blocks change the blocks' center of gravity (center of balance). If the heavy ends are clustered around the center of the stack of blocks, some very interesting structures can be created! Make some crazy towers that look as if they're about to tip over!
BALANCING BLOCKS
More science fun:
See how high and how fast you can build a tower. Place flat index cards on top of the tower. How many additional cards can be stacked on top of the balancing blocks before the whole thing tips over?
MOMMY & BABY HAPPY FACE BALANCERS
You will need:
2 index cards, flexible straw, tape, scissors
What to do:
Draw a picture of Mommy's face on an index card. Draw Baby's face on another index card. Cut out both faces. Tape one end of a straw to the bottom of Mommy's face. Tape the other end of the straw to the top of Baby's face. Balance Mommy's chin on your fingertip!
How it works:
The reason that Mommy's face doesn't fall off your finger is that her face is balanced by Baby's face. The center of gravity of Mommy and Baby is below your fingertip. In order for Mommy's face to fall off your finger, the center of gravity would have to be raised. Since a center of gravity always prefers to be as low as possible, Mommy's face and Baby's face remain balanced on your fingertip.
More science fun:
Draw Daddy's face (bigger than Mommy's) on an index card, cut it out, and substitutes it for Mommy's face. Does Baby's face now need to be bigger in order to balance the Daddy's face?
BALANCING BIRDS
You will need:
Three 5x8 inch (12.5 x 20 cm) index cards, tape, thread
What to do:
Cut three birds from 3 index cards. Cut two equal sized pieces of thread. Tape a thread to the center back of each of 2 of the birds and tape the other end of each thread to a wing tip of the third bird (see drawing). Balance the beak of the third bird on the end of your fingertip.
How it works:
In order for the center bird to fall off your fingertip, one of the two lower birds would first have to rise. This would cause the center of gravity to go up. Since the three birds want to keep their overall center of gravity as low as possible, the center bird remains on your fingertip.
More science fun:
Try different sizes of birds and different lengths of thread. How many birds can you hang from the center bird? How large can they be? How small?
U-SHAPED PAPER BALANCER
You will need:
Large index card, 5x8 inches (12.5 x 20 cm), 2 pennies (or other small coins), 4 toothpicks, tape
What to do:
Cut a U shape from a large index card. Tape a toothpick to the center bottom of the U, parallel to the two sides of the U. Tape a penny to each end of the U. Stiffen the U by taping three more toothpicks to it, as shown. Turn the U upside-down. Balance the toothpick on the end of your fingertip or on a pencil eraser. Swivel the U around on your fingertip. It will turn without falling off!
How it works:
The U swivels around without falling off your fingertip because its center of gravity is below the tip of the toothpick. The U does not tip over because it tends to keep its center of gravity as low as possible.
More science fun:
Experiment with objects lighter than pennies, such as buttons. How lightweight can the object be before the U tips over?
PENCIL AND NEWSPAPER BALL BALANCER
You will need:
Pencil, 2 pipe cleaners, newspaper, and masking tape
What to do:
Wad up a piece of newspaper into a ball and tape it to keep the ball from opening. Tape the ball to the end of a pipe cleaner. Repeat with a second piece of newspaper and pipe cleaner. Tape the other ends of each pipe cleaner 1 inch (2.5 cm) above the point of a pencil. Balance the point of the pencil on your fingertip.
How it works:
The pencil balances on your fingertip because the center of gravity of the pencil, pipe cleaners, and newspaper balls is below the tip of the pencil. The pencil does not fall over because it wants to keep as low a center of gravity as possible.
More science fan:
Change the length of the pipe cleaners. Change the size and weight of the newspaper balls. Try to push the pencil over. How easy (or hard) does it become when the length and size or weights increase?
PAPER CLIP AND PAPER BALL BALANCER
You will need:
Jumbo paper clip, 2 pipe cleaners, newspaper, masking tape
What to do:
Tape two pipe cleaners 0.5 inch (1 cm) from one end of a jumbo paper clip and on opposite sides (see drawing). Tape a newspaper ball to the free end of each of the pipe cleaners. Balance the paper clip on your finger.
How it works:
The paper clip balances on your fingertip because the center of gravity of the combined objects is below the tip of the paper clip. The paper clip does not fall over because it wants to keep as low a center of gravity as possible.
More science fun:
Substitute a chain of paper clips for each of the newspaper balls. How many paper clips does it take to give as much stability as the newspaper balls have?
BALANCING NEWSPAPER ROLLS
You will need:
Newspapers, masking tape, coat hanger
What to do:
Take 4 sheets of 23 x 27.5 inch (58 x 70 cm) newspaper and fold them together in quarters so they are l1.5 x l3.75 inches (29 x 35 cm). Roll them on the 13.75 inch side into a roll as seen in the diagram. Tape the roll so it doesn't unroll. Make 2 more rolls the same way. Tape two of the rolls to the corners of a coat hanger (see drawing). Insert the hook of the coat hanger into an end of the third tube. Balance the end of this tube on your fingertip.
How it works:
The center newspaper roll balances on your fingertip because the center of gravity of the combined objects is below the bottom of the roll. The roll does not fall over (unless tipped excessively) because it tends to keep as low a center of gravity as possible.
More science fun:
See how heavy the center roll can be before the balancing newspaper rolls structure tips over and falls off your finger.
DIVING BOARD MAN
You will need:
2 index cards, ice cream (craft) stick, flexible straw, tape
What to do:
Cut out a man and a shark from two index cards. Tape the short end of a flexible straw to the man's ankles, and the other end of the straw to the mouth of the shark. Bend the straw at a 30 to 45 degree angle, so the shark is directly below the man. Place the man's feet on the end of a craft stick plank. Hold the other end of the stick in your hand. The man will not fall over, but will instead tip back and forth as he peers nervously over the edge of the board, watching the shark!
How it works:
The man balances on the end of the board without falling off because the shark keeps the center of gravity below the man's feet. The man stays on the board (unless someone pushes him off, or he collapses and dies of fright) because he tends to keep as low a center of gravity as possible.
More science fun:
If the man is too heavy he will fall off the board. Try different sizes and weights of man and shark to see what weight of each is required for him to stay on the board!
You will need:
Index card, toothpick, scissors, and tape.
What to do:
Cut a circle from an index card. Next, push a toothpick through the center of the circle to make a top. Tape the toothpick to the circle. Grasp the toothpick and spin the top.
How it works:
The top spins because of centripetal force, which stabilizes the spinning disk. When the top slows down enough, it loses its stability and falls over. You can observe this same thing with a bicycle wheel. When your bicycle is going fast enough, it stays upright. However, when it goes too slow, the bicycle falls over, since the spinning wheels can no longer counteract the force of gravity, which wants to pull the bike over onto its side to give the lowest possible center of gravity.
More science fun:
Try different sizes of circles cut from index cards. How small or large can the circle become before the top no longer spins well? What size of circle gives the best spinning top?
CARDBOARD TUBE TUMBLER
You will need:
Cardboard tube from toilet paper, rock {or large metal nut or bolt), index card, masking tape
What to do:
Trace the circular end of the cardboard tube onto an index card in two places. Cut out the circles. Tape a circle to one end of the tube. Put a rock or large metal nut or bolt into the tube. Tape the second circle to the other end of the tube. Place the tube upright at the top of a flight of stairs. Tip it over (don't roll it). The tube will flip-flop end over end as it tumbles down the stairs.
How it works:
The rock or other heavy object inside rolls from one end to the other of the tube when the tube goes down the stairs. The rock tends to stay as low to the ground as possible because of gravity. As the tube tumbles, the momentum of the rock carries it to an unstable top-heavy position; the tube corrects itself by going to a stable bottom-heavy position. As long as the cardboard tube is tumbling quickly enough, the tube finds itself in the top-heavy position again, and the end-over-end tumbling process repeats.
More science fun:
What is the best weight and shape of rock or bolt or nut to use in the cardboard tube to give the best and longest tumbling action?
TOOTHPICK TOP
CHEMISTRY EXPERIMENTS
SOAP BOAT
You will need:
Index card, toothpick, soap, duct tape or other waterproof tape
What to do:
Cut a triangle from an index card. Bend (crease) the card slightly down the middle. Duct tape a toothpick to one end of the crease, so that half of the toothpick extends from the triangle. Stick a small piece of soap on the toothpick. Place the boat in a tray of water. The boat will move!
How it works:
Soap breaks the surface tension of water. Water becomes "thinner" where the soap dissolves. The laws of motion say that for every action there is an equal and opposite reaction. As the soap molecules push away from the boat and into the water, the boat pushes away from the soap that has just dissolved.
More science fun:
Try different types and brands of soap to see which works the best. Does soap that contains additives (such as skin conditioners) drive the boat forward as readily as a "pure" soap without additives, such as Ivory?
PAPER YELLOWING
You will need:
Different types of paper (newspaper, scratch paper, notebook paper, and good quality white printer paper)
What to do:
Bend pieces of different types of paper in half. Place the pieces of paper on a bright sunny window ledge, with half of each sticking up and the other half lying flat. Check the papers every few days to see which paper discolors the most. You can tell the degree to which this occurs by comparing the part of the paper that gets the Sun's rays with the part underneath that doesn't Low-quality paper such as newspaper will discolor (turn from white to yellow) faster than better quality paper.
How it works:
Low-quality paper is made using a process that has more acid in it. Acid, when heated by sunlight, causes paper to discolor more quickly. In addition, low-quality "white" paper is usually not as white as more expensive white paper. The darker the paper, the more sunlight it absorbs.
More science fun:
Cover part of each piece of paper with an object such as a toy block or paper doll. See how many days it takes for sunlight to create an outline of the object on your paper.
HIDDEN MESSAGE INVISIBLE INK
You will need:
Notebook paper; paintbrush, pipe cleaner, or toothpick; lemon juice; heat source (such as a lamp or a toaster)
What to do:
With lemon juice, write a secret message on a piece of notebook paper using a paintbrush, pipe cleaner, or toothpick to write. Allow the paper to dry for a couple of hours. Then hold it over a lamp or toaster to warm it up. The message will magically appear!
How it works:
After the lemon juice dries, a residue of organic solids is left behind on the paper. When heated, the solids char and darken, revealing the writing.
More science fun:
Try other liquids such as orange juice, apple juice, and milk. Do they work as well as lemon juice? Also try other kinds of paper. Which types of paper work best? Does a more absorbent paper such as newspaper work as well as a less absorbent paper such as notebook paper?
ELECTRICITY & MAGNETIC EXPERIMENTS
TISSUE PAPER DOLL'S STATIC CLING
You will need:
Tissue or toilet paper, scissors, piece of woolen fabric, plastic or polystyrene foam plate
What to do:
Cut a small doll shape from tissue or toilet paper. Place the doll on top of an inverted plastic or polystyrene foam plate (see drawing). Turn the plate over. The doll, now on the under side of the plate, will fall off. Place the doll back on top of the inverted plate. Rub the plate from below with a piece of woolen fabric. Turn the plate over so the doll is underneath again. Now the doll will stick to the plate!
How it works:
When the plate is rubbed with the woolen fabric, it develops a charge (because of static electricity). The doll is attracted to the charge and sticks to the plate.
More science fun:
Put more dolls on top of the plate. Rub the plate with the woolen fabric and turn the plate over. How many dolls can you add before they fall off?
MAGNETIC PAPER
You will need:
Paper or index card, metal object containing iron or steel (such as a metal washer or paper clip), tape, magnet, plastic or aluminum plate
What to do:
Place the iron-containing metal object on a piece of paper or on an index card. Fold the paper over the metal piece. Tape the edges of the paper together over the object. Place the paper and object on a plastic or aluminum plate. Hold a magnet under the plate and move it back and forth. The paper will move!
How it works:
The iron-containing metal object concealed in the paper is attracted to magnets. When you move a magnet under a nonmagnetic object such as a plastic or aluminum plate, magnetic force passes right through the plate, attracting the iron-containing object.
More science fun:
Test different metals to see which ones are attracted to the magnet when they are concealed in the paper. Try different sizes and shapes of iron-containing metal objects (such as bolts, nuts, and nails) to see which are most strongly attracted by the magnet.
FLYING THINGS
FLYING SPINNING PLATE
You will need:
Paper, plastic or polystyrene foam plate, 8 pennies or other coins, tape, scissors
What to do:
Cut all but 2 inch (.5 cm) of the curved edge from a paper, plastic, or polystyrene foam plate. Discard the outer rim. Tape 8 pennies at equal distances around the edge of the plate. Go outdoors and throw the plate outdoors, with a spinning motion, just as you would toss a commercially made flying disk, such as a Frisbee.
How it works:
When the plate is tossed, the coins around its edge make it heavier than it was without coins. As it flies through the air, the weighted plate spins for a longer period of time and has more stability than an unweighted plate. This stability is similar to that of a rotating bicycle wheel.
More science fun:
Try different sizes and types of plates. See how many and what type and weight of coins give the longest-flying and most stable flying plates.
AIRPLANE
You will need:
8.5 x 11 inch (22 x28 cm) notebook paper, tape
What to do:
Fold the paper in half down the long dimension (fig. 1). Fold the upper corners in so they meet at the center fold (fig. 2). Fold the outer edges of the parts you just turned in and part of the outer sides toward the center again (fig. 3). Fold the plane in half along the center crease (fig. 4) with the side folds on the outside. Fold down the sides of the wings 1 inch (2.5 cm) out from the center fold (fig. 5). Tape the nose of the plane (to keep the sides together and to add weight to the front of the plane). Fly your airplane!
How it works:
The airplane flies because it is lightweight, has a streamlined shape which cuts easily through air, and has wings which help to slow it as gravity pulls it to earth.
More science fun:
Make an airplane of very lightweight but still relatively stiff paper, such as onionskin paper. Does it fly better than one made with notebook paper?
INDEX CARD HELICOPTER
You will need:
Index card, jumbo paper clip, scissors
What to do:
Cut small rectangles out of two of the four corners of an index card (see fig. 2). Cut the card partway down the other long edge between halves A and B (fig. 3). Attach a paper clip to the bottom tab of the card. Bend the two blades A and B in opposite directions (fig. 4). Your helicopter is now ready to fly. Drop the helicopter from the top of some stairs, and watch it spin down, rotating all the Way to the floor!
How it works:
When air strikes blades A and B, air flows past the blades in opposite directions, giving a spinning motion to the helicopter. The weight of the paper clip keeps the bottom of the helicopter pointed toward the ground, holding the blades in position. As long as air keeps passing through the blades, the helicopter will to continue to spin.
More science fun:
Try different sizes and numbers of paper clips. Try different sizes of index cards. Try substituting less stiff paper in place of the index card.
INDEX CARD-STRAW HELICOPTER
You will need:
Index card, ballpoint pen, straw, scissors, masking tape, 2 paper clips
What to do:
Cut the largest square you can from an index card. Fold the square in quarters. Draw a blade on one of the four quarters of the card as shown (fig 2). Keep the card folded in quarters. With scissors, cut through the four layers of the card where the blade is marked, making sure to keep all four blades connected at the center. Open out the shape. With the tip of a ballpoint pen, push a hole through the center of the card. Stick a straw 0.5 inch (1 cm) into the hole (fig. 4); widen the hole as necessary. Attach two paper clips to the other end of the straw. Bend each of the edges of the helicopter blades a little, all in the same direction. Drop the helicopter from at least 5 feet (1.5 m) above the ground.
How it works:
Since the edges of the helicopter blades are all bent in the same direction, when air strikes the helicopter blades, the helicopter rotates as it falls through the air.
More science fun:
Try different sizes and numbers of paper clip weights. Try different sizes of index cards. Try substituting less stiff paper in place of the index card. What happens to the direction the helicopter spins in when you change the pitch (blade angle) of the blades to the opposite direction? Does the amount at which the blades are bent affect the speed of rotation of the helicopter?
PAPER PLATE HELICOPTER
You will need:
Paper, plastic, or polystyrene-foam plate, 4 flexible straws, tape
What to do:
Tape the long parts of 4 flexible straws together to make a straw column. Bend the short ends of the straws at right angles to the straw column. Keeping the short straw ends at equal distances apart and at right angles to each other, tape them to the top surface of a paper, plastic, or polystyrene foam plate. To fly the helicopter, turn it so the straws are underneath, and hold the straw column between both palms of your hands. Quickly move your hands in opposite directions, keeping pressure on the straw column. When you have moved your hands as far as you can, pull them away from the straw column. The helicopter will fly, spinning through the air!
How it works:
Rotating the straw column also rotates the attached plate. Since the plate has a greater diameter and mass than the straw column, this gives the helicopter significant spinning speed and stability. Think about the relationship of bicycle foot pedals to the rear tire. Depending upon the gear ratio, just one turn of the foot pedals can cause the much larger rear tire to rotate several times. This increases the speed at which the bicycle can go.
More science fun:
Try using more or fewer straws. How many straws give the best helicopter? What kind and size of plate is best?
You will need:
Paper or polystyrene foam plate, 4 plastic drinking straws, spool of strong thread or twine, crepe paper, plastic wrap, scissors, tape
What to do:
Cut the center out of a plate, leaving 0.5 inch (1 cm) rim. Discard the center and save the rim. Stick the end of one straw into the end of another straw. Tape them together. Repeat with 2 other straws. Tape the ends of one of the double-length straws (held horizontally) to the upper third of the under-surface of the plate rim. Tape the second double-length straw at right angles across the first straws on the diameter of the plate rim (see drawing). Cut off any parts of the straws that stick out past the edge of the rim. Tape plastic wrap to the rim, stretching it as you do so. Cut off any plastic
sticking out past the edge of the rim. Tape a 3-foot (1 m) long piece of crepe paper to the bottom of the kite. Tape the loose end of a spool of thread or twine to the vertical center of the kite on the plastic wrap surface (not on the straw), one-third from the top. Fly your kite! (It will fly nicely in a gentle breeze.)
How it works:
When air passes over and around the front part of a kite, an area of lower pressure is created on the back side. Lifted by the air pressure difference between its front and back sides, the kite rises.
More science fun:
Make kites from different sizes of plates. Which fly better paper plate or polystyrene foam plate kites? Experiment with where the thread is attached to the kite; depending on the wind, the best position for the thread may not be exactly one-third of the distance from the top of the kite.
FINGERTIP PALM ROCKET
You will need:
Lightweight paper
What to do:
Cut a lightweight piece of paper 1 1 A x 3 inches (3 x 7.5 cm). Wrap the strip around the end of your pointer into a curl (fig. 2). Twist about 1 A inch (2.5 cm) of the edge at the end of your pointer together into a tight cone (fig. 3). Make a circle with the thumb and pointer of your left hand. Put the rocket with twisted end up into the circle of your fingers so that it fits not too loosely or tightly (you may need to experiment to see which is the best way to hold it). Cup the other hand and strike the fingers around the rocket from underneath up. The rocket will shoot up into the air!
How it works:
Air from your cupped hand forces the rocket up. The better (tighter) the seal between the rocket and the inside of your hand, the farther the rocket will travel. Be sure not to squeeze the rocket too tightly, or it will not leave your hand.
More science fun:
Experiment with different sizes and weights of palm rockets. Compare them with rockets made from other materials, such as chewing gum wrappers or aluminum foil.
You will need:
Paper, toaster, thread, scissors, tape
What to do:
Cut a piece of paper into a spiral-shaped snake. Tape a piece of thread to the snake's tail and hold it over a toaster. The snake will slowly turn!
How it works:
Hot air rising from the toaster pushes on the edges of the snake's spiral-shaped body. The snake rotates because the direction of the air rising through the snake is changed from rising straight up to rising in a spiral. The snake turns in the direction of the air flow.
More science fun:
Create different sizes and shapes of snakes to see which will rotate the best.
PAPER INSULATES WATER GLASS
You will need:
Brown grocery paper bag or other heavyweight paper, 2 drinking glasses, ice water, hot water
What to do:
Wrap one of two drinking glasses with heavyweight paper. Fill both glasses with ice water. In which glass does the ice melt faster? Repeat this experiment with hot water. Which of the two glasses cools off (loses heat) most quickly?
How it works:
Paper insulates the drinking glass. An insulator keeps heat from being gained (by the glass of ice water) or lost (by the glass of hot water). Exposed to the outside air, the uninsulated glass comes to the same temperature as its surroundings more quickly than the insulated glass does. Thermos™ vacuum bottles conserve heat and cold in the same way, and have a vacuum (a place with no air) between their glass or plastic insulating walls. A vacuum is an outstanding insulator, since it does not conduct heat.
More science fun:
Try different weights and types of paper. Which types make the best insulators? Does wet paper insulate as well as dry paper does? Do an experiment to find out
HEAT EXPERIMENTS
SPINNING SPIRAL SNAKE
BLACK AND WHITE PAPER ON A SUNNY DAY
You will need:
2 drinking glasses or jars, black paper, white paper, tape
What to do:
Wrap two drinking glasses or jars with paper—one glass with black paper, the other with white paper. Place both jars outside on a bright, sunny day. Check the temperatures of the jars after they have been standing l /2 to 1 hour. Which is hotter?
How it works:
The jar wrapped with black paper heats up more than the jar wrapped with white paper. This is because black paper absorbs, and white paper reflects, the sun's rays. When the rays are absorbed by a dark material such as black paper, they are converted from radiant energy to heat energy.
More science fun:
Wrap glasses with other materials, such as aluminum foil or plastic. Do any of the glasses heat as much as they did with the black paper? Do they all heat up more than the glass wrapped with white paper? Note in particular how hot or cool the foil-wrapped glass is; foil reflects the sun's rays.
PINHOLE VISION-IMPROVER
You will need:
Index card or paper, thumbtack or pin, book
What to do:
With a thumbtack or pin, push a small hole in an index card or paper. Look at the small letters in a book through the paper pinhole. If you are nearsighted and wear glasses, take off your glasses. You will see both near and faraway objects more clearly through the pinhole than you do if you look at them without the aid of the pinhole.
How it works:
When light rays reflected from the book pass through the tiny hole in the index card, the rays are pushed more closely together. The light rays become focused by a small part of the eye's lens on the retina (the light-sensitive back of the eye). This focusing effect causes blurred images to become clearer.
More science fun:
Change the size of the pinhole. How large can the hole be before it no longer clarifies images?
TOP CHANGES STRAIGHT TO CIRCULAR LINES
You will need:
Index card, black marker, toothpick, ruler, masking tape, compass
What to do:
Draw eight parallel lines on an index card with a black marker. Cut a 2 l / 2 inch (6 cm) circle from the card. Push a toothpick through the center of the circle and tape the toothpick in place. With your thumb and forefinger, spin the toothpick shaft quickly. The card's straight lines will seem to change into circular lines! Also, you may see spots of color in the white spaces. If the disk is lit by a fluorescent light as it slows down, the disk's lines will seem to first go in one direction, briefly stand still, and then reverse direction.
How it works:
This optical illusion is caused by the brain's being fooled by the spinning disk and its interaction with light. The eye interprets the eight straight lines as four concentric circles, with rings of dark lines separated by white spaces. The spots of color that may be seen in the white bands are caused by the brain's subtracting out one color more than others as black areas sweep over the white areas. The reason the lines change direction under fluorescent light as the disk slows down is that fluorescent light acts like a high-speed strobe light. Unlike an incandescent light, which glows continuously, fluorescent lights blink on and off at a speed that is normally too fast for the human eye to detect But if spun fast enough, the disk will show the high-speed blinking of the fluorescent light.
More science fun:
Make different sizes of disks. How many disks can you spin at the same time? Do they all show the same optical illusions?
TOP CHANGES BLACK CURVED LINES TO COLORS
You will need:
Index card, black marker, toothpick, ruler, masking tape, compass
What to do:
Draw and cut out a 2Vz inch (6 cm) circle from an index card. With a black marker, draw the pattern shown on the circle. Push a toothpick through the center of the circle and tape it in place. Spin the toothpick shaft quickly. You will see colors appear! When you reverse the direction of spin, the colors change!
How it works:
his optical illusion is caused by the brain's being fooled into thinking that the alternating regions of black and white are instead colored. White is all colors mixed together. Black is the absence of colors. When the eye sees a blurry combination of white and black, it interprets it as a color. The nature of the color depends upon how much black is "mixed" with the white region, and how fast (and in what direction) the disk is spinning.
More science fun:
Draw different patterns on the disks. Do you see other optical illusions when you spin the disks? Do you see more colors? Fewer colors? Other colors? How intense (bright) are the colors?
BLACK-AND-WHITE TO COLOR SPINNING DISK
You will need:
large, 5 x 8 inch (12.5 x 20 cm) index card, 8 feet (2.5 m) string, scissors, tape, ballpoint pen, black marker, toothpick, compass
What to do:
With a compass, draw a 5 inch (13 cm) circle on an index card and cut it out. Draw black patterns on the circle as shown.
With a ballpoint pen, punch two holes, 1 inch (2.5 cm) apart
from each other, and each 0.5 inch (1 cm) from the center of the circle. Push part of the string through one hole, then through the other hole. Tie the ends of the string together. Adjust the string so that the disk is at right angles to the string. Tape a toothpick to the string and to one side of the disk. Grasp the ends of the string, with one loop in each hand. Move both hands together in a circular motion, causing the disk to rotate. The string will wind up tightly. Now pull your hands apart quickly. The disk will spin rapidly; causing colors to appear (look quickly, before the disk slows down!)
How it works:
When the wheel is spun, the alternating regions of black and white become a blur to the eye. Since the brain cannot distinguish between the black and white regions, it attempts to compensate by seeing them as a color. The nature of the color depends upon how much black is "mixed" with the white region, and how fast (and in what direction) the disk is spinning.
More science fun:
Draw different patterns on other disks. Which patterns give the most easily seen colors when the wheels are spun?
COLOR-MIXING WHEEL
You will need:
Large, 5 x 8 inch (12.5 x 20 cm) index card, 8 feet (2.5 m) of string, colored markers, ballpoint pen, scissors, tape, toothpick, compass
What to do:
Using a compass, draw a 5 inch (12.5 cm) circle on an index card and cut it out. Draw wedges of different colors
from the center of the circle. With a ballpoint pen, punch two holes, 1 inch (2.5 cm) apart from each other, and each 0.5 inch (1 cm) from the center of the circle. Push part of the string through one hole, then through the other hole. Tie the ends of the string together. Adjust the string so that the disk is at right angles to the string. Tape a toothpick to the string and to one side of the disk. Grasp the ends of the string, with one loop in each hand. Move both hands together in a circular motion, causing the disk to rotate. The string will wind up tightly. Now pull your hands apart quickly. The disk will spin rapidly. As the disk spins, its colors blend, causing the disk to appear gray or light black.
How it works:
When the wheel is spinning rapidly, the human brain cannot distinguish the colors on the wheel, so it interprets them as a single color. If the disk has approximately equal-sized wedges of several colors, the disk will appear gray or graybrown. If the disk contains mostly one color, then the disk when spun will display that color, but it will look duller (grayer) than the color of the disk at rest
More science fun:
Change the relative sizes of the wedges. How does this affect the spinning disk's color and the intensity (brightness) of the color?
MOTION AND INTERTIA EXPERIMENTS
ROLLING STAR HOOP
You will need:
2 paper plates, scissors, tape, ballpoint pen
What to do:
Tape the bottoms of two paper plates together, making sure that the outer edges are lined up. Punch a hole in the center with a ballpoint pen. Cut away a circle in the center of the plates, leaving a few inches before the rim. Cut 8 or more triangles through the remaining parts of both plates, but don't cut through the rims. Bend out all of the triangles away from the plate center towards the rim so that half of the triangles are pointed to one rim, half to the other (see picture). You now have a star hoop! Take it outside on a breezy day and stand it on its edge. It rolls down the sidewalk or street when it catches the breeze!
How it works:
The wind catches the ends of the triangular-shaped pieces sticking out from the hoop. The force of the wind against the pieces causes the hoop to roll.
More science fun: Change the size and number of the triangles on the Star Hoop. What size and number give the best (fastest moving) Star Hoop?
PAPER DROP TRICK
You will need:
Thin strip of writing paper (or index card or dollar bill)
What to do:
Hold a thin strip of writing paper (or index card or dollar bill) pointing downward between your thumb and forefinger. Ask a friend to place a thumb and forefinger about 1 inch (2.5 cm) below where you're holding the paper. Challenge your friend to catch the paper when you drop it. Drop the paper. She or he will not be able to catch it!
How it works:
Human reflexes are too slow (about 0.5. second) to catch the dropping piece of paper. By the time that the message that the paper has been released has been sent from your friend's eyes to his brain and then back from his brain to his hand and finger muscles it is too late—the paper has already dropped through his fingers!
More science fun:
How far above your friend's fingers you can hold the piece of paper without his being able to catch the paper when it is dropped? Does the shape of or weight of the paper make a difference in how readily it can be caught?
You will need:
Index card, coin, and drinking glass
What to do:
Place a coin on top of an index card. Place the index card on the mouth of a drinking glass. With your thumb and forefinger, flick the index card quickly away from the glass. The coin will fall straight down into the glass!
How it works:
COIN DROP INTO GLASS
The coin wants to stay in one place when the index card is flicked away from underneath it because of a property of matter called inertia. Inertia is the property that an object has to remain in its current location. Objects at rest tend to remain at rest. Similarly, objects in motion tend to remain in motion.
More science fun:
Try different sizes of coins and index cards to see which sizes work the best. Note: if you do not flick the card fast enough, the coin will move off the glass along with the index card and will not fall into the glass. How quickly must you flick the index card in order for the coin to drop straight into the glass?
STATIONARY ERASER ON PAPER STRIP
You will need:
Rectangular pencil eraser, 1x5 inch (2.5 x 13 cm) strip of paper, ruler or pencil
What to do:
Place a pencil eraser on one end of a 1 x 5 inch piece of paper. Position the eraser and paper so that 3 to 4 inches (7.5 to 10 cm) of the paper is hanging over the edge of a table. Grasp the hanging end with one hand. With a ruler or pencil, strike the paper strip abruptly close to the edge of the table. The paper will be pulled out from underneath the eraser, and the eraser will stay on the table. If you do this quickly enough, the eraser may even remain upright without falling over!
How it works:
Objects at rest tend to remain at rest, just as objects in motion tend to remain in motion unless acted on by outside forces. The eraser is not pulled off the table along with the paper because the eraser's inertia keeps it in place. If you were to pull the paper too slowly, both eraser and paper would fall off the table.
More science fun:
Try other objects in place of the pencil eraser, such as a chalkboard eraser, a heavy metal bolt, or a spoon. Does the weight of the object affect its ability to stay in one place?
PROPELLER
You will need:
Index card, pen, straw, scissors, masking tape, toothpick
What to do:
Cut the largest square you can from the index card. Fold it in quarters (fig. 1). Draw a blade on one of the four quarters of the card (fig. 2). With scissors, cut through the four layers of the card where the blade is marked, making sure to keep all four blades connected at the center. Unfold the cut shape (fig. 3). Stick a toothpick halfway through the center of the shape. Bend each of the edges of the helicopter blades a little, all in the same direction. Place the bottom part of the toothpick into one end of a soda straw. Blow on the side of the index card blades. The toothpick (and blades) will rotate while resting in the straw center of card
How it works:
Since the blades of the propeller are all bent in the same direction, the propeller turns when you blow on it.
More science fun:
Try different sizes of propellers. What happens to the direction the helicopter spins in when you change the pitch (blade angle) of the blades to the opposite direction? Does the amount which the blades are bent affect how easily the propeller turns?
PINWHEEL
You will need:
Square piece of paper 4 to 6 inches (10 to 15 cm) on each edge, paper clip, soda straw, scissors
What to do:
Cut a pinwheel with four joined blades from a 4 to 6 inch square piece of paper as you did for the propeller (page 69). Bend up a corner of each blade. Unbend one end of a paper clip. Push the end of the paper clip first through the center of the blades, then through the top of a soda straw (see drawing). Bend the end of the paper clip around again to keep it from falling out of the straw. Your pinwheel will easily rotate (spin) if you blow on it; take it outside on a windy day, or walk around with it.
How it works:
The pinwheel rotates because the blades on the wheel are all pointed in the same direction. When air hits the blades, the pinwheel rotates.
More science fan:
Change the angle of the blades. Try larger or smaller blades. Which size and shape works the best?
CARDBOARD TUBE BALL TWIRLER
You will need:
Cardboard toilet paper tube, paper, string, scissors, and masking tape
What to do:
Crumple up two fist-sized paper balls, one larger than the other. Cut a piece of string 2 feet (60 cm) long. Pull the string through a toilet paper tube, with equal lengths sticking out of both ends of the tube. Tape one of the paper balls to -one end of the string and the other paper ball to the other end. Hold the toilet paper tube upright, with the larger ball on the bottom and the smaller
ball on the top. The heavier and larger ball will drop, pulling the lighter and smaller ball up against the top of the tube. Now twirl the tube around. The small ball jumps away from the top of the tube, in a circular path around the tube. As this happens, the large ball is pulled up against the bottom of the tube.
How it works:
The light small ball surprisingly pulls up the heavy large ball when the tube is moved in a circle. This is because centripetal force of the small ball is greater than the gravitational force difference between the large ball and the small ball. The faster the ball and string are swinging around the toilet paper tube, the more quickly the large ball is pulled up.
More science fun:
Change the size (and weight) of the balls. How light can the small ball be before it is no longer able to pull up the large ball?
OATMEAL CARTON COME-BACK CAN
You will need:
Oatmeal carton (including lid), ballpoint pen, large rubber band, heavy metal weight such as a bolt or nut, 2 nails or large paper clips
What to do:
Punch holes in the centers of both ends of an oatmeal carton with a ballpoint pen or nail. Hang a heavy metal weight such as a bolt or nut on the center of the rubber band, inside the carton. Push an end of the rubber band through each end of the carton. Close the lid. Attach the ends of the rubber band to the outside ends of the carton by putting nails or paper clips through the rubber band loop and taping them in place. Roll the can along the floor. At the end of its roll away from you, it will roll back to you!
How it works:
As the can rolls forward, it stores energy in the rubber band, which twists. At the end of the forward roll, the woundup rubber band transfers energy back to the can, causing the can to roll back to you.
More science fun:
Vary the weight of the object inside the can. Vary the size and length of the rubber band. Also try multiple rubber bands. Which returns to you more quickly: a can having just one rubber band or a can with three rubber bands?
NOISE & NOISE MAKERS
PAPER CRUMPLING
You will need:
Paper (notebook, construction, and other types)
What to do:
Slowly crumple a piece of notebook paper. Note the sound that it makes. Now crumple another piece of notebook paper, this time more quickly. The sound is louder than when it is crumpled slowly.
How it works:
Sound is created when paper fibers rub against each other. The more brittle the paper and the more quickly it is crumpled, the louder the sound.
More science fun:
Crumple different types of paper. Which types make the most noise?
POPPING PAPER BAG
You will need:
Brown paper bags (lunch size and large grocery size), masking or duct tape
What to do:
Stick your hand inside a small (lunch size) brown paper bag. Shake the bag if needed to fully open it up. Tape the top shut. Lay the bag on the floor and quickly jump onto it. The bag will give a loud popping sound.
How it works:
When the bag is stepped on and ruptures, the loud sound you hear is caused by the sudden release of air. The quicker the release of air, the louder the sound.
More science fun:
Open up, tape, and pop a large brown paper grocery bag. Does the larger bag give a louder sound than the smaller lunch bag?
You will need:
2 sheets of writing paper
What to do:
Hold two sheets of writing paper against each other. Blow between them. You will hear a buzzing sound.
How it works:
The paper sheets are drawn together because moving air between them has a lower pressure than the air on the outside of the sheets. The papers pull together and push apart several times per second. This repeated contact makes a buzzing sound.
More science fan:
Try different types, weights, stiffness, and sizes of paper sheets. Which give the loudest sound?
EXPLODING ORANGE JUICE CARTON
You will need:
Small, 0.5 to 1 pint (.2 to .47 L) orange juice or milk carton
What to do:
Close the top of an empty small orange juice or milk carton. Place the carton on a hard surface, such as a tile floor or a sidewalk. Quickly smash the carton with your foot. It will "explode" with a very loud noise.
How it works:
The sound of the carton "exploding" is created by the sudden release of air. The quicker the release and the greater the amount of air which is released, the louder the sound. Juice and milk cartons will normally produce a louder noise than paper bags. This is because the cardboard of juice and milk cartons is stiffer (and less leaky) than the paper in paper bags.
More science fun:
Try larger, 1 quart or 0.50 gallon (1 L or 3.8 L) juice or milk cartons. When stomped upon, do these sizes make a louder noise than the smaller cartons?
BUZZING PAPER SHEETS
SCREECH WHISTLE
You will need:
1.5 x 4 inch (4 x 10 cm) piece of paper, scissors
What to do:
Bend the paper strip in half widthwise, giving a 2 inch long (5 cm) V-shaped piece. Bend up the ends of the V by 0.5 inch (1 cm). Cut a 0.5 inch (1 cm) slit in the center of the paper. Hold the ends of the paper strip to your lips and blow through the open (V-shaped) part of the paper strip. You will get a hideous screeching sound!
How it works:
The paper whistle vibrates as air passes between the sheets of paper and out through the sides of the paper strip and the slit at the middle of the strip. Because the pressure of moving air is lower than the pressure of static (still) air, the opposite sides of the paper strip and edges of the slit in the paper are drawn together. The buzzing sound is caused by the repeated contact of the sides and edges of the paper and slits as they rapidly pull together and push apart.
More science fun:
Experiment with different sizes and types of paper to see which give the best sounds.
OATMEAL CARTON DRUM
You will need:
Oatmeal carton, plastic wrap, large rubber band or duct tape, pencil or pen
What to do:
Remove the lid from an oatmeal carton. Wrap the mouth of the carton with plastic wrap. Tightly secure the wrap in place with a large rubber band or with duct tape. Tap gently on the wrap with a pen or pencil to make drum beats.
How it works:
When you tap on the plastic wrap, kinetic energy from the moving pen or pencil is converted into sound, another form of energy.
More science fun:
Try stretching plastic wrap over the mouths of other containers, such as drinking glasses or empty peanut butter jars. Do they sound different from the oatmeal carton? Which give the loudest sounds?
CARDBOARD TUBE KAZOO
What to do:
Cut a small hole near the end of a toilet paper tube. Wrap waxed paper around the end of the tube. Fasten the paper in place with a rubber band. Blow into the other end of the tube. You will get a buzzing sound. By changing the pitch of your voice (humming), you can make music with your kazoo!
How it works:
As air is blown into one end of the tube it escapes from the other (waxed paper) end. The waxed paper vibrates against the toilet paper tube, producing sound. The sound hole helps to regulate the air flow. The larger the hole, the less air that passes between the waxed paper and the end of the toilet paper tube.
More science fun:
Try other types of paper, such as tissue paper or newspaper. Which type makes the best and loudest sounds?
FLAPPING WASHER SURPRISE
You will need:
3x5 inch (7.5 x 13 cm) index card, metal washer, 2 rubber bands, and masking tape
What to do:
Loop two rubber bands through a metal washer. Tape the free ends of the rubber bands to a 3 x 5 inch (7.5 x 13 cm) index card. Flip the washer over and over many times, until the rubber bands are tight. Then slip the index card into an envelope. Hand the envelope to a friend. When a friend opens the envelope, your Flapping Washer Surprise will jump around and make lots of noise!
How it works:
When the index card is pulled out of the envelope, the washer and rubber bands, no longer held flat inside the envelope, are free to unwind. The loud rattling noise which you hear is created by the washer as it flaps rapidly and repeatedly against the index card.
More science fun:
Hide the "Surprise" in other places, such as under a book, under a dinner plate, or under a sofa pillow. Watch how excited the next person will be who finds it!
STRING AND BUTTON TRAP
You will need:
2 buttons or coins, string, paper, scissors, duct tape
What to do:
Duct-tape a button or coin to each of the ends of a piece of string which is 1 foot (30 cm) long. Cut a hole that is slightly less than the diameter of the button or coin in a piece of paper. Try to get one button through the hole. You can't do it unless you crease the paper in half across the center of the hole. The button on one side of the hole can be pulled through the hole to meet the other button if you bend the paper in half while pulling on the string.
How it works:
By bending the paper, the hole is made just large enough to accommodate the diameter of the button. Although the circle does not change in its overall circumference, by distorting the circle into an ellipse (in which one axis longer than the other axis), you provide enough room for the button to be pulled through. The long axis of the ellipse is wider than the diameter of the button. Since the button is thin relative to the shorter axis of the (now) elliptical hole, it can still squeeze through.
More science fun:
How small can the hole be before the button or coin can no longer be pulled through it? Try to pull other small flat round objects, such as checkers, through the hole.
DOLLAR BILL PAPER CUP TRICK
You will need:
Dollar bill or other paper money or equally strong piece of paper, size about 3x6 inches (7.5 x 16 cm), 2 jumbo paper clips
What to do:
Fold a dollar bill in thirds along its length into an S shape. Fasten one of the paper clips over one.
Looking down at die top edge of the folded dollar bill, you will see the S shape shown. Small arrows are positions of paper clips of the ends of the bill and the center fold (see drawing).
Fasten the other paper clip over the other end in the same way. Each clip must pinch together two (and not three) thicknesses of the dollar bill. Make sure that the paper clips pinch the bill as shown in the "correct" drawing. Grasp one end of the bill with one hand and the other end of the bill with your other hand. Pull quickly. The paper clips will pop off the bill, linked together! Without your touching the paper clips, they have magically linked themselves together with a simple flick of your wrists!
How it works:
By clipping the paper clips as described, when the dollar bill is pulled apart, one clip is forced to slide up into the loop of the other clip, linking it. To see exactly how this happens, pull die bill apart very slowly.
More science fun:
Try other types and sizes of paper and paper clips. Which ones work the best?
INCREDIBLE EXPANDING ZIG-ZAG LOOP
You will need:
Piece of notebook-sized or larger paper, scissors
What to do:
Fold a piece of notebook-sized paper in half along its long axis. Cut along the center of the fold, leaving 0.5 inch (1 cm) uncut at each end. Now cut thin slits into the folded and non-folded edges of the paper, alternating from one edge to the other. Cut both thicknesses at the same time, being careful to avoid cutting into the last 0.5 inch (cm) on each end of the paper. When you unfold the paper, you will find a loop that you (plus even a friend or two) can step into and pull up over your heads!
How it works:
By cutting a long continuous winding path in the paper, you create a "hole" (paper loop) which is apparently bigger than the paper itself. The original paper perimeter (distance around all four edges) did not allow you to cut an ordinary hole that would be large enough for you to fit through. However, the length of the paper loop is not restricted to the length of the original perimeter. By cutting slits back and forth in the folded paper, a new and much longer perimeter is created. The length of this perimeter is limited only to how narrow you can cut the slits. The narrower the slits, the longer the perimeter, and the larger the hole.
More science fun:
Although the paper loop can theoretically be made as large as you wish, its size is limited by the strength of the paper and the degree of precision with which you can cut. The thinner the cuts, the more likely the paper will tear. How large can you make the loop without having it tear?
MOBIUS STRIP
You will need:
4 sheets of notebook paper, tape, marker
What to do:
Place four sheets of notebook paper end to end and tape them together. Twist one end of this long piece of paper and tape it to the other (untwisted) end (connect A corners to B corners; see drawing). You now have a closed loop with a single twist This interesting loop is called a Mobius Strip. With a marker, draw a line down the center of the loop until you come back to where you started. You will find that the paper is marked on "both" sides of the loop! Since you have not lifted your marker from the paper, this proves this loop of paper has just one side! Now cut the loop down the center. How many loops did you get? How many were you expecting? Cut this longer loop down the center. How many loops did you get this time? How many were you expecting? Is there anything unusual about them?
How it works:
The topology (surface geometry) of an object such as a Mobius Strip is highly unusual. The loop gives you three surprises:
1. It has only one side, not two!
2. When cut down the middle the first time, it does not give the expected two loops, but rather one longer loop!
3. This longer loop, when cut down its center again, gives two interlocked loops!
More science fun:
Cut each of the interlocked loops down the middle. Did you get the number of loops that you expected? Make another Mobius strip. This time, do not cut it down the middle (1/2 to 1/2 ratio), but instead cut it into a 1/3 to 2/3 ratio. Any surprises? (You should get two interlocked loops, one of them twice as long as the other one!)
WATER EXPERIMENTS
PAPER DRINKING CUP
You will need:
Large index card, 5x8 inches (12 x 20 cm),
water
What to do:
Fold an index card in half, then in half again at right angles to the first fold. Cut a quarter circle shape from the four stacked layers (see diagram). Open the cup by pulling out one of the outside layers from the other three layers.
How it works:
The bottom of the pocket (the pocket formed when the outside layer is pulled away from the other layers) is the center (C) of the index card before it was folded. Water remains in the cup pocket until it eventually soaks through the paper of the index card.
More science fun:
Place waxed paper or aluminum foil on top of the index card before folding and cutting the card. These cups, lined with water-resistant waxed paper or waterproof aluminum foil, will hold water much longer than a plain paper index card will.
PAPER IN WATER
You will need:
Paper (different types), water, and dishpan
What to do:
Place different kinds of paper in a dishpan of water. Which types fall apart most quickly? A good assortment of paper to try include: toilet paper, tissue paper, waxed paper, notebook paper, paper towels, and brown grocery bags.
How it works:
The more absorbent and thinner the paper, the more quickly it falls apart in water. Paper is made by grinding up wood pulp with water, adding a few other ingredients, and then removing excess water. Therefore, by adding water to paper, you are reversing the paper-making process.
More science fun:
Does paper fall apart faster in hot water than in room-temperature water? How quickly does it fall apart in ice-cold water?
You will need:
Paper towel, water
What to do:
Place a wet paper towel outdoors on a sunny day and also on a cloudy day. Does the towel dry fester than on the sunny day or on the cloudy day? Do the same experiment on breezy and calm days. Does the towel dry faster on a breezy day or on a calm day?
OUTDOOR PAPER TOWEL DRYING
How it works:
The paper towel dries out faster on a sunny day than on a cloudy day because radiant heat from the sun encourages the moisture in the paper towel to evaporate. Warm water has a higher vapor pressure than cold water, so warm water evaporates faster than cold water. The paper towel dries out fester on a breezy day than on a calm day because moving air carries off water faster than calm air. The air over a moist paper towel becomes saturated with water vapor on a calm day, but not on a breezy day.
More science fun:
Try this same experiment on a cold wintry day, when ice and snow are on the ground. Do ice and snow disappear faster on sunny and breezy days than on cloudy and calm days?
WET PAPER TOWEL COOL TWIRL
You will need:
Paper towel, string, waterproof tape such as duct tape, water
What to do:
Tape a piece of string to a paper towel with a waterproof tape such as duct tape. Twirl the towel over your head, holding onto the string. Did the towel cool off? (It will not unless it is wet.) Now wet the paper towel and twirl it again. It will get cold.
How it works:
Air passing across the surface of the moist paper towel evaporates the water absorbed in the towel. In order for water to evaporate, it must absorb heat from something. That "something" is the towel. As the water vapor gains heat in order to evaporate, the towel loses heat. A towel that loses heat becomes a cold towel.
More science fun:
Does the towel cool off faster or become colder if it is twirled faster? Does it cool off faster on a hot day or on a cold day? Does it cool off fester after a rainstorm or just before a rainstorm?
PAPIER-MACHE MOUNTAIN AND TREES
You will need:
Paper towels, school glue, cornstarch, water, toothpicks, plastic bowl
What to do:
Mix together cornstarch (4 tablespoons) and school glue (2 tablespoons) in a plastic bowl. Add just enough water (about 4 tablespoons) to make a thick paste. Tear a paper towel into 4 equal-sized pieces. Mix one of the pieces with the paste. Shape the paste into a small mountain. Stick toothpicks into the mountain; these toothpicks are the trees growing on your-mountain. To speed drying, place the mountain and plastic bowl in a microwave oven and cook it for no more than 30 seconds at a time. Take the bowl out after each 30-second interval to see if the mountain has dried enough for the toothpicks to become glued to the mountain. Add treetops by sticking tiny globs of the pasty paper towel (called papier-mâché) to the tips of the toothpicks.
How it works:
Glue and cornstarch bind paper fibers together. You can easily craft shapes from papier-mâché. When the shapes dry, they hold together very well, much better than shapes made from wet paper alone.
More science fun:
Try different combinations of paper, glue, cornstarch, and water in a dishpan to see which gives the best (most easily shaped) paper structures. Which types of paper and glue work the best? Add some color to your creation as you make it by mixing brown food coloring (red + yellow + green) to the mountain and green food coloring (blue + yellow) to the treetops.
FILTER PAPER FUNNEL
You will need:
Paper drinking cup, paper towel, toothpick, wide-mouth jar or glass, orange juice or other mixture
What to do:
Place a paper drinking cup over the mouth of a wide-mouth jar. Punch a hole in the bottom of the cup with a toothpick. Fold a paper towel the same way that the paper drinking cup was folded. Place the folded paper towel into the cup. You have made a filter funnel. The paper towel is the filter, and the paper drinking cup is the funnel. Pour a mixture such as orange juice into the filter funnel. The liquid will pass through the filter, and the solids will stay behind on the surface of the paper towel.
How it works:
The fibers of the paper towel separate larger particles such as bits of orange from liquid. Particles smaller than the distance between the fibers of the towel will pass through; particles that are larger will not
More science fun:
Try other liquids that have particles in them, such as soups, juices, and hot chocolate with marsh-mallows.
BUBBLE SHEET
You will need:
Waxed paper, paper towel, scissors, duct tape or other waterproof tape, dishwashing liquid, water, jar
What to do:
Duct-tape a small piece of paper towel to the center of a sheet of waxed paper. Cut a hole in the center of both. Dip this hole into a bubble solution (1 part dishwashing liquid, 10 parts water). Wave the paper towel/waxed paper bubble sheet through the air. Lots of bubbles will come out of the hole!
How it works:
Dishwashing liquid, when mixed with the correct ratio of water, forms nice bubbles. The absorbent edges of the paper towel soak up lots of bubble solution. As bubbles form, bubble solution is drawn to the edges of the hole, giving even more bubbles.
More science fun:
Try different ratios of dishwashing liquid to water. Is 1 to 10 the best ratio? Try different brands of dishwashing liquid. Does the brand of dishwashing liquid change what the best ratio is?
WATER DROPS ON PAPER
You will need:
Paper (waxed and other types), water, toothpick, dishwashing liquid
What to do:
Place three different kinds of paper next to each another: nonabsorbent (waxed), semi-absorbent (notebook paper, index cards, brown paper bags), and absorbent (tissue and toilet paper, paper towels). Drop one or two drops of water on each one. Which type of paper has drops that are the roundest? What happens to the drop when you touch it with a toothpick moistened with dishwashing liquid?
How it works:
Nonabsorbent paper, such as waxed paper, gives drops that are roundest This is because water is repelled by (is pushed away by) wax. Semi-absorbent paper such as notebook paper is partially wetted. Since water is somewhat attracted to this type of paper, the drops are less rounded and spread out more. Absorbent paper (such as a paper towel) is attracted to water so much that a water drop cannot stay on top of the paper's surface at all. A split second after dropping onto the paper towel, the water drop completely disappears into the fibers of the towel.
More science fun:
Dishwashing liquid, or any soap, lowers the surface tension of water. When soap touches water drops sitting on waxed paper, they become much less rounded, and they quickly spread out over the waxy surface of the paper. Which brands of dishwashing liquid cause water drops to spread out the fastest?
PAPER TOWEL AND TOILET PAPER CAPILLARY PULL
You will need:
Paper towel, toilet paper, water, 2 dinner plates, ruler
What to do:
Dip a paper towel and a strip of toilet paper into two dinner plates containing water that is 0.25 inch deep (0.5 cm). Watch the water climb up the papers. Which of these two types of absorbent paper gives the fastest rate of water climb?
How it works:
The finer and more extensive the fibers within the paper towel or toilet paper, the more effective the capillary action and the more quickly water will be drawn up into it.
More science fun:
Try different brands of paper towels and toilet paper. Which brand gives the fastest rate of water climb? Which gives the slowest? The towel or toilet paper that gives the fastest water rise is the one which will probably soak up water the fastest. This is also a good test to measure the quality of brands of paper towels or toilet paper.
"Capillary action is the tendency of liquids in little tubes to rise in the tubes. Paper fibers act like little tubes and pull the water into the paper.
PAPER TOWEL CAPILLARY SIPHON TUBE
You will need:
3 paper towels (connected and not torn), two glasses (tall and short), water, food coloring
What to do:
Take the three connected (uncut) paper towels. Wrap them into a roll along their long side. Moisten the entire towel by dipping the towels into a tray of water. Stick one end of the towel roll into a tall glass that has been filled with water. Stick the other end into an empty short glass. Make sure that the end going into the short glass is lower than the end that is in the tall glass. In just a few moments, water will begin dripping into the short glass.
This will continue as long as the water level in the tall glass is higher than that in the short glass, as long as the end of the towel stuck into the tall glass is still immersed in water.
How it works:
Siphoning (water running up, then down, to an point lower than where it started from) takes place because of the capillary action of the towel, where water flows through tiny channels in the paper fibers, seeking to reach as low a level as possible.
More science fun:
Do an experiment to find out what gives better (faster) siphoning: a large vertical distance between the bottoms of the two glasses or a short vertical distance. As another experiment, siphon water containing one food color into a glass containing a different food color. Do you get a surprising new color?
COLORED WATER CAPILLARY PULL: COLOR CHANGE SURPRISE
You will need:
White paper towel, dinner plate, water, food coloring, ruler
What to do:
Sprinkle a few drops of blue food coloring into a dinner plate containing 0.1 inch (.3 cm) of water. Draw a line with yellow food coloring across a paper towel halfway up. Dip an edge of this paper towel that is parallel to the yellow band) into the water colored with blue food coloring. Hold up the towel as the blue food coloring rises up into the towel by capillary action. When the blue food coloring reaches the yellow band, the band will turn green!
How it works:
Green color results when blue and yellow colors mix. Blue and yellow are two of the three primary colors (the other is red) which when mixed produce other colors.
More science fun:
Try other types of color combinations: red + blue gives violet; red + yellow gives orange; red + yellow + green give brown). What happens when you reverse the order of the colors in this experiment?
For example, does yellow food coloring in the dish and a blue band across the paper towel give a green color that is more intense than in the original experiment?
NEWSPAPER ZIG-ZAG STRIPS IN WATER
You will need:
Newspaper, water, dinner plate or bowl
What to do:
Cut up some 0.5 inch 6 inch (1 cm x 15 cm) strips of newspaper. Bend them into zigzag shapes. Place them in a dinner plate or bowl of water. In just a few seconds, the shapes will straighten out!
How it works:
As water is drawn into the strips of newspaper by capillary action, the paper fibers swell. The swelling of the fibers causes the paper to straighten.
More science fun:
Try other types of paper. Which type swells up the best? Is the performance of the paper related to its absorbency?
COFFEE FILTER CHROMATOGRAPHY
You will need:
Coffee filter, water-based markers or highlighters, dinner plate, water
What to do:
Draw a series of different colored lines with water-based markers about 0.5 inch (1 cm) from the edge of a coffee filter. Turn the filter upside-down and place it on a plate. Add a small amount of water to the plate, enough to touch all parts of the edge of the filter, but not touching the marker marks. As the water rises in the filter, the colored marks will move. And not only that, some of the colors will separate into several colors themselves!
How it works:
Water rises up into the filter by capillary action. As it does so, it dissolves the water-based marker inks. Any inks which are composed of more than one color can be separated on the filter. Those colors that are hydrophilic (attracted to water) will move with the water front Those colors that are less hydrophilic will move more slowly.
More science fun:
Try different patterns and thicknesses of marks. Place some ice cubes around the base of the coffee filter just after the colors have begun to rise. Do the colors climb more slowly?
BLOSSOMING WATER FLOWER
You will need:
Notebook paper, water, bowl, scissors
What to do:
Cut a flower shape out of a piece of semi-absorbent paper such as notebook paper. Close the flower into a flower bud by bending the petals straight up and in towards the center of the flower. Float the flower on the surface of water in a bowl. As water is drawn up into the petals, the flower will open up.
How it works:
When water flows by capillary action into the paper in the flower, the paper fibers swell. As the fibers swell, the petals start to move, "growing" upright
More science fun:
Try other types of paper. Which type of paper petals "grow" the most? Is the speed with which the petals open related to the absorbency of the paper?
SEED INCUBATOR
You will need:
Paper towel, water, seeds, and jar with lid
What to do:
Wrap some seeds in a paper towel. Moisten the towel + seeds with water, put them into a jar, and tighten a lid on the jar. After a few days to a couple of weeks, the seeds will sprout.
How it works:
Seeds require a constant and favorable moisture and temperature condition to sprout. By keeping the seeds wrapped in a moist paper towel and in a covered jar, you provide both of these conditions.
More science fun:
Some seeds (such as radish) sprout very quickly; others (such as carrot) less quickly. Some (such as lettuce) require cool temperatures, and may need to be sprouted in your refrigerator. Others (such as melons) like warm temperatures and need a nice warm environment to sprout. Do some experiments to see which seeds sprout the fastest; which require the most (or least) water; and which sprout well in warm (or cool) temperatures.
You will need:
Newspaper
What to do:
Tear a piece of newspaper slowly from top to bottom. Then tear it the other way (side to side). You will get a reasonably smooth and straight tear in one direction and a jagged, irregular tear in the other direction.
How it works:
Newspapers (and most other papers) have a "grain," a direction in which the wood fibers are lined up. If you tear parallel to these fibers ("with the grain"), the tear is straight. If you tear perpendicular to these fibers ("against the grain"), the tear is rough and jagged.
More science fun:
Try tearing other types of paper. Which types tear differently in different directions?
CUTTING A FRUIT WITH PAPER
You will need:
A firm, sharp-edged piece of paper, such as highquality printing paper or an index card; grape, peeled banana, or equally soft fruit or vegetable
What to do: With the edge of a sharp-edged piece of printer paper or index card, cut a grape, a peeled banana, or an equally soft fruit or vegetable. Experiment to see how many times or how deeply or you can cut it
How it works:
The edge of a good piece of printer paper is firm and does not absorb water as easily as cheaper paper does. The finer the edge and the less the water
absorbency, the better the paper can cut Index cards tend to cut better than thinner paper sheets because it takes longer for the fruit's water to soak into (and dull) the edge of the index card.
More science fun:
Try other types of paper and other fruits and vegetables. Which work and which do not? Do cooked vegetables cut more easily than uncooked ones? Do canned fruits cut more easily than fresh fruits?
OTHER EXPERIMENTS
TEARING NEWSPAPER
SAND FUNNEL
You will need:
Paper, sand, salt, sugar, or rice (or other very small grainy material), strong tape such as duct tape
What to do:
Form a piece of paper into a funnel; see instructions for making a paper drinking cup and making a filter paper funnel. Keep the funnel from unbending by fastening it with a strong tape such as duct tape. Punch a hole in the bottom of the funnel with a pencil. Pour sand (or similar grainy material such as salt, sugar, or rice) through it.
How it works:
Gravity pulls the sand down into the funnel. The friction of the grains of sand against each other (and the larger grains of sand) slow down or even stop the flow. A number of factors enter into how fast the flow occurs. The steeper and smoother the sides of the funnel and the bigger the hole at the bottom, the more quickly small grainy material can flow through it. The wetter the material, the slower it flows. For example, moist salt or sugar will eventually cake up, causing big sticky lumps to form which flow very slowly, or not at all.
More science fun:
Make funnels that have differing side angles and hole sizes. Make funnels of different materials (waxed paper, notebook paper, paper towels). Which ones work the best for sand? For salt? For sugar? For rice?
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MOUSE POO MULCH
Mouse Poo Mulch is made from the composting of organics waste from DoLittle Farm.
The waste material is a consistent mix of;
- Soiled pine shavings bedding from mouse cages and quail cages
- Fines from our ground and heat treated mouse pellet and quail feeds
- Mouse faeces and urine
- Quail faeces and feathers
- Maybe a few dead mice
The Process:
STAGE 1: Waste material is mixed with water to raise moisture content above 60%, kickstarting the composting process. S1-material is then piled in a concrete bunker and left to "do it's thing". S1material will reach a composting core temperature exceeding 90C. S1-material is very light in colour, like straw or pine shavings.
STAGE 2: S1-material is 'turned' using a bobcat, adding additional water and driving oxygen into the material. S2-material is then piled, and again it will reach a high core temperature, usually about 80-85C. S2-material has begun to darken, looking more orangey brown.
STAGE 3: S2-material is 'turned' again, driving in further oxygen with water added only if needed (this is drastically impacted by rainfall). S3-material is then piled, and core temperature will reach about 70C. S3- material is a rich milk chocolate brown.
STAGE 4: S3-material is 'turned' and piled into low windrows. Windrowing allows oxygen to enter the compost freely, and heat dissipates from the S4-material rapidly. S4-material is a dark chocolate brown.
STAGE 5: S4-material has cooled, averaging about 25C. It has now completed its composting phase, and can be piled once more, ready to despatch. MousePoo Mulch is ready to go, and can be used immediately on gardens.
Using MousePoo Mulch:
MousePoo Mulch is a stable, nutrient rich product. Most of the nutrients are not "freely" available, but locked inside the organic structure of the mulch. Soil microbes and precipitation will unlock these nutrients for your garden in a timely, steady manner, allowing your soil and plants to uptake them.
Here's a few ways we've used MousePoo Mulch;
SOIL AMENDMENT: Mix MousePoo Mulch into soil at 10-30%. This will instantly impact the organic makeup of your soil, and infuse biology, and biology fuel, to your soil. You can plant immediately.
GARDEN MULCH: Add MousePoo Mulch to your garden at a rate of 100mm thick. Water your garden before applying MousePoo Mulch, and again after applying. Rewater every 2 days for the first week. Water as per normal after this.
SINGLE TREE: Dig a larger-than-normal hole for a single tree. Mix half the removed soil 50:50 with MousePoo Mulch. Plant the tree in the hole using your mix. With the left over soil, make a 100mm high soil wall about 350mm or so from the tree (so the ring is about 700mm in diameter). Fill inside the ring with MousePoo Mulch, so that it's acting like a mulch for your tree. Water until the ring is full, and it will slowly seep down watering your tree. And it looks really tidy.
LAWN TOPDRESS: Mow your lawn, then topdress with MousePoo Mulch at a rate of 1 bucket (9L) per 1sq.m. Rake across your lawn. Apply with rain imminent or put the sprinkler on. Repeat watering every 2 days for a week. Water as per normal after this. Be prepared to be constantly on the mower next week!
GREEN LEAF VEGGIES: Fill a container with MousePoo Mulch. Make sure it has good drainage. Plant leafy greens like lettuce directly into MousePoo Mulch. Water as normal. Watch the magic.
VEGGIES BOXES: Fill a container with 50:50 soil:MousePoo Mulch. Make sure it has good drainage. Plant as normal. Water as normal. Watch the magic.
ANALYSIS:
MousePoo Mulch has been laboratory analysed for it's chemical composition. Page 3 is a copy of that certification.
PERSONAL SAFETY:
Like all composts and organic materials, the use of PPE when applying MousePoo is encouraged. MousePoo is safe if used sensibly. If it is swallowed, please speak to your doctor.
Once applied and watered in, we have no known reactions from people or animals to MousePoo Mulch. | <urn:uuid:eb931d20-0dd7-442f-8972-3b99fc3a617e> | CC-MAIN-2022-21 | https://dolittlefarm.com.au/wp-content/uploads/2022/03/MOUSE-POO-MULCH-factsheet.pdf | 2022-05-19T10:57:09+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00371.warc.gz | 270,779,240 | 987 | eng_Latn | eng_Latn | 0.9985 | eng_Latn | 0.998569 | [
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Published onNational Catholic Reporter(https://www.ncronline.org
Go Green: Steps to a greener parish
Rich Heffern | Apr. 17, 2010
It?s a grass-roots kind of movement around the country: Catholic parishes, one by one, have expressed interest in going green and have taken steps to accomplish it. Usually it?s one or two parish members who initiate the effort. The parish responds.
Here are nine steps any parish can take to begin the process of becoming a sustainable church community. These steps can help reduce energy bills, tackle climate change, and build a more green future.
1. Improve water-use efficiency
This includes measures like more water-efficient landscaping of parish grounds, water-use reduction, landscaping with plants that don?t require a lot of water, and using low-flush toilets in parish facilities. Reusing rainwater for irrigating property can be done with rain barrels, specially designed containers that catch rainwater runoff from roofs. Also, small steps like detecting and fixing leaky faucets, installing high-efficiency toilets, and watering lawns with the minimum amount of water needed can greatly improve efficiency. Fixing a silent toilet leak may save as much as 500 gallons per day. Installing high-efficiency plumbing fixtures and appliances can help reduce indoor water use by one-third, saving on water and sewer bills, and cutting energy use by as much as 6 percent.
Since watering the landscape with an automatic irrigation system may likely be the single largest use of water on parish grounds, dramatically improved water efficiency can be accomplished by using proper irrigation and scheduling techniques such as cycling the sprinklers. Using these techniques will also cut the impact on rivers, lakes and streams by reducing non-point-source pollution.
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2. Improve energy use efficiency
This includes using technology that optimizes energy performance, on-site renewable energy measures, and reducing energy use. For example, adjusting the thermostats 1 degree lower in the church, parish hall or other facilities can cut heating costs 5 percent over the course of a heating season. Setting the air-conditioning a few degrees higher has an equal effect. Using more efficient lighting, such as compact fluorescent light bulbs in fixtures that see a lot of use, can help cut electricity use. The U.S. Department of Energy has an online energy audit tool that can help you get started at hes.lbl.gov.
Purchase carbon offsets to make your parish ?carbon neutral.? A growing number of sources offer electricity from renewable energy products such as solar arrays or wind farms that generate electricity without carbon emissions or pollution. See www.green-e.org for a list of renewable energy providers whose generation projects have been certified for their environmental benefit.
3. Reduce, reuse, recycle
Reduce waste by use of recycled products, products that do not have
packaging or that use recyclable packages, and/or by recycling material that can be recycled, including electronics.
Parishes use a lot of paper. Try using at least 30 percent post-consumer recycled content paper and print on both sides of every sheet. Making paper from recycled materials instead of virgin timber produces a third less water pollution, three-fourths less air pollution and almost half less energy. Place recycling bins in accessible places.
There are many products on the market that claim to be green. Beware of ?greenwashing.? Many products are advertised as green but after review do not live up to their claims. Here are six factors to consider when selecting green or sustainable products and materials for projects and everyday use in the parish:
Renewability: Are the products made from material that is rapidly renewable such as cork or bamboo? Wood products are also a renewable resource. Consider wood products that are FSC (Forest Stewardship Council)-certified.
Recycled content: Using material with recycled content not only reduces strain on landfills but reduces the need for raw material. Paper, cardboard, plastic, steel and aluminum are a few of the most commonly recycled materials.
Durability: Choose products that will stand the test of time and require little maintenance. This will save time, money and energy on repairs at a later date.
Reusability and recyclability: Many products, such as metals, can be recycled after their usable life. Others can be salvaged and used somewhere else.
Embodied energy. This is the energy used to produce, transport and install a product or material in the place where it will be used. Choose local products when possible and products that do not require a large amount of energy to produce.
Waste reduction. Choose material that does not create a lot of waste and can be used efficiently. Order materials in sizes and lengths that are efficient for your job.
4. Consider indoor environmental quality
This includes acoustical performance, increased ventilation, low-emitting materials and thermal comfort. (For more information, visit www.cdc.gov/niosh/topics/indoorenv.) Also look into green cleaning products. They are as effective as conventional products without many of the chemicals that are harmful to health and the environment. See greenseal.org for a list of environmentally-friendly products.
5. Educate by example
The operation and structure of parish grounds can provide opportunities for experiential learning and discovery for parishioners and others. Consider permaculture principles and applications for parish grounds (see www.midwestpermaculture. com), or organizing and sustaining a small organic garden on parish grounds. Use the produce for the parish food pantry or parish dinners.
6. Form a creation care group
A committee of clergy, staff, parishioners, parents and youth can regularly advise parish leaders on sustainability, and monitor environmental, human health, stewardship and related issues affecting the parish and affected by the parish.
7. Help parishioners make the connection
Share the good news about the bounty and blessedness of creation through homilies, Bible study and religious education programs. Talk about the universe around us as revelation of divine creativity, about our human responsibility to care for the Earth, and the benefits of a strong relationship with nature. Proclaim the manyfaceted benefits of simpler living.
8. Buy local, seasonal foods
Compost food waste, use only tap water and minimize the use of disposables in food preparation and service. Consider making your parish?s food-related events vegetarian,
which greatly reduces the environmental impact of meat production and provides a good witness against the cruelty with which factory farm animals are often treated. Purchasing locally-grown organic produce is a good way to reduce the carbon footprint of your parish dinners, luncheons and snacks. It also supports practices that are better for the Earth, for worker health and for the local economy.
9. Reduce transportation-related emissions
Replace vehicles with fuel-efficient, hybrid, or alternate fuel vehicles; encourage clergy, staff and parishioners to use mass transit, carpooling, telecommuting and/or choosing local suppliers and contractors who are energy efficient.
Stories in this series
Witness to Appalachian apocalypse [1], a interview with Fr. John Rausch by Rich Heffern
Catholics pray for pardon, rain in drought-hit China [3], by UCA News
Go Green: Steps to a greener parish [2], by Rich Heffern
Not our nature to be removed from nature [4], excerpt from The Green Hour by Todd Christopher
Catholics take lead in sustainability [5], an NCR editorial
Advertisement
Source URL (retrieved on 10/23/2016 - 09:52): https://www.ncronline.org/news/go-green-steps-greener-parish
Links:
[2] http://ncronline.org/node/17884
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PERSONAL, SOCIAL AND EMOTIONAL
I can talk about feelings I can choose what I need to complete a goal (short term) I am starting to follow instructions I can identify a range of different feelings I can keep on trying when I find something difficult I am starting to sit and listen more consistently during adult focus time I can follow simple instructions
UNDERSTANDING THE WORLD
I can talk about the different jobs people do
I can name some members of my family and talk about them
I can talk about myself and some of the ways I have changed
I can talk about changes that have happened to me throughout my life
Mrs Rumsey and Mrs Delves I can talk about my family and people in the community and their roles
I am becoming more aware of the past linked to myself and my family and how it has changed
I can talk about what I can see in pictures of the past
EXPRESSIVE ARTS & DESIGN
I can start to join materials together
I can explore art materials and colour mixing freely
I can develop my own ideas for art
I can develop my own ideas for art and start to talk about them
I can start to develop my own stories linked to what I know through role & small world play I can use various tools for artwork and design e.g. playdough tools
I can select my own art and design materials to create with
I can tell others what my artwork is and signal key parts
I am starting to recreate familiar stories
PHYSICAL DEVELOPMENT
I can climb stairs using alternate feet
I can develop movement
I can work with others to manage large items
I show a preference for a dominant hand with a comfortable pencil grip
I can draw a picture
I can use lots of different ways of moving I can climb over, under and through obstacles I can show good pencil control when mark making and drawing
I can use cutlery and other one handed equipment
COMMUNICATION AND LANGUAGE
I can follow a one or two part instruction I enjoy joining in at group times and story times I can talk to others and take it in turns to speak I can demonstrate good listening behaviours I can follow simple instructions (with two or more parts) reliably
I engage in story times
I like to join in with familiar songs and rhymes
NUMBERS
I can show numbers to 5 using concrete resources
I can match numeral and quantity to 5
I can say one number name for each item
I can quickly say how many there are (up to 3)
I can solve some simple problems with numbers to 5
I can count to 5 using different mathematical resources
I can match numeral and quantity to 5
I can quickly say how many there are (up to 3) in different arrangements
I can start to show how numbers can be made up
LITERACY
I can write some letters from my name
I can orally segment single sound CVC words e.g. c-a-t
I can say the initial sounds in most words
I can write some initial sounds
I can write my own name
I can write some lower case letters correctly
I can write some upper case letters that I know (e.g.
name, Mum, Dad, sibling name, etc)
I can identify known letters to match initial sounds
(phase 2)
I can match phase 2 letters and sounds
I can write CVC words and labels e.g. c-a-t
I can write simple labels
I can start to write simple captions
I can say a simple sentence for writing (oral and count words)
Read at least 5 – 10 minutes daily (3 days decoding and 2 days comprehension skills)
Beech Home Learning Menu
Home learning activities will be introduced when the teachers feel the learner is ready.
Phonics Shed challenge
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Good day Worthy Knights In this part 9, we explore the concept of Damnatio Memoriae. (Wikipedia)
Following the battle, Constantine ignored the altars to the gods prepared on the Capitol to receive sacrifices appropriate for the celebration of his victorious entry into Rome, and the new emperor instead went straight to the imperial palace without performing any sacrifice.
He chose to honour the Senatorial Curia with a visit, where he promised to restore its ancestral privileges and give it a secure role in his reformed government. There would be no revenge against Maxentius' supporters.
But Maxentius was condemned to damnatio memoriae, all his legislation was invalidated and Constantine usurped all of Maxentius' considerable building projects within Rome, including the Temple of Romulus and the Basilica of Maxentius.
Damnatio memoriae is the Latin phrase literally meaning "damnation of memory" in the sense of removal from remembrance. It was a form of dishonour that could be passed by the Roman Senate upon traitors or others who brought discredit to the Roman State.
Etymology
The sense of the expression damnatio memoriae and of the sanction is to cancel every trace of the person from the life of Rome, as if he had never existed, in order to preserve the honour of the city; in a city that stressed the social appearance, respectability and the pride of being a true Roman as a fundamental requirement of the citizen, it was perhaps the most severe punishment.
Lucius Aelius Sejanus suffered damnatio memoriae following a failed conspiracy to overthrow Emperor Tiberius in 31. His statues were destroyed and his name obliterated from all public records. Coins from Augusta Bilbilis, originally struck to mark the consulship of Sejanus, have the words L. Aelio Seiano erased.
Practice
In Ancient Rome, the practice of damnatio memoriae was the condemnation of Roman elites and Emperors after their deaths.
If the Senate or a later Emperor did not like the acts of an individual, they could have their property seized, their names erased and their statues reworked. Because there is an economic incentive to seize property and rework statues anyway, historians and archaeologists have had difficulty determining when damnatio memoriae actually took place. The practice of damnatio memoriae was rarely, if ever, an official practice.
Any truly effective damnatio memoriae would not be noticeable to later historians, since by definition, it would entail the complete and total erasure of the individual in question from the historical record. However, since all political figures have allies as well as enemies, it was difficult to implement the practice completely.
For instance, the Senate wanted to condemn the memory of Caligula, but Claudius prevented this.
Nero was declared an enemy of the state by the Senate, but then given an enormous funeral honouring him after his death by Vitellius.
While statues of some Emperors were destroyed or reworked after their death, others were erected. Historians sometimes use the phrase de facto damnatio memoriae when the condemnation is not official.
As indicated, among those who did suffer damnatio memoriae were Sejanus, who had conspired against Emperor Tiberius in 31, and later Livilla, who was revealed to be his accomplice. The only emperors that are known to have officially received a damnatio memoriae were Domitian and later the co-emperor Publius Septimius Geta, whose memory was publicly expunged by his co-emperor brother Caracalla, in 211.
Examples of damnatio memoriae in modern times include the removal of statues of Stalin and other Communist leaders in the former Soviet Union.
Ukraine successfully dismantled all 1,320 statues of Lenin after its independence, as well as renaming roads and structures named under Soviet authority.
In a somewhat analogous fashion, in the United States, the monument for the Battle of Saratoga has a blank niche where Benedict Arnold's name is missing from the list of victorious generals.
Various other Revolutionary War monuments either omit his name, or in the case of West Point, anonymously list only his rank and date of birth.
The treatment of Chinese Statesman Zhao Ziyang following his fall from grace inside the Chinese Communist Party is regarded as a modern case of Damnatio Memoriae.
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Boroughmuir High School
Our vision is to ensure a confident, nurturing and inclusive learning community where all achieve their full potential and embrace life's challenges
Child Protection Policy June 2024
1. Purpose
2. Introduction
3. What is Child Protection?
4. Responsibilities for Child Protection
5. What to do if a child or young person makes a disclosure or allegation?
6. Worried about a child or young person?
7. Responsibilities to report to Social Care Direct
8. Information for Parents and Carers
9. Response Flowchart
10. Allegations of abuse against staff
11. Visitors to The School
12. Safe Working Practices
13. Further information
14. Relevant Policies and Procedures
1. Purpose
The purpose of this policy is to outline the procedures and guidelines to ensure the safety and well-being of children and young people in Boroughmuir High School. All members of the school community should understand their role and responsibilities with regards to child protection and safeguarding.
2. Introduction
Within our School/ELC we aim to create an environment in which all of our children and young people feel safe, well cared for and where they are able to flourish.
The following rights of children, outlined in the United Nations Convention on the Rights of the Child, are reflected in this policy:
Article 3
All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children.
Article 19
You have the right to be protected from being hurt and mistreated, in body or mind.
Article 27
You have the right to food, clothing, and a safe place to live and to have your basic needs met. You should not be disadvantaged so that you cannot do many of the things other kids can do.
Article 33
You have the right to protection from harmful drugs and from the drug trade.
Article 34
You have the right to be free from sexual abuse.
Article 36
You have the right to protection from any kind of exploitation.
Article 37
No one is allowed to punish you in a cruel or harmful way.
Article 39
You have the right to help if you have been hurt, neglected, or badly treated.
Adults working in our setting know and understand the indicators that may suggest that a child or young person is suffering or is at risk of suffering harm. Arrangements for making a child protection or safeguarding concerns are well-publicised and understood by all partners, learners and parents.
As part of the The City of Edinburgh Council, Boroughmuir High School follows the Edinburgh and Lothian Multi-Agency Child Protection Procedures (2023):
https://www.edinburgh.gov.uk/downloads/file/23055/edinburgh-and-the-lothiansmulti-agency-child-protection-procedures
These procedures align with the themes of, and practice within, the National Guidance for Child Protection in Scotland 2021 (updated 2023).
3. What is Child Protection?
Child Protection refers to the processes involved in the consideration, assessment and planning of required action, together with the actions themselves, where there are concerns that a child may be at risk of harm.
Child protection is part of the Getting It Right For Every Child (GIRFEC) continuum of collaborative duties placed upon agencies working with children.
Child protection applies to all children up to the age of 18 years of age. Concerns about a 16 or 17-year-old should be raised under the same process.
4. Responsibilities for Child Protection
All members of the Boroughmuir High School community have a key role in the support and protection of children. The protection and wellbeing of the child must remain at the heart of all considerations and decisions.
All members of our school community should have a clear understanding of our child protection procedures. This includes children and young people.
Information on our child protection procedures are shared with visitors when they arrive in Boroughmuir High School through visitor badges which clearly explain who to contact if they have concerns.
All staff, partners and volunteers in our school are suitably trained in how to respond to safeguarding matters appropriate to their role. They take part in an annual update in August of each year.
Most staff are trained as a Specific Workforce (previously Level 2). This is refreshed every 3 years. Supply or temporary staff in CEC schools are inducted by the CEC Child Protection Coordinator.
Those members of staff who lead on Child Protection are trained in Managing Child Protection in a School/Early Years Setting (Intensive Workforce, previously Level 4). This is refreshed every 3 years and booked via MyLearningHub.
In Boroughmuir High School they are:
* Claire Paterson (Child Protection Coordinator)
* Kate Fraser (Headteacher)
* Juliet Presly (Depute Headteacher)
* Clive Hembury (Depute Headteacher)
* Damian Hayes (Depute Headteacher)
* Chris Brandie (PSL Viewforth House)
* Fiona Grant (PSL Hartington House)
* Peter McIlwaine (PSL Montpelier House)
* Caroline Nisbet (PSL Leamington House)
* Kerry Scherczer (PSL Bruntsfield House)
* Lucy Wallace (PSL Westhall House)
* Steve Hamilton (CL Wellbeing Hub)
* Sarah Hall (CL SfL)
If asked, the Child Protection Coordinator will provide relevant information to assist any Child Protection concern.
5. What to do if a child or young person makes a disclosure or allegation?
We understand that schools are usually a protective factor in a child or young person's life. Children and young people may form strong and trusting relationships with key adults, and then feel confident to make a disclosure relating to their life.
It can be very hard for children and young people to speak out about abuse. Often, they fear there may be negative consequences if they tell anyone what's happening to them. Even if a child doesn't tell someone verbally what's happened to them, there may be other indicators that something is wrong. People who work with children need to be able to recognise the signs and know how to respond appropriately.
It is vital that children and young people feel safe and can speak out. They should know that whoever they tell takes them seriously and acts on what they've been told.
* Give them your full attention and keep your body language open.
* Do not agree to keep anything confidential. It is important that the child or young person knows that you may have to share information with the Child Protection Coordinator who may take further action.
* Use open ended questions, and avoid leading questions, to gather the basic facts.
* Use 'wh' questions such as where, when, who and what. Do not ask 'why?'.
* Reassure them that they have done the right thing.
* Let them speak at their own pace and don't interrupt them.
* Show you understand by reflecting back what they have said. This also checks your understanding.
* Take a non-biased approach.
* It's important to keep a note of any information so that you can share this with the Child Protection Coordinator. Any description of physical gestures or behaviours should be recorded accurately using correct anatomical terminology.
6. Worried about a child or young person?
If you have a concern about a child or young person, or if a disclosure has been made to you, you must speak to the Child Protection Coordinator in your establishment. You should do this as soon as possible. You should also complete a Wellbeing Concern Form summarising your concerns.
If your concern is urgent, and you are unable to contact the Child Protection Coordinator, or another member of the school leadership team, you must contact Social Care Direct. This is the City of Edinburgh Council's Social Work duty team. Their number is 0131 200 2324.
It is not your job to investigate any child protection concerns. It is your duty to report.
If in doubt, check it out.
7. Responsibilities to report to Social Care Direct
We recognise that intervention in a child and family's lives can be traumatic events in themselves, and every action taken will be underpinned by an understanding of the impact of trauma and how to minimise this.
The protection and welfare of children must be at the heart of all considerations and decisions. Children and their main care givers should be involved and included at every stage of the child protection process unless there is a clear and demonstrable reason why this would increase risk to a child.
In appropriate situations a referral may be made to one of the core agencies – Social Work, Police or Health.
Sharing relevant information as soon as possible is essential to protecting children from harm. Information sharing should be lawful, fair and transparent. Staff and volunteers do not need to be certain that a child has been harmed or is at immediate risk before sharing information. Where someone has reason to believe that a child may be at risk of harm, they must share relevant information with one of the core agencies to support analysis and decision making.
8. Information for Parents and Carers
If you are worried about your child's safety, or the safety of another child, please speak to the Child Protection Coordinator in school.
The Child Protection Coordinator will also be able to provide information and support to families with regards to how Child Protection and Safeguarding is managed in Boroughmuir High School including how it is addressed in the curriculum.
The Child Protection Coordinator has a responsibility for having clear policies and processes in place.
They must act upon concerns about risk of harm to a child or children. The priority will always be the safety and protection of children.
It may be deemed appropriate to share information about children with statutory services, such as Social Work. Sharing relevant information is an essential part of Child Protection. In most cases, consent will be sought before information in shared. If there is evidence that a child is at risk of significant harm, consent is not required.
The Child Protection Coordinator will be open and honest. Parents and carers should be given as much information as possible about the processes and decision making.
9. Response Flowchart
If there is an immediate risk to the child, contact the police.
10. Allegations of Abuse Against Staff
Occasionally, an allegation of abuse may be made against a member of staff.
Staff must report any information which raises concern about the behaviour of a member of staff towards a child or young person to the Head Teacher or Head of Centre. If the allegation is against the Head of Establishment, they should report this to the next tier in their line management structure. This will likely be the Head of Education for the locality.
If you are unsure of who to report a concern to, contact Social Care Direct.
11. Visitors to the school
All visitors to school are informed of what to do if they have concerns, and who the Child Protection Coordinator is. This includes all supply staff. Details are also printed on the back of visitor badges and posters are displayed throughout the school.
Our Child Protection Procedure is displayed on our school website.
12. Safe Working Practices
All staff, volunteers and partners are expected to behave in a manner that maintains appropriate professional boundaries and to avoid behaviour which might be misinterpreted by others.
Adults have a responsibility to ensure that an unequal balance of power is not used for personal advantage or gratification.
13. Further Information
It is understood that Child Protection and safeguarding can be distressing. This may be if you have had lived experience of abuse, or if a child or young person has made a disclosure to you. Please discuss any concerns with your line manager or make use of The City of Edinburgh Council's 24/7 employee assistance programme, PAM Assist.
14. Relevant Policies, Procedures and Links
* National Guidance for Child Protection in Scotland 2021
https://www.gov.scot/publications/national-guidance-child-protection-scotland2021-updated-2023/
* Edinburgh and the Lothians Multi-agency Child Protection Procedure (December 2023)
https://www.edinburgh.gov.uk/downloads/file/23055/edinburgh-and-thelothians-multi-agency-child-protection-procedures
* The Handbook of Procedures for the Management of Pupils with Healthcare Needs in Educational Establishments (December 2023)
https://www.edinburgh.gov.uk/downloads/file/34341/handbook-of-proceduresfor-the-management-of-pupils-with-healthcare-needs-in-educationalestablishments
* UNCRC
https://www.unicef.org.uk/wp-content/uploads/2016/08/unicef-conventionrights-child-uncrc.pdf
* Managing Allegations of Abuse Against Staff
https://orb.edinburgh.gov.uk/directory-record/254689/allegations-of-abuseagainst-staff
* MyLearningHub
https://mylearninghub.learn.link/login
* GIRFEC Materials
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Biscovey Academy
A Member of the Aspire Multi Academy Trust
Our SEN Information report / Local OfferDateSeptember 2023
Biscovey Academy provides an inclusive learning environment for all children. Through the delivery of a broad and balanced, innovative and engaging curriculum, together with a culture of safeguarding and support for those most vulnerable. Our dedicated and talented team of staff aim to offer our children opportunities and experiences that enable them to become Successful Learners, Confident Individuals and Responsible Citizens.
We endeavour to remove barriers to learning and strive to ensure that all pupils with SEND make effective and sustained progress from their starting points. We welcome diversity and aim to make everyone feel valued. We act proactively to eliminate discrimination, to promote equality and support our local community in achieving the best outcomes for our children.
We have highly trained teachers and teaching assistants who can help and support children who are experiencing any difficulties and Miss Bignell co-ordinates this work across the whole school. If we feel that your child is experiencing difficulties, we will of course, talk to you about this so that you are aware of what we are doing to support your child and can help with this at home.
Link to SEN Policy
Link to our school's Equality Objectives
Link to our school's Accessibility Plan/Policy http://www.aspireacademytr ust.org/senpolicy
http://www.aspireacademytr ust.org/equalityandobjectives
Name of the Special Educational Needs/Disabilities Coordinator: Miss Jamie Bignell
Contact details:
Miss Jamie Bignell. Telephone 01726 812949. Email: firstname.lastname@example.org
The levels of support and provision offered by our school
SEND – September 2022
1. Listening to and responding to children and young people (i.e arrangements for consulting pupils with SEN and involving them in their education)
Whole school approaches
Additional, targeted support and provision
The universal offer to all children and YP.
The views and opinions of all students are valued.
Student voice is represented in all aspects of school.
Student voice is heard through:
* School Council
* Pupil Conferencing
* Questionnaires
We work closely with parents and carers to discuss their and their child's concerns with staff at the earliest opportunity.
There are opportunities three times a year for parents and their child to talk to the class teacher at parent consultation meetings. Children are encouraged to communicate through pupil voice.
Specialist, individualised support and provision
Students with SEND are included in all pupil conferencing.
Additional provision is developed in light of student voice where appropriate.
For children who receive specialised and individual provision:
Targets are agreed termly to support and challenge pupils with SEND.
Pupils play a key role in setting learning targets through individual discussions with their class teacher.
Pupils are also involved in reviewing their progress towards these targets.
This is recorded on the IEP. New plans are agreed each term at pupil progress and IEP meetings.
For children with an Education health Care plan (EHCP) there is an Annual Review meeting where the views of the pupils are considered and recorded.
2
2. Partnership with parents and carers (to include arrangements for consulting parents of pupils with SEN and involving them in their child's education)
Whole school approaches The universal offer to all children and YP
Additional, targeted support and provision
Specialist, individualised support and provision
Our Academy works in partnership with all parents and carers. We work closely with parents and carers to discuss their child's concerns at the earliest opportunity. We encourage parents to make an appointment to meet up with the class teacher in the first instance if they have any queries or comments they would like to make about their child.
At the end of the Summer term, there is a Year Group meeting where all parents are invited to attend and information is provided with regards to the new academic year. Information about learning topics, school trips and extra -curricular opportunities is provided by information sheets and available on the school website.
Parents and carers are encouraged to attend the twice -yearly parent consultation meetings. We support parents in using the OFSTED online Parent View. We try to respond to the needs of our parents and are happy for example to support parents in filling out forms and accessing support from outside agencies.
Biscovey Academy arranges a range of
Children who are eligible for Pupil Premium receive targeted support, both within a small group and within the classroom.
Pupil targets are agreed in conjunction with the parents and pupils termly to support and challenge pupils with SEND.
Pupils are involved in setting and reviewing targets with their class teacher.
Pupils with an EHCP complete an "All about Me" booklet and provide a written report, with support if necessary, which is included in the Annual Review.
Some pupils with an EHCP are invited to participate in their reviews in person, write invitations to the review for others to attend and may help provide refreshments.
The Academy facilitates and hosts Early Support meetings for vulnerable pupils and families.
There is an ongoing system of referral to outside agencies such as the Early Help Hub, Autism Team and the Educational Psychologist.
Parents are encouraged to make an appointment to discuss concerns with the
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transition events for the parents of children transferring from the Infants School between years 2-3.
class teacher and the SENDCO, who can then complete appropriate referrals.
We have well established links for Year 6 children to support their successful transfer to Secondary School. See Section 9 for more details.
3. The curriculum (to include reference to the school's broad and balanced curriculum and details of how adaptations are made to the curriculum and learning environment for pupils with SEN )
Whole school approaches. The universal offer to all children and YP
Additional, targeted support and provision
Specialist, individualised support and provision
Our children follow a varied, balanced and creative curriculum which provides exciting learning experiences.
All children have access to the curriculum and to the educational visits that enrich their learning, including swimming sessions at the local pool.
We aim to offer our children the opportunities and experiences to enable them to become Successful Learners, Confident Individuals and Responsible Citizens.
All pupils will be given the opportunity to participate in after school clubs.
When a group of children are identified as requiring additional support in specific areas, the impact of these is closely monitored by class teachers and subject leaders.
Intervention support may be delivered in a small group by a teacher or TA.
These interventions are closely linked with the curriculum and are delivered in such a way as to ensure pupils still access a broad and balanced curriculum offer.
In the last three years, interventions have included: Fresh Start Sensory Circuits
Biscovey Academy responds to the individual learning needs of the children to ensure that the curriculum is accessible for all.
This may mean 1:1 support, or alternatively creating resources to enable the child to become a more independent learner.
In exceptional circumstances students can be disapplied from some subjects and or assessments.
Provision for some pupils is out sourced in order to give all pupils the opportunity to engage in education in every way possible.
Pupils requiring additional support are offered
4
We screen all pupils for literacy difficulties using the IDL literacy program to assess their reading and spelling age (Currently once per term in line with our ongoing assessment processes)
Spelling, Grammar and Handwriting interventions,
Additional Maths Support
1:1 interventions for Year 6 during the Spring and Summer Terms.
IDL Literacy intervention
IDL Numeracy intervention
Music Nurture Therapy
TIS group Sessions
Badger Forest School 1:1 music tuition Curious school of the wild Bespoke topic based learning
4. Teaching and learning (Give details of the school's approach to the teaching and learning of children and young people with SEN)
Whole school approaches The universal offer to all children and YP
Additional, targeted support and provision
Specialist, individualised support and provision
All children benefit from high quality teaching throughout the school.
The SLT undertakes a regular programme of lesson observation and work scrutiny to monitor, evaluate and improve teaching and learning.
High quality training is provided for all staff.
Learning experiences are differentiated to meet pupils' learning needs. The progress of pupils is monitored and recorded using:
* Teacher Assessments
* Classroom observations
The Academy is constantly working to improve subject knowledge and to utilise expert help. Training by school staff and specialists in the last 3 years has included:
Attachment Autism Awareness Updates on ICT usage. The use of effective questioning Maths Mastery Moderation procedures TIS training Grammar and Phonics for teaching and support staff. Power maths Differentiation
The teachers and TA's access training to help them support and challenge children.
Research is used to improve practice in understanding children's learning and development.
A multi-sensory approach is used whenever possible.
Dyslexia Screening is undertaken by the SENDCo/SENDCo Assistant with consent of the parent or carer – this is not used to diagnose dyslexia, but to highlight areas of weakness which we can put support in around.
equal access to out of school opportunities such as trips and after school clubs.
Bespoke support in the last three years have included:
5
* Book scrutiny
* Learning walks
* PIRA and PUMA assessments
* Feed back form parents and pupils
The progress of individual pupils and groups of pupils is discussed termly at pupil progress meetings with class teachers Key Stage leaders, Lead teachers, head teachers and the SENDCo. Information that is gathered is used to identify gaps in learning, ensuring that all children make maximum progress.
5. Self-help skills and independence
Whole school approaches The universal offer to all children and YP
All children are encouraged to became independent and resourceful learners. Opportunities to develop independence and resilience in children are identified in medium term planning.
Staff support children to develop their personal learning and thinking skills.
Whole school themed assemblies.
Residential visits and school camps are included in our curriculum offer so pupils are provided with opportunities to become increasingly independent in a safe
Fresh Start
There are weekly updates on SEND and safeguarding in staff meetings.
Additional, targeted support and provision
Where teaching assistants are in the classroom they facilitate independence.
Students have personalised equipment to help them to learn, such as talking tins, overlays, and timers.
Fun fit is provided to support some pupils by aiding concentration and focus and/or improving co-ordination (depending on need).
Social Skills groups can be used to target group with a specific need in the Cove.
In some cases pupils learning is recorded using journal type observations with software such as Tapestry.
Specialist, individualised support and provision
Teaching assistants working 1:1 with students encourage them to be specific about what they need help with, along with asking them what they have done already to find the help for themselves.
Additional support is shared to build resilience in the young person, so that they have self-coping strategies when and if the teaching assistant is absent.
Precision teaching.
Use of visual materials to promote independence .eg visual timetable.
6
environment.
Small group TIS sessions are delivered alongside 1:1 sessions where appropriate.
A wide range of after school clubs for all ages are available and have previously included Dance, Knitting, Choir, Boys Choir, Kaleidoscope Girls, Football and Tag Rugby. The Academy takes part in Youth Speaks public speaking each year.
Task management and chooser boards. Buddy System. Sensory breaks Independent teaching tray activities for pupils to access.
6. Health, wellbeing and emotional support (include details of the support provided for improving emotional mental and social development of pupils with SEN ,this should include extra pastoral support arrangements for listening to the views of pupils with SEN and measures to prevent bullying )
Whole school approaches The universal offer to all children and YP
Additional, targeted support and provision
Specialist, individualised support and provision
The whole school is screened using motional, which highlights pupils who may be in need of additional support in this area. This also gives a programme of activities to support the general needs within the classroom.
Teachers use the PSHE curriculum to deliver appropriate whole class lessons and support on a variety of health and well being topics including supporting children with their play, care and seeking systems following the TIS and Motional screenings.
Bereavement support is available.
Student issues are dealt with by trained staff,
Time limited and monitored groups address:
- self-esteem
- social skills
- anger management
Risk assessments are carried out as required.
'Sensory Circuits' targeted to help children with coordination issues.
Teacher or TA support for children who are experiencing emotional issues. This may take to form of small group circle time, TIS activities
TACs, Early Support meetings and reviews are supported by a range of agencies including the school nurse.
Boxall profiling/TIS assessments are used to tailor provision to need.
Additional support for students can be requested from
* CAMHS
* Social Care
* Aspire Academy Trust
* Penhaligans Friends
* Educational Psychologists
* Trauma Informed practitioners
* Speech and Language Therapist
7
as they arise.
School nurse service is available via referral to the Early Help Hub
A meet and greet system is in place for all pupils by key staff from their year groups.
Staff are provided with lanyards to remind them of 'WINE' and 'PACE' acronyms to support conversations with pupils.
* Young people Cornwall
Children may be referred to: The Wave Project. CLEAR and Dreadnought Counselling may take place in school.
Play therapy may be used.
Educational Mental Health practitioner linked to the school.
Students with specific medical conditions have individual health care plans.
Individual pupils may have behaviour plans created which are derived from the data from Motional 'emotional health' assessments.
7. Social Interaction opportunities (give details of how the school enables pupils with SEN to engage in the activities of the school(including physical activities) together with pupils who do not have SEN)
Whole school approaches The universal offer to all children and YP
Additional, targeted support and provision
Specialist, individualised support and provision
Whole school events involving children and their families, such as a Year Group Christmas play, various Christmas events, Easter Egg competition, Sports Day, May Fayre, Leekseed Carol Concert and visiting theatre performances.
After school clubs.
Year 5 and 6 pupils may be selected to carry out social skills/buddying activities where appropriate with younger pupils
Trauma Informed School (TIS) sessions focus on social interaction where highlighted as an area of need.
Additional support and reasonable adjustments are made for individual pupils to ensure that every pupil can access opportunities for social interaction.
1:1 sessions can work on social interaction skills, an individual action plan will highlight areas of need and other children introduced
8
or PSHE activities.
Key staff check in with pupils regularly throughout the day or the week depending upon need.
Signposting to other avenues of support such as the Kooth app.
to situations slowly to build confidence in social situations.
8. The physical environment (accessibility, safety and positive learning environment- possible references to include, accessibility audit, reasonable adjustments, staff training eg for Moving and Handling)
Whole school approaches
Additional, targeted support and provision
The universal offer to all children and YP
Specialist, individualised support and provision
All the main areas of the school are accessible. There is wheelchair access to the main building. The Academy has disabled toilet facilities.
Pupils feel safe in an environment where bullying is minimal and dealt with effectively.
Pupils know what to do if they feel they are being bullied.
The Designated Safeguarding Lead is Mr R Wallbank.
Teachers promote a positive learning environment through classroom schemes that reward good behaviour.
Good behaviour is rewarded by whole class chosen activities such as extra playtime, film sessions or non-uniform days.
Good behaviour is celebrated at the weekly Achievers Assembly.
Quiet areas are available, such as the Library and the Harbour room for pupils to access.
A sensory quiet space (The Cove) has been created and is used to provide intervention and support for emotional health. The Cove is staffed throughout the week with a TIS trained practitioner and children can access this as an alternative 'Nurture' break and lunch provision.
A quiet classroom has been set up for pupils to use with TA support in small group activities should they need time away from the mainstream classroom.
Non-slip, non-breakable equipment available in practical lessons.
Adapted toilets available.
Dedicated resources are made to pupils' needs and these are available for staff.
Equipment which supports pupils to access mainstream classrooms such as
* Noise Cancelling headphones
* Stand up desks
* Fiddle toys
* Chewelry
Lunch time supervisors are aware of children with individual needs and have strategies to support them.
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Children are awarded house points for good behaviour which goes 'above and beyond' the normal expected behaviour of students.
Children are recognised for consistently good behaviour with praise post cards, phone calls home and text messages directly to parents.
Some toilets adapted by height.
Adjustable chairs/ tables can be made available.
There are named adults who are 'team teach' trained.
Sensory Audits of some classrooms where required.
9. Transition from year to year and setting to setting (to include arrangements for supporting children and young people moving between classes, phases of education and in preparing for adulthood)
Whole school approaches The universal offer to all children and YP
Specialist, individualised support and provision
The School liaises carefully with the feeder Infants' school to identify those pupils with additional needs who will be joining Biscovey Academy in year 3.
Additional transition visits are available as required.
Parents are informed by letter in the Summer term report of their child's next class.
Teachers from the previous class meet and plan with the new class teacher at the end of the
Additional, targeted support and provision
The staff from the feeder schools meet to formulate transition plans.
Infant school staff make weekly visits during the latter part of the Summer Term to allow vulnerable Year 2 children to familiarise themselves with the new setting.
The SENDCo organises transition arrangements for vulnerable children and those on the SEN register.
Poltair, Fowey and Penrice School have established links with Biscovey Academy, with key staff identified and extra transition days can be facilitated.
Additional transition visits are arranged and pupils have opportunities to meet current pupils.
Summer Term.
Each new class has designated transition days to spend time in their new class.
If a child moves school before the end of Year 6 every effort is made to contact the new school and to send school records promptly.
There are opportunities for children to spend days in their new classes at the end of term, including Year 6 at their new Secondary Schools.
10. The SEND qualifications of, and SEND training attended by, our staff
To enable all children to have access to the curriculum, information and guidance, physical environment, school and wider community
All Staff receive annual training introducing them to the expectations of provision for SEN pupils. New staff receive this training as part of the Biscovey induction process.
There are regular SEND snippets where information, new procedures or good practice is shared.
The SENCO delivers training to T.A's as part of their CPD offer in specific areas.
All staff have had initial TIS training working with
To enable targeted support and provision
2 members of staff have TIS training, with two further members of staff starting the training imminently.
2 members of the Senior Leadership team have attended a 2 day TIS training session.
Good Practice is shared and modelled where appropriate.
Transition booklets are created by pupils and sent home.
Some pupils may receive a postcard or a letter over the summer from their new teacher.
Some pupils may be provided with Social Stories to introduce them to new staff and settings and prepare them for transition.
To enable specialist, individualised support and provision
Level 3 Multi Agency Child Protection Training for 2 members of staff.
11. Services and organisations that we work with:
12. Pupil progress
Class Teachers are constantly assessing pupils' within their classes. A summative assessment is then recorded each half term and from this, pupil progress meetings are held with the Senior Leadership Team. This is a chance to discuss progress made, highlight any children who are not doing as well as expected and put additional interventions/support in place if required. If we feel outside agencies need to be involved, we will talk to parents/carers first and share our concerns before taking any additional steps.
13. How we know how good our SEN provision is
At Biscovey Academy we are always monitoring and evaluating the quality of our SEN provision. We monitor our provision through monitoring visits, SENDCo observations and learning walks, book/work scrutinies and conversations with pupils. We then put in place a development plan to lead SEND forward within the school. This allows us to adapt provision to better suit pupils if required and to get any additional support into school if needed. Interventions are measured through entry and exit criteria to measure impact.
14. If you wish to complain
In the first instance, we encourage parents to speak with the SENDCo to see if there is anything further we can do. If this is not satisfactory, you can escalate the matter by speaking with the Head of School, Joshua Tyers and/or the lead teachers Mrs Kelly Davis or Mr Rob Wallbank.
Cornwall's SEND Local Offer can be found on The Care and Support in Cornwall website: SEND Local Offer
Answers to Frequently asked Questions
1 How do people in school know if a pupil needs extra help?
We know when a child needs help if: - concerns are raised by parents/carers, teachers or the child - limited progress is being made - there is a change in the child's behaviour or progress. The class teacher is the initial point of contact for responding to parental concerns or if you still have concerns then contact Mr Joshua Tyers (Head of School) or Miss Jamie Bignell (SENDCo).
2. What should I do if I think my child may have special educational needs?
Firstly, speak with your child's class teacher to see if they have the same/similar concerns. If this is the case, an appointment can be made with the School SENDCo to discuss these concerns and plan where to go next. This usually means that your child will be placed 'On Alert' for a minimum of two cycles of assess, plan, do, review – this means that additional support will be put into place and monitored closely. Following this, if little or no progress is noticed, your child will receive an Individual Education Plan (IEP), which will outline specific, measurable, achievable, relevant, time based targets, stating additional support that the school will provide in order to better access the curriculum. These will be shared with you as parents, regularly reviewed and new targets set/agreed. During this time, if progress is slow in specific areas, outside agency involvement may be requested to support. You will always be involved in this process and updated throughout.
3. Who is responsible for the progress and success of my child in school?
The progress and success of your child in school is everyone's responsibility. By 'everyone' we mean all school staff, you as parents and your child themselves. Half termly progress meetings with staff ensures progress is tracked and monitored appropriately. It is the class teacher's responsibility to ensure that your child makes progress and enable them to access the curriculum at their level. The School SENDCo is there to support the class teacher where required, support in making referrals to outside agencies and to offer support and guidance where required.
4. How is the curriculum matched to my child's needs?
At Biscovey Academy we are flexible and creative with our approach to the Primary Curriculum and plan lessons to be accessible for all. In all classrooms there are three 'waves' of support: Wave 1 – support and resources available to everyone in that class; Wave 2 – support and resources available or tailored for small groups of children; and Wave 3 – support and resources specifically designed for or accessible by individual children. All lessons are differentiated appropriately according to the needs of the children in that class or group whether it be by the amount of support children will receive, resources they may use or the expectation the teacher has of those children when that lesson is finished. Children are sometimes withdrawn from the classroom in small groups or on a one to one basis for more intensive support from a teacher or teaching assistant, or to take part in an intervention program designed to meet and support the needs of that individual or group of children.
5. How do school staff support me/my child?
At all times parents will be involved in decision making around their child. As a school we do our best to meet the needs of a pupil, taking into account their own and parents views. We use a range of outside agencies who can support us as a school and these agencies will also liaise with you as parents to ensure you are happy and understand what is being discussed and agreed. We will also share individual education plans with you, so that you are aware of target areas and strategies used in school.
6. How will I, and my child, know how well they are doing?
Biscovey Academy operates an effective 'open door' policy to create a constant positive dialogue with parents. In addition to this, staff may ask to speak with parents at the end of the school day, parents are invited to attend termly Parent Consultations and annual reports are sent home to parents. All of this constant dialogue between school and parents will help you to support your child's learning at home and inform you of how they are progressing in school. If at any time you wish to discuss your child then meetings can be arranged with class teacher and / or the Head Teacher at your request. Parents with children who are on SEN Support or have an EHCP will also be invited to meet with the SENDCo at least termly to discuss progress and targets.
7. How can you help me to support my child's learning?
As a school we offer a range of training to support you in supporting your child. If we are not currently offering support in an area you would be interested in, please let a member of staff know and we will be more than happy to support you. We are also happy if you would like to discuss your child's specific needs with your class teacher and advise how you can support further.
8. What support is there for my child's overall wellbeing?
Your child's overall wellbeing will be constantly supported in school in a variety of ways. We will help them to be healthy by ensuring that they enjoy good physical and mental health as well as encouraging them to live a healthy lifestyle; we will keep them safe by protecting them from harm and neglect; we will help them to enjoy life and achieve well by giving them opportunities to make the most out of life and by beginning to teach them the skills they need for adulthood; we will help them to make a positive contribution to school, the community and society by being involved in the community and society and discouraging involvement with anti-social or offending behaviour; and we will contribute to their economic well-being by ensuring that they are not prevented by economic disadvantage from achieving their full potential.
As a school, we are currently using a programme called 'Trauma Informed Schools' (TIS) – this is a programme which supports children's wellbeing, gives children a chance to reflect and express themselves. A 'trauma' can be something as simple as a house move, a pet dying, a change of school. We are also fortunate to have 'The Cove' which is our well-being room.
9. How do I know that my child is safe in school?
At Biscovey Academy we have a variety of measures, policies and procedures in place to ensure that your child is safe. All staff are checked by the Disclosure and Barring Service (DBS checks previously known as CRB checks) and have tier 2 child protection training. There are also named members of staff who are trained to Tier 3 in child protection – these people are known as our Designated Safeguarding Leads. We have a safeguarding policy and have risk assessments in place for a wide variety of activities and situations that may arise. We also have a Welfare team in place who meet regularly to discuss concerns and put plans into place to reduce any risks to pupils identified.
10. How is my child included in activities outside the classroom including school trips?
Everyone is included in everything at Biscovey Academy. Activities outside the classroom are a part of everyday life for us and we undertake a wide variety of school trips throughout the year. All children are encouraged to take part in after school clubs, and those children who need it are supported appropriately. The same applies when it comes to trips and camps and adaptations are made where necessary to ensure that every child is included whilst at the same time carefully ensuring that those adaptations do not affect the experiences of other children.
11. How accessible is the school environment?
The school building at Biscovey Academy is accessible to everyone who attends school or who comes to visit us. We have good access to every classroom. We have a disabled changing facility - please see the Accessibility Audit.
12. How will school prepare and support me/my child through the transition from key stage to key stage and beyond?
As a Junior school we have a good relationship with our local Secondary and Special schools. Transition visits and discussions are planned to ensure all information is passed across. Our school SENDCo will meet with the new SENDCo's to share information, additional support etc to ensure everything is in place to ensure a successful transition to the next stage of education.
13. How are the school's resources allocated and matched to pupils' special educational needs?
Each year the school decides on an allocation of money for special educational needs (SEN). For all children on the school's SEN record of need, the school itself is expected to meet the first £6000 of any resources and support required by each individual child. For those children with an Education, Health and Care Plan (EHCP), spending above the £6000 may be claimed back from the local authority up to a limit set by the resources provided by the Cornwall County Statutory SEN Team. In addition to this, these children also have access to free resources and support from external professionals such as Educational Psychologists for example. In-school resources and support are detailed in Individual
Education Plans (IEPs). These plans are individually tailored to each child on the SEN record of need and specify which resources will be used to support that child, how much support they will receive and whether any additional adult support will be used.
The school carefully considers appropriate deployment of support staff to meet the needs of individuals or groups of children. This can take the form of:
* Whole class support, group support, 1:1 support
* Involvement in planning and assessment as appropriate
* Lead planned interventions (eg RWI, SALT, precision teaching for individual need)
* Behaviour support
14. How is the decision made about what type and how much support each pupil receives?
Class teachers with support from the SENDCo, discuss the individual children's needs and write an IEP which targets specific steps for each child on the Record of Need. This will ensure each child's needs are met, with specific, measurable steps to support progress. Support, whether it be through resources or adult support will be stated on the IEP and shared with parents. This ensures each child is monitored and support tailored to meet individual needs.
The funds for SEND are allocated in the following ways:
* Support staff
* Teaching and learning resources
* External services
* Staff training
15. Who can I contact for further information?
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Computing Planning Objectives
Act justly, Love mercy, Walk humbly
QPS Vision Statement
With JESUS at our side,
We ACT with a sense of right and wrong.
We show LOVE by being kind to everyone.
We WALK through each day with modesty in all we do.
Autumn
Spring
Summer
Curriculum Intent for…
Technology is an intrinsic part of our everyday lives that is constantly evolving. The intent for our curriculum is to ensure pupils acquire and develop the essential digital skills they will need for the future alongside learning about how to keep themselves safe on the online world and beyond. They will gain knowledge and skills in the three key areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).
Planning Objectives
Planning Objectives
Digital Skills and Media Creation
* use formatting of text (B, U, font style and colour)
* create short presentations with text/images/sound including voice
* familiarise themselves with the keyboard and the special keys e.g. shift to use punctuation/capital letters
* consider shot types/framing when using a camera/camera app
* be able to edit images
Queniborough C.E Primary School| 3
E-Safety
* recognise strategies to stay safe online
Computing
* use graphical programming blocks to code
* explain the meaning of being a good digital citizen
* search for specific images and pick the most appropriate for a task
* understand the importance of strong passwords and why we need to keep these private and safe
* explain that problems can occur and that they can be debugged
* write a simple algorithm (set of instructions) to control a physical device/person (unplugged coding)
* understand that programs follow multiple algorithms to make them work
* print from a range of devices and choose when this is or isn't appropriate
Ongoing for all year groups – development and application of basic keyboard skills; use of internet for research; using technology within other areas of the curriculum
Planning Objectives
Queniborough C.E Primary School| 4
| Year 4 | Digital Skills and Media Creation * create and modify documents that include elements from elsewhere (images, graphs etc) * use tables, paragraphing, column and text box tools * create multi-page presentations with transitions, animations, text, sound, images and videos * be able to create a simple graph in a spreadsheet * locate all keys when typing with two hands/touch typing * charge, open, log in to, shut down and navigate all school devices * combine captured video clips and piece into one video, making use of video editing tools e.g. speed, sound levels, picture in picture and green screen | E-Safety * safely communicate online and explain how to do this * understand online protection & responsibility including external agencies they can report to like CEOP / Childline * continue the use of key search terms and understand how the use of questioning can help us find information | Computing * use simple coding blocks (e.g. motion, looks, control) to complete a given task * use IF, THEN, ELSE based commands to carry out simple tests in programs * write a precise algorithm to control an onscreen/physical object/device |
|---|---|---|---|
| Year 5 | Digital Skills and Media Creation * apply grammar and spell check tools carefully, knowing when to ignore * use their digital/media creation skills to create high quality documents/presentations in a variety of ways and using a range of devices for a purpose * produce spreadsheets including formulas, graphs & modelling to achieve a specified outcome * continue typing with two hands/touch typing * create videos using stop motion or other forms of animation * understand how files are stored digitally and be able to move/organise them in different storage locations including creating new folders | E-Safety * define different E-Safety terms such as cyberbullying, digital citizenship, reporting, click- bait, fake news etc * know how to evaluate and scrutinise information on the internet including checking the source * explain plagiarism and copyright. | Computing * understand that code can be created separately, then combined and ran as required during a program * recognise that objects can interact with each other and ask for certain code to run * understand that variables can be used to store data in a range of ways and this can be accessed when a program is running * create an on-screen simulation for a real-life device/object * control a physical device to complete a given task with simple inputs and outputs * explain how computer networks work, including the internet |
| Year 6 | Digital Skills and Media Creation * select the appropriate tools/apps/programs and use their digital/media creation skills independently to create high quality documents/presentations in a variety of ways and using a range of devices for a purpose * use spreadsheets to model financial and other data in complex ways and use these in presentations * type at speed with two hands * independently show and demonstrate the skills learned in their previous school years | E-Safety * explain the main ways to keep safe online, drawing from knowledge gained in previous school years * understand that their digital footprint can remain forever and how it can be controlled | Computing * explain game design ideas like user interface, input and output * design and create a game or online environment from block code that achieves a specific outcome * design and create a program which controls a physical device which uses sensors to either collect data or make decisions *recognise the importance of encryption when using the internet |
Ongoing for all year groups – development and application of basic keyboard skills; use of internet for research; using technology within other areas of the curriculum | <urn:uuid:68b53a8b-50dd-4e30-90ea-eb695c549632> | CC-MAIN-2024-42 | https://app.weduc.co.uk/get/external/p/id/ec9a1bd108eff99dc726b2c6f0c9857e784f1869f67d9be1e2e7677166dc1626.pdf | 2024-10-03T17:14:48+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00886.warc.gz | 86,659,093 | 1,184 | eng_Latn | eng_Latn | 0.988431 | eng_Latn | 0.995069 | [
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Elements of a Literary Analysis
In order to know what to look for in a text before you write your literary analysis essay, you need to know your literary terms. Knowing your terms will be beneficial to you, so you can consider what you want to discuss in your essay. Below are literary elements to choose from when writing your literary analysis.
Literary Elements:
Theme – The message/es explored throughout a work of literature.
Motifs -- Repeated patterns in the story, particularly the symbolic.
Plot – The arrangement of events; consider chronology or use of flashback/flashforward.
Setting – The time and place (or when and where) of the story. It can be time period, location, the time of day, the season, the weather, the type of room or building. Three types of setting to keep in mind are Physical, Historical, and Atmospheric.
Character – is a person, animal, being, creature in a story. Writers use characters to perform the actions and speak dialogue, moving the story along a plot line. Examples: Protagonist, Antagonist
Characterization - is a writer's process used to develop their characters throughout the story. The author uses details to teach us about a character. This is used over the course of a story in order to tell the tale. There are two types of characterization,
Direct and Indirect.
Point of view – The vantage point from which the story is told. Who is telling the story? There are three points of view a story can be told from, First-person, Second-person, and Third-person.
Diction – Refers to word choice and phrasing in any written or spoken text. There are two types of diction: Formal and Informal.
Denotation- Dictionary definition of a word. Sometimes a word can have multiple definitions. Consider the way the word is used in context to the story.
Connotation - Feelings and images associated with a word or phrase.
Tone – is the author's attitude towards the subject they are writing about.
Mood- is the atmosphere of the story. The reader determines the feel of the story.
Types of Elements
Certain elements have extensions within them. Here are a list of those types of elements.
TYPES OF PLOT:
Conflict – The protagonist struggles between opposing forces. It can be external: person vs. person, person vs. person vs. nature, person vs. society, person vs. technology, person vs. supernatural. It can be internal: person vs. self.
Exposition – The opening of the story that sets up the characters, setting, (time and place), and basic information in introduced.
Rising Action – The main character faces a series of conflicts.
Crisis – A significant turning point in the story that determines how it must end.
Climax – The highest point of tension or drama in a narratives' plot. Often climax is also when the main problem of the story is faced and solved by the main character or protagonist.
Falling Action – The story begins to slow down and work towards its end, tying up loose ends.
Resolution/Denouement – The conclusion of the story's plot.
TYPES OF SETTING:
Physical - The place where the story occurs. Ex. The setting of Trifles takes place in a farmhouse.
Historical - The time period in history that either surrounds the story. Ex: The Yellow Wallpaper takes place around the nineteenth century, which is important to why the protagonist is treated a certain way by her husband.
Atmospheric - The feeling, emotion, or mood that an author creates in a narrative through descriptive language.
TYPES OF CHARACTER:
Protagonist – This is the main character, around which the whole story revolves.
Antagonist – This character, or group of char-acters, causes the conflict for the protagonist. The antagonist could be the protagonist, who is torn by a problem within.
Foil – Opposite character traits from another, character meant to help highlight or bring out another's positive or negative side.
Static – Do not change throughout the story. A major character can remain static through the whole story.
Dynamic – Changes throughout the story. They may learn a lesson, become bad, or change in complex ways.
Flat – Has one or two traits, usually only all positive or negative. They are the opposite of a round character. The flaw or strength has its use in the story.
Round – Opposite of the flat character. Characters have many different traits, good and bad, making them more interesting.
TYPES OF CHARACTERIZATION:
Direct: The author explicitly tells the audience what he or she wants you to know about the character.
Indirect: The reader makes inferences about a character based on their actions, thoughts, personality, and emotional affect on other characters. There are five types of Indirect characterization: Speech, Thoughts, Effect on others, Actions, and Looks.
TYPES OF POINT OF VIEW:
First-person: The story is told through the eyes of the character telling the story.
Second-person: The narrator is speaking to you. This is seen mostly in poems, speeches, instructional writing, and persuasive articles.
Third-person: The narrator is describing what's seen, but as a spectator. If the narrator is a character in the story, then we are reading what he or she observes as the story unfolds. The story can be told from an omniscient (all-knowing) narrator who doesn't interact in the events, or a limited omniscient character who knows only one other person's thoughts or feelings, or character who has a limited perspective of the events unfolding.
TYPES OF DICTION-
Formal- Involves choosing words that are polite and proper. Formal language is often filled with descriptive words that are quite precise, and sentences may be longer.
Informal- Generally uses shorter words. Sentences may be incomplete or ignore some finer points of grammar and usage.
Here is a list of literary devices to consider when analyzing your essay.
Symbolism – The use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from their literal sense. Symbols can be universal, conventional, and con textual.
Figurative Language – Used to describe someone or something by comparing to another or using words for description that do not have a literal meaning. Examples: Metaphor and Simile.
Imagery – Evokes the five senses. What does the character or narrator make the reader touch, see, hear, feel, smell, taste?
Extensions of Literary Devices: The following are extensions of literary devices you can use throughout your essay.
TYPES OF SYMBOLS:
Universal – A word or object that most every-one agrees on the meaning.
Conventional - Widely recognized by a society or culture. Ex: Christian cross, the Star of Da-vid, a swastika, or a nation's flag.
Contextual - A word or object that stands for something else just in the story or situation.
TYPES OF FIGURATIVE LANGUAGE:
Metaphor - Makes a comparison of two unrelated things often using "is." Example: But soft! What light through yonder window breaks? It is the east, and Juliet is the sun. – The Tragedy of Romeo and Juliet.
Simile - Makes a comparison of two unrelated things to show common quality between them using "like" or "as." Example, "She smiles like the sun"
Personification - A thing- an idea or an animal – is given human attributes. Example: "I find it hovering in the dining-room, skulking in the parlor, hiding in the hall, lying in wait for me on the stairs." – "The Yellow Wallpaper"
Allegory: The characters are representative of some larger humanistic trait and attempt to convey some larger lesson or meaning in life.
Allusion – A reference to something in history, culture, or literature (especially historical). | <urn:uuid:42e69ac5-5a8a-45cf-ab5e-bad3ae832f73> | CC-MAIN-2024-42 | https://www.alamo.edu/siteassets/sac/about-sac/college-offices/writing-center/elements-of-a-literary-analysis.pdf | 2024-10-03T16:17:34+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00885.warc.gz | 576,560,299 | 1,599 | eng_Latn | eng_Latn | 0.997113 | eng_Latn | 0.997939 | [
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Sunday School Grade 9 A.G.A.P.E. Curriculum
[Appreciating God-Given Abilities of Persons with Exceptionalities]
Coptic Orthodox Diocese of the Southern United States
Under the Auspices of His Grace Bishop Youssef
Piman~epickopoc n~remn~,ymi `n~or;odoxoc `n~te ni;ws ethwtp etcaryc
Sunday School Grade 9 A.G.A.P.E. Curriculum
* The A.G.A.P.E. curriculum is for exceptional student education [ESE] for Sunday School. It is designed by the Coptic Orthodox Diocese of the Southern United States.
* This is a modified curriculum designed for individuals with special needs.
* This curriculum is intended to be taught alongside with the general Sunday School program for each grade.
Sunday School Grade 9 A.G.A.P.E. Curriculum
* Inclusion is an important aspect of the social and learning paradigm of individuals with special needs.
* Stewards serving children and youth with special needs should try to integrate the students in the mainstream classes for as much time as can be tolerated by the student with special needs.
* Integration and inclusion foster friendships among the same age peer group.
Preparation for David's Sins, Results and Repentance Lessons for Pentecost
* Lesson Outline: Week 2
– David was strong and courageous before he sinned against God.
– After he sinned against God, David became worried and weak. He started to depend on his own strength.
– David did not repent for a whole year.
– David confessed his sins. He wept and asked God for forgiveness.
– If we feed our mind with Christ, the output would be good deeds.
– Be aware of your free time, and try to occupy your mind with useful spiritual work.
Word Bank
* King David
* Wept
* Courageous
* Repent
* Worried
* Deed
Objective: To contemplate on the causes and results of sinning and the acceptable repentance towards God.
Memory Verse: "Against You, You only, have I sinned, And done [this] evil in Your sight" (Psalm. 51:4).
David was strong and courageous before he sinned against God.
After he sinned against God, David became worried and weak. He started to depend on his own strength.
David did not repent for a whole year.
David confessed his sins. He wept and asked God for forgiveness.
If we feed our mind with Christ, the output would be good deeds.
Be aware of your free time, and try to occupy your mind with useful spiritual work.
David's Sins, Results and Repentance Lessons for Pentecost
* Conclusion
– David was strong and courageous before he sinned against God.
– After he sinned against God, David became worried and weak. He started to depend on his own strength.
– David did not repent for a whole year.
– David confessed his sins. He wept and asked God for forgiveness.
– If we feed our mind with Christ, the output would be good deeds.
– Be aware of your free time, and try to occupy your mind with useful spiritual work.
* To God be the glory, forever, Amen.
Resources
* Application
* Activities—Customize according to student abilities, speech, and fine and gross motor skills.
– Coordinate a time for A.G.A.P.E. students to interact with non-A.G.A.P.E. students.
– Coloring/Painting
– Music/Games
– Cut and Paste
* References
– http://www.suscopts.org/ssc/Grade09.pdf | <urn:uuid:44828111-dcc4-4ee6-b749-b05ed64d4ca1> | CC-MAIN-2024-42 | http://www.suscopts.org/ssc/wp-content/uploads/2017/06/AGAPESundaySchool-Grade9-PentecostWeek02.pdf | 2024-10-03T17:49:14+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00885.warc.gz | 51,786,805 | 753 | eng_Latn | eng_Latn | 0.96714 | eng_Latn | 0.995163 | [
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Englist.me
Vocabulary Builder Reference from...
Cesar Harada: How I teach kids to love science | TED Talk https://www.ted.com/talks/cesar_harada_how_i_teac h_kids_to_love_science
IMPORTANT
This material is a commentary and does not contain any copyrighted material of the reference source. We strongly recommend accessing/buying the reference source at the same time.
Session 1: Word List
mess
n. a state of confusion, dirtiness, or untidiness; (verb) to fail to do something or to make something dirty or untidy synonym : disarray, confusion, predicament
(1) have a whole mess, (2) get into a mess He made a frightful mess in his room.
adj. answerable or accountable for something within one's power, control, or management
synonym: accountable, answerable, liable
(1) responsible action, (2) responsible for a customer service
She's a responsible pet owner who ensures her dog gets enough exercise and a healthy diet.
adj. existing only in someone's mind synonym : fictional, ideal, fantastical
(1) imaginary number, (2) imaginary pregnancy Little children tend to have imaginary friends.
n. a thin, round, and often transparent mass of gas that is surrounded by a thin layer of liquid; a state of economic or social prosperity that is unsustainable and eventually collapses
Page 1 / 57
responsible
imaginary
bubble
innocent
ignorance
ugly
invention
harbor
synonym : blob, balloon, mania
(1) bubble in the champagne glass, (2) economic bubble Many people worry that the current real estate market is a bubble that could burst soon.
adj. not guilty of a crime, offense, etc.; not having an evil mind or knowledge synonym
: blameless, honest, harmless
(1) an innocent child, (2) thousands of innocent people My husband was found innocent of any crime.
n. lack of knowledge or information about a particular subject or fact
synonym: unintelligence, inexperience, unawareness
(1) ignorance of the law, (2) ignorance is bliss His ignorance of the situation led him to make a poor decision.
adj. unattractive in appearance; unpleasant to look at synonym : unattractive, unsightly, repulsive
(1) an ugly sound, (2) ugly building The ugly truth was that he had been lying to her for months.
n. the creation of a new device or process resulting from study and experimentation; the act of inventing synonym : creation, design, innovation
(1) the invention of new techniques, (2) common invention Necessity is the mother of invention.
n. an area of water next to the coast where ships and boats are protected from rough water by piers, jetties, and other artificial structures; (verb) keep in one's possession
synonym: port, dock, pier
(1) a sheltered harbor
, (2)
harbor a resentment
The tsunami swamped every boat in the harbor.
Page 2 / 57
stumble
pile
trash
alcohol
horrify
microscope
v. to miss a step and fall or nearly fall; to walk unsteadily synonym : bumble, struggle, misstep
(1)
stumble financially, (2)
stumble through life
She stumbled
over the tree root.
n. a collection of objects positioned one on top of another; a large sum of something, such as money
synonym: accumulation, heap, stack
(1) a sand pile
, (2) the height of a pile
After the party, they had to clean up piles of dirty dishes.
n. discarded material, refuse, or waste synonym : garbage, waste, refuse
(1) trash bin, (2) trash disposal site
The city is taking measures to reduce the amount of trash
in the streets.
n. a clear liquid that can make people drunk and is used in medicines, cleaning products, etc.
synonym : booze, liquor, ethanol
(1) stop drinking alcohol, (2) diluted alcohol There is a clear association between alcohol consumption and cognitive decline.
v. to shock or disgust greatly synonym : shock, dismay, terrify
(1)
horrify audience, (2)
horrify victims
The series of terrorist attacks horrify the entire nation.
n. an instrument used to see objects or substances that are too small to be seen with the naked eye
synonym: lens, magnifier, eyepiece
(1)
microscope slide, (2) electron
microscope
I used an optical microscope to observe the small organisms in the water sample.
Page 3 / 57
risky
transform
workshop
workbench
participate
awesome
adj. involving the possibility of danger, failure, or loss synonym : dangerous, perilous, scary
(1) change risky behavior, (2) a risky enterprise It is extremely risky to sail in such a storm.
v. to change in outward structure or looks; synonym : alter, convert, change
(1) transform an education system, (2) transform heat into power
My father's death transformed my life completely.
n. a place where people work, especially one where they do manual or practical work; a brief intensive course for a small group
synonym: studio, laboratory, atelier
(1) workshop attendee, (2) carpentry workshop
The artist held a workshop to teach students how to paint with watercolors.
n. a sturdy table or bench designed for carrying out manual work, particularly in a workshop or garage context synonym : worktable, bench, desk
(1) workbench design, (2) wooden workbench I must organize my tools on the workbench before starting my project.
v. to take part in something synonym : take part, partake, enter
(1) participate fully in conversation, (2) participate in the program
The majority of students actively participated in the college's intramural sports program.
adj. inspiring fear, admiration, or respect; very good, nice, fun, etc.
synonym : miraculous, marvelous, astounding
Page 4 / 57
grind
combine
excite
prototype
hack
cam
(1) awesome mental faculty, (2) have an awesome birthday There is a lot of awesome nature and food in Hawaii.
v. to reduce something to small particles or powder by crushing or rubbing it; to work hard over a long period of time
synonym: mill, crush, grate
(1) grind away at my work, (2) grind your teeth She had to grind the coffee beans before making a fresh cup.
v. to join or merge to form a single thing or group synonym : coalesce, cohere, blend
(1) combine chemically with another substance,
(2) combine augmented reality
Hydrogen and oxygen combine to form water.
v. to make someone feel suddenly enthusiastic or eager synonym : thrill, exhilarate, animate
(1) excite the crowd, (2) excite rebellion The news of her promotion excited her.
n. a first or preliminary example of something such as a device or vehicle from which other forms are developed synonym : mock-up, precursor, model
(1) complete a prototype product, (2) early prototype The flying car is presently in the prototype stage.
v. to hit and cut somebody or something roughly and violently; to find a bug in a computer program and break into their systems or networks
synonym: cut, chop, crack
(1) hack through the jungle, (2) hack into the program This blog offers a variety of tips for hacking everyday life.
n. a device or mechanism that converts rotary motion to linear motion or vice versa; a revolving cylinder with an
Page 5 / 57
plumbing
fixture
assemble
process
irregular shape used in machinery to convert rotary motion into intermittent or reciprocating motion; an abbreviation for camera synonym : camera, device, gadget
(1) security cam, (2) cam lever
The mechanic adjusted the cam mechanism to improve the engine's performance.
n. the system of pipes, fittings, and fixtures that are used to distribute water and remove waste in a building or structure; the trade or profession of installing and maintaining such systems
synonym: pipefitting, piping
(1) plumbing problem, (2) plumbing service The plumbing in my house needs to be replaced because it keeps leaking.
n.
an object firmly installed in place, especially in a household, such as a bath or a toilet
synonym: fitting, appliance, equipment
(1) a light fixture
, (2) a fixture
in the life
He has become a fixture
of that restaurant.
v. to collect in one place as a single group synonym : gather, congregate, collect
(1) assemble your colleagues, (2) assemble a jigsaw puzzle
The president began to assemble an army.
n. a series of actions or operations performed to achieve a particular outcome or goal; a systematic procedure or approach used to accomplish a specific task or objective; a method of treating milk to make it suitable for consumption or use in other dairy products
synonym: procedure, method, system
(1)
process improvement, (2) decision-making
process
The process for applying for a visa can be lengthy and
Page 6 / 57
complicated.
Page 7 / 57
hyperconnected
spill
bare
mangrove
shock
synonym : examine, analyze, look into
(1) investigate the matter, (2) investigate a data leak The committee investigated several apparent inconsistencies.
adj.
having multiple, complex links or relationships between different people, objects, or systems
synonym: highly connected, fully connected
(1) hyperconnected network, (2) hyperconnected technology
The world has become increasingly hyperconnected, with the internet and social media playing a significant role in communication and information exchange.
v. to cause or allow liquid to run or flow over the edge of its container by accident
synonym: slop, drop, scatter
(1)
spill a bit of wine, (2)
spill my heart
He was determined to spill
everything.
adj. not covered or clothed; lacking embellishment or decoration; mere or basic; undisguised or open; empty or devoid of something
synonym: naked, exposed, uncovered
(1)
bare minimum, (2)
bare essentials
She wore a simple dress with a bare neckline
n. a tropical coastal tree or shrub that grows in saline soil and has prop roots that help to stabilize it
(1) mangrove forest, (2) mangrove swamp The mangrove trees are known for their ability to survive in
saltwater and sandy soil.
n. a strong feeling or physical reaction to a sudden and unexpected event or experience, especially something unpleasant
synonym: amazement, surprise, stunner
Page 8 / 57
mud
spectrometer
substance
spectrum
identify
(1) death from shock, (2) shock-resistant He got an electric shock at work.
n. a soft, wet, sticky earth or clay synonym : muck, sludge, ooze
(1) mud wall, (2) mud volcano
The mud of the swamp made it difficult to walk through the field.
n. a scientific device used to measure the properties of light or other radiation, often used in chemistry and physics to analyze the composition of materials synonym : spectroscope, analyzer, detector
(1) spectrometer measurement, (2) optical spectrometer The infrared spectrometer helped identify the chemical composition of the sample.
n. the real physical material of which a thing or person consist; the most important or main part of some idea or experience; an illegal drug
synonym: essence, core, material
(1) an explosive substance, (2) substance abuse problem The substance of the argument was well-presented.
n. an ordered array of colors into which a light beam can be split
synonym: range, scale, spread
(1) a broad spectrum of opinion, (2) infrared spectrum This device displayed the speech spectrum spectrographically.
v. to recognize someone or something and say or prove who or what they are
synonym: determine, specify, recognize
(1) identify handwriting, (2) identify gene sequences I will introduce you to how to identify the leading causes of
Page 9 / 57
empathy
creative
remotely
compel
experiment
massive
the malfunction.
n. the ability to share another person's feelings or experiences by imagining that person's situation synonym : compassion, sympathy, tenderness
(1) full of empathy, (2) empathy for patients Empathy is also necessary to understand history.
adj. relating to or involving the use of skill and original and unusual ideas to create something synonym : imaginative, innovative, inventive
(1)
creative writing, (2) barren of
creative spirit
All the supervisor has to do is assign tasks that make his subordinates more
creative.
adv. at a distance; not directly or easily accessible synonym : distantly, remotely, slightly
(1) remotely operate, (2) control remotely The company can remotely access its employees' computers for troubleshooting purposes.
v. to force or require someone to do something; to exert a strong, irresistible force or pressure that makes someone act in a certain way
synonym: force, oblige, coerce
(1) compel a person to submission, (2) compel attention The strict deadlines will compel the team to work efficiently.
n. the scientific test conducted to observe what happens and gain new knowledge
synonym: experimentation, investigation
(1) experiment design, (2) series of experiments His experiments showed highly positive results.
adj. enormous amount; very heavy and solid synonym : enormous, giant, immense
earthquake
violent
trigger
giant
tsunami
(1) massive amounts, (2) massive stars The recent economic downturn has resulted in massive
layoffs.
n. a sudden and violent shaking of the ground caused by the movement of rock beneath the earth's surface synonym : seismic activity, tremor, temblor
(1) an earthquake zone, (2) an earthquake-proof The violent earthquake caused widespread damage and
injuries throughout the region.
adj. involving or caused by physical force or aggression against someone or something
synonym: aggressive, intense, turbulent
(1) victim of a violent crime, (2) violent incident The protesters became violent when the police tried to disperse them.
v. to make something happen suddenly; to cause something such as a device, machine, etc. to function synonym : activate, spark, drive
(1) trigger a biochemical response, (2) trigger inflation The incident triggered a political controversy.
adj. enormous; much bigger or more important than similar items usually are
synonym: big, gigantic, huge
(1) giant trees, (2) giant tech company
The giant jets gradually dominate the world's airlines.
n. a huge ocean wave caused by an earthquake, volcano, or other disturbance
synonym: tidal wave, seismic sea wave
(1) tsunami warning, (2) tsunami relief
The earthquake- tsunami caused widespread destruction along the coast.
destroy
instant
dam
nuclear
leak
pacific
v. to ruin or damage severely or completely; to eradicate or eliminate completely
synonym: demolish, ruin, obliterate
(1) destroy the ecosystem, (2) destroyed evidence The building was destroyed in the fire and had to be rebuilt.
adj. happening immediately, with no delay synonym : immediate, urgent, moment
(1) get instant
access, (2) an instant
reply
His pleasant face turned cold in an instant.
n. a wall constructed over a river to block the flow of water,
mainly used to generate energy synonym : barricade, barrier, embankment
(1) dam-building program, (2) dam collapsing The break in the dam threatened the valley.
adj. of or relating to or constituting the nucleus of an atom; deriving destructive energy from the release of atomic energy
synonym: atomic
(1)
nuclear fusion, (2) use of
nuclear power
Many countries have now agreed to a treaty banning the use of nuclear weapons.
v. to allow liquid or gas to get in or out from a hole or crack in a pipe or container
synonym: outflow, divulge, disclose
(1) leak data, (2) leak a classified memo
He leaked serious accounting irregularities that only people in the company's executive could know.
adj. peaceful in character or intent; tending to lessen or avoid conflict; calm or soothing in manner or tone; (noun, as "Pacific") the largest and deepest of Earth's oceanic divisions
synonym : calm, peaceful, tranquil
trace
contamination
radioactive
complicated
accident
(1) pacific-natured disposition, (2) the Pacific Ocean They adopted a pacific approach to resolving their differences, emphasizing dialogue and understanding.
v. to find or discover someone or something that was lost synonym : seek, follow, depict
(1) trace a telephone call, (2) trace back to medieval times Let's trace the origins of some familiar foreign words.
n. the presence of something harmful or unwanted in a substance, material, or environment; the act of introducing harmful substances or materials into an environment or area
synonym: pollution, defilement, infection
(1) contamination levels, (2) soil contamination The contamination of the water supply led to widespread illness in the community.
adj. emitting powerful and dangerous energy when the nuclei (= central parts) of atoms are broken up synonym : dangerous, contaminated, emanating
(1) radioactive decay, (2) radioactive isotope
The radioactive material was carefully stored in a lead-lined container.
adj. involving a lot of different things or parts in a way that is difficult to understand or analyze
synonym: complex, convoluted, intricate
(1) a complicated process, (2) become increasingly complicated
He did complicated pen-and-ink drawings in just a few days.
n. an unfortunate event, especially one causing damage or injury:
synonym
(1) cause an accident, (2) injury in a car accident
calamity, casualty, chance
independence
mask
discuss
strategy
itinerary
The accident partially destroyed my vehicle.
n. freedom from another's or others' control or influence synonym : freedom, liberty, autonomy
(1) financial independence, (2) independence ceremony There is nothing more valuable than independence and freedom.
v. to conceal something; (noun) a covering that you wear over your face to hide it
synonym: disguise, camouflage, conceal
(1)
mask body odor, (2) an oxygen
mask
The politician tried to mask the corruption.
v. to talk about or examine in detail through conversation or debate; to exchange ideas, opinions, or information on a particular topic
synonym: talk about, converse, debate
(1)
discuss options, (2)
discuss solutions
We need to discuss the next steps for the project during our meeting tomorrow.
n. a detailed plan of action designed to achieve a long-term or overall goal.
synonym: approach, procedure, scenario
(1) military strategy
, (2) develop a strategy
Our plan includes a comprehensive marketing strategy.
n. a detailed plan or route of a journey or trip, including the sequence of destinations, the dates and times of travel, and any other pertinent information such as hotel reservations or transportation arrangements
synonym: agenda, schedule, plan
(1) itinerary planning, (2) detailed itinerary
I need to finalize my travel itinerary for the upcoming business trip.
topographical
elevation
sprinkler
represent
spray
adj. relating to the arrangement or physical features of a geographical area or terrain; relating to the detailed description or mapping of the physical features of a location
synonym: terrain, geographic, landform
(1) topographical data, (2) topographical survey The topographical map of the region revealed the rugged terrain we would face on the hike.
n. the height of something above sea level or above the ground; the event of something being raised upward synonym : height, altitude, rise
(1) at an elevation of 1000 feet, (2) elevation in rank The elevation of the mountain made it difficult to breathe.
n. a device that sprays water over a large area used especially for watering crops or gardens or for firefighting
synonym: sprayer, irrigation system
(1) road sprinkler, (2) sprinkler irrigation The sprinkler system kept the lawn green and healthy.
v. to speak, act, or be present on behalf of another person or group; to form or constitute synonym : depict, express, describe
(1) represent by a diagram, (2) the characters that represent numbers
We elected him to represent us at the international conference.
n. a fine mist of liquid that is dispersed into the air; flower arrangement consisting of a single branch or shoot bearing flowers and foliage
synonym: mist, aerosol, atomizer
(1) a spray of mist, (2) an insect spray
The artist used a spray paint can to create a graffiti mural on the wall.
rainfall
expedition
fishery
sediment
seabed
sampler
n. the amount of rain that falls in a specific location at a particular moment
synonym: downpour, drizzle, rain
(1) the mean annual rainfall, (2) heavy rainfall These plants thrive in hot climates with abundant rainfall
n. a journey or voyage for a specific purpose synonym : journey, trip, voyage
(1) expedition team, (2) a polar expedition
The expedition to the Amazon jungle was both exciting and challenging.
n. an area of water where fish are caught in large quantities for living; a business or practice of catching and selling fish
synonym: fishing, piscary, angling
(1) fishery management, (2) commercial fishery The majority of the people on the island are fishery folk.
n. the substance that forms a solid layer at the bottom of the liquid
synonym: deposition, residue
(1) sediment runoff, (2) gravel sediment
Heavy rain often washes away sediments of the river.
n. the bottom of a sea or ocean; the surface of the sea's bed, which can be rocky, sandy, muddy, or covered with coral or other organisms
synonym: ocean floor, sea bottom
(1) seabed mining, (2) seabed habitat
The dense coral reefs on the seabed provide a home for various marine life.
n. a piece of fabric or other material that has a variety of different stitches or designs worked into it, used as a reference or example of different embroidery techniques; a selection or collection of different samples
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dispatch
estuary
reproduce
improvisation
or examples of something, such as music, food, or products
(1) sampler album, (2) electronic sampler
The artist made a sampler of different paint textures and colors to help her decide what to use for her next project.
v. to send someone or something somewhere for a particular purpose; to send a message or piece of information
synonym : send, release, kill
(1) dispatch soldiers, (2) dispatch a letter The ambulance was dispatched to the scene of the accident.
n. a place where a river meets the sea, typically where the fresh and saltwater mix
synonym: delta, mouth, inlet
(1) estuary port, (2) estuary delta
The mouth of the river formed an estuary where saltwater and freshwater met.
v. to make a copy of something such as a picture, piece of text, music, etc.; to produce offspring through a sexual or asexual process
synonym: duplicate, breed, imitate
(1) reproduce the painting, (2) reproduce by myself By dividing and creating copies of themselves, bacteria reproduce.
n. the act of making something up on the spot or creating
or performing something without preparation synonym : spontaneity, ad-lib, extemporization
(1) improvisation on stage, (2) jazz improvisation He created a beautiful piece of music using only improvisation.
sushi
progression
exciting
increasingly
frustrate
n. a Japanese dish consisting of vinegared rice, often combined with fish or vegetables and sometimes wrapped in seaweed
synonym : raw fish, sashimi, nigiri
(1) sushi bar, (2) sushi roll
I love going out for sushi with my friends on Friday nights.
n. the act or process of changing to the next stage or phase or moving forward
synonym : advancement, development, evolution
(1)
progression of civilization, (2)
progression of disease
The company has made great strides in its progression
toward sustainability.
adj. causing a lot of interest or excitement synonym : exhilarating, stimulating, thrilling
(1)
exciting football player, (2)
exciting news
The findings of the experiment were both exciting and unexpected.
adv. more and more synonym : more and more, progressively
(1) increasingly become common, (2) face increasingly complicated challenges
Our company found it increasingly difficult to keep up with the competition.
v. to hinder or prevent efforts, plans, or desires from doing, succeeding, or being fulfilled; to make someone feel upset or annoyed because they are unable to change or achieve something
synonym : hinder, thwart, dishearten
(1) frustrate the advancement, (2) frustrate other team members
The coach explained a strategy to frustrate the opponent's schemes to the players.
damage
leap
industrial
environment
chemistry
v. to harm or cause injury to something or someone, often resulting in decreased value or functionality; to impair or negatively affect something, such as a reputation or relationship; (noun) harm or injury that is caused to a person, thing, or entity
synonym: harm, impair, injure
(1) damage a relationship, (2) damage assessment During the surgery, the doctor had to be extremely cautious not to damage a blood vessel.
v. to jump or spring into the air, often with the feet leaving the ground or a surface below; to move quickly or suddenly, often forward or upward
synonym: jump, bound, hop
(1) leap to a conclusion, (2) leap of faith The athlete was able to leap over the hurdle with ease.
adj. of or relating to or resulting from industry synonym : manufacturing, mechanical
(1) beginning of the industrial revolution, (2) industrial alcohol
Industrial design has become more focused on human nature aspect than ever before.
n. the natural world such as air, water, and land in which humans, animals, and plants live
synonym: atmosphere, surroundings, climate
(1)
environment affairs, (2) chaotic
environment
Every human is responsible for taking care of the Earth's environment.
n. the branch of the natural sciences dealing with the composition of substances and their properties and reactions
(1) professor of chemistry, (2) the chemistry of soil He is familiar with chemistry and biology.
biology
optics
stud
acceleration
mobility
renewable
n. the scientific study of life and the natural processes of living things
(1) evolutionary biology, (2) cell and molecular biology In junior high school, we had to dissect a frog in biology class.
n. the academic study of vision and light
(1)
optics technology, (2) fiber
optics
Einstein's new optics theory transformed traditional scientific notions about light.
n. a small object with a head on one end and a sharp point on the other, used for fastening clothing, leather, or other materials; an animal used for breeding, typically a male horse or bull that is of superior breeding stock; (verb) to decorate or adorn with studs; to provide with studs for support
synonym : beam, scantling, framing
(1) horse stud, (2) wall stud
He bought a new stud to attach the strap to his watch.
n. a rate of increase in velocity; the rate of change of velocity with respect to time
synonym: speed up, quicken, hastening
(1) a unit of acceleration, (2) acceleration of an object The car's acceleration was impressive, going from 0 to 60 mph in just 5 seconds.
n. the ability to move or be moved freely or easily from one place, job, or social class to another
synonym: flexibility, maneuverability
(1) lack in mobility
, (2) improve social mobility
I have limited mobility
in my arms.
adj. capable of being renewed, extended, or replaced synonym : sustainable, replaceable
(1) renewable energy, (2) renewable subscriptions
wheelchair
horrible
afford
shield
The production of renewable fuels requires massive volumes of fresh water.
n. a chair fitted with large wheels for use as a means of transport by a person who is unable to walk
(1) electric-powered wheelchair, (2) wheelchair accessibility
This library rents out various types of folding wheelchairs for visitors.
adj. extremely unpleasant or bad; causing fear or disgust synonym : dreadful, terrible, awful
(1) horrible accident, (2) horrible smell
The experience was horrible and left a lasting impression.
v. to have enough money or time to be able to buy or do something
(1) afford to buy a new car, (2) afford a high travel cost He cannot afford a holiday.
n. a protective covering or structure, especially in the past, that soldiers held in front of their bodies to protect themselves
synonym : guard, protection, safeguard
(1) a heat shield, (2) a shield for protecting against a bullet Lead is an effective shield against X-rays, gamma rays, and other harmful radiation.
Session 2: Spelling
1. tr__e back to medieval times
2. d_m collapsing
3. b__m in sales
4. ind_____al alcohol
5. pr____s improvement
6. m_d wall
7. res______le for a customer service
8. control re____ly
v. to find or discover someone or something that was lost
n. a wall constructed over a river to block the flow of water, mainly used to generate energy
n. a sudden increase in economic activity, or a sudden happening that brings good fortune; a deep, loud, and prolonged sound
adj. of or relating to or resulting from industry
n. a series of actions or operations performed to achieve a particular outcome or goal; a systematic procedure or approach used to accomplish a specific task or objective; a method of treating milk to make it suitable for consumption or use in other dairy products
n. a soft, wet, sticky earth or clay
adj. answerable or accountable for something within one's power, control, or management
adv. at a distance; not directly or easily accessible
9. complete a pr_____pe product
n. a first or preliminary example of something such as a device or vehicle from which other forms are developed
ANSWERS: 1. trace, 2. dam, 3. boom, 4. industrial, 5. process, 6. mud, 7. responsible, 8. remotely, 9. prototype
10. tr____r inflation
v. to make something happen suddenly; to cause something such as a device, machine, etc. to function
11. the characters that re_____nt numbers
v. to speak, act, or be present on behalf of another person or group; to form or constitute
12. es____y port
n. a place where a river meets the sea, typically where the fresh and saltwater mix
13. re_____le subscriptions
adj. capable of being renewed, extended, or replaced
14. thousands of in____nt people
adj. not guilty of a crime, offense, etc.; not having an evil mind or knowledge
15. exp_____on team
n. a journey or voyage for a specific purpose
16. cause an ac____nt
n. an unfortunate event, especially one causing damage or injury
17. cr____ve writing
adj. relating to or involving the use of skill and original and unusual ideas to create something
18. lack in mo____ty
n. the ability to move or be moved freely or easily from one place, job, or social class to another
19. fi____y management
n. an area of water where fish are caught in large quantities for living; a business or practice of catching and selling fish
20. soil con_______ion
n. the presence of something harmful or unwanted in a substance, material, or environment; the act of introducing harmful substances or materials into an environment or area
ANSWERS: 10. trigger, 11. represent, 12. estuary, 13. renewable, 14. innocent, 15. expedition, 16. accident, 17. creative, 18. mobility, 19. fishery, 20. contamination
21. top_______cal data
adj. relating to the arrangement or physical features of a geographical area or terrain; relating to the detailed description or mapping of the physical features of a location
22. re_____ce by myself
v. to make a copy of something such as a picture, piece of text, music, etc.; to produce offspring through a sexual or asexual process
23. death from sh__k
n. a strong feeling or physical reaction to a sudden and unexpected event or experience, especially something unpleasant
24. di____s solutions
v. to talk about or examine in detail through conversation or debate; to exchange ideas, opinions, or information on a particular topic
25. an insect sp__y
n. a fine mist of liquid that is dispersed into the air; flower arrangement consisting of a single branch or shoot bearing flowers and foliage
26. barren of cr____ve spirit
adj. relating to or involving the use of skill and original and unusual ideas to create something
27. at an el_____on of 1000 feet
n. the height of something above sea level or above the ground; the event of something being raised upward
28. wo____op attendee
n. a place where people work, especially one where they do manual or practical work; a brief intensive course for a small group
ANSWERS: 21. topographical, 22. reproduce, 23. shock, 24. discuss, 25. spray, 26. creative, 27. elevation, 28. workshop
29. l__p to a conclusion
v. to jump or spring into the air, often with the feet leaving the ground or a surface below; to move quickly or suddenly, often forward or upward
30. ts____i warning
n. a huge ocean wave caused by an earthquake, volcano, or other disturbance
31. su__i roll
n. a Japanese dish consisting of vinegared rice, often combined with fish or vegetables and sometimes wrapped in seaweed
32. rad______ve isotope
adj. emitting powerful and dangerous energy when the nuclei (= central parts) of atoms are broken up
33. as____le a jigsaw puzzle
v. to collect in one place as a single group
34. wo_____ch design
n. a sturdy table or bench designed for carrying out manual work, particularly in a workshop or garage context
35. security c_m
n. a device or mechanism that converts rotary motion to linear motion or vice versa; a revolving cylinder with an irregular shape used in machinery to convert rotary motion into intermittent or reciprocating motion; an abbreviation for camera
36. pa____le energy
n. a small piece of something; a word or piece of a term with grammatical function but little or no significance
37. pa____c-natured disposition
adj. peaceful in character or intent; tending to lessen or avoid conflict; calm or soothing in manner or tone; (noun, as "Pacific") the largest and deepest of Earth's oceanic divisions
ANSWERS: 29. leap, 30. tsunami, 31. sushi, 32. radioactive, 33. assemble, 34. workbench, 35. cam, 36. particle, 37. pacific
38. co___l a person to submission
v. to force or require someone to do something; to exert a strong, irresistible force or pressure that makes someone act in a certain way
39. pl____ng problem
n. the system of pipes, fittings, and fixtures that are used to distribute water and remove waste in a building or structure; the trade or profession of installing and maintaining such systems
40. use of nu____r power
adj. of or relating to or constituting the nucleus of an atom; deriving destructive energy from the release of atomic energy
41. h__k into the program
v. to hit and cut somebody or something roughly and violently; to find a bug in a computer program and break into their systems or networks
42. hyp________ted network
adj. having multiple, complex links or relationships between different people, objects, or systems
43. heavy ra____ll
n. the amount of rain that falls in a specific location at a particular moment
44. es____te a fair value
v. to guess or calculate the cost, size, value, etc. of something
45. ho____le accident
adj. extremely unpleasant or bad; causing fear or disgust
46. an ear_____ke zone
n. a sudden and violent shaking of the ground caused by the movement of rock beneath the earth's surface
ANSWERS: 38. compel, 39. plumbing, 40. nuclear, 41. hack, 42. hyperconnected, 43. rainfall, 44. estimate, 45. horrible, 46. earthquake
47. get into a m__s
n. a state of confusion, dirtiness, or untidiness; (verb) to fail to do something or to make something dirty or untidy
48. spe______ter measurement
n. a scientific device used to measure the properties of light or other radiation, often used in chemistry and physics to analyze the composition of materials
49. ma____ve forest
n. a tropical coastal tree or shrub that grows in saline soil and has prop roots that help to stabilize it
50. par______te fully in conversation
v. to take part in something
51. rad______ve decay
adj. emitting powerful and dangerous energy when the nuclei (= central parts) of atoms are broken up
52. ig_____ce is bliss
n. lack of knowledge or information about a particular subject or fact
53. bu___e in the champagne glass
n. a thin, round, and often transparent mass of gas that is surrounded by a thin layer of liquid; a state of economic or social prosperity that is unsustainable and eventually collapses
54. re_____le energy
adj. capable of being renewed, extended, or replaced
55. a ri__y enterprise
adj. involving the possibility of danger, failure, or loss
56. a polar exp_____on
n. a journey or voyage for a specific purpose
57. an u__y sound
adj. unattractive in appearance; unpleasant to look at
ANSWERS: 47. mess, 48. spectrometer, 49. mangrove, 50. participate, 51. radioactive, 52. ignorance, 53. bubble, 54. renewable, 55. risky, 56. expedition, 57. ugly
58. el_____on in rank
n. the height of something above sea level or above the ground; the event of something being raised upward
59. write him an answer imm______ly
adv. now or without delay
60. the mean annual ra____ll
n. the amount of rain that falls in a specific location at a particular moment
61. m__k body odor
v. to conceal something; (noun) a covering that you wear over your face to hide it
62. ho____y victims
v. to shock or disgust greatly
63. become increasingly com______ed
adj. involving a lot of different things or parts in a way that is difficult to understand or analyze
64. road sp_____er
n. a device that sprays water over a large area used especially for watering crops or gardens or for firefighting
65. a heat sh___d
n. a protective covering or structure, especially in the past, that soldiers held in front of their bodies to protect themselves
66. ig_____ce of the law
n. lack of knowledge or information about a particular subject or fact
67. top_______cal survey
adj. relating to the arrangement or physical features of a geographical area or terrain; relating to the detailed description or mapping of the physical features of a location
68. tr__h bin
n. discarded material, refuse, or waste
69. ma____ve swamp
n. a tropical coastal tree or shrub that grows in saline soil and has prop roots that help to stabilize it
ANSWERS: 58. elevation, 59. immediately, 60. rainfall, 61. mask, 62. horrify, 63. complicated, 64. sprinkler, 65. shield, 66. ignorance, 67. topographical, 68. trash, 69. mangrove
70. se___d habitat
n. the bottom of a sea or ocean; the surface of the sea's bed, which can be rocky, sandy, muddy, or covered with coral or other organisms
71. inc______gly become common
adv.
more and more
72. vi____t incident
adj. involving or caused by physical force or aggression against someone or something
73. c_m lever
n. a device or mechanism that converts rotary motion to linear motion or vice versa; a revolving cylinder with an irregular shape used in machinery to convert rotary motion into intermittent or reciprocating motion; an abbreviation for camera
74. gi__t tech company
adj. enormous; much bigger or more important than similar items usually are
75. an in____t reply
adj. happening immediately, with no delay
76. an explosive su_____ce
n. the real physical material of which a thing or person consist; the most important or main part of some idea or experience; an illegal drug
77. charged pa____le
n. a small piece of something; a word or piece of a term with grammatical function but little or no significance
78. da___e assessment
v. to harm or cause injury to something or someone, often resulting in decreased value or functionality; to impair or negatively affect something, such as a reputation or relationship; (noun) harm or injury that is caused to a person, thing, or entity
ANSWERS: 70. seabed, 71. increasingly, 72. violent, 73. cam, 74. giant, 75. instant, 76. substance, 77. particle, 78. damage
79. it_____ry planning
n. a detailed plan or route of a journey or trip, including the sequence of destinations, the dates and times of travel, and any other pertinent information such as hotel reservations or transportation arrangements
80. electron mic_____pe
n. an instrument used to see objects or substances that are too small to be seen with the naked eye
81. improve social mo____ty
n. the ability to move or be moved freely or easily from one place, job, or social class to another
82. a fi____e in the life
n. an object firmly installed in place, especially in a household, such as a bath or a toilet
83. par______te in the program
v.
to take part in something
84. de____y the ecosystem
v. to ruin or damage severely or completely; to eradicate or eliminate completely
85. sp__l my heart
v. to cause or allow liquid to run or flow over the edge of its container by accident
86. di____s options
v. to talk about or examine in detail through conversation or debate; to exchange ideas, opinions, or information on a particular topic
87. h__k through the jungle
v. to hit and cut somebody or something roughly and violently; to find a bug in a computer program and break into their systems or networks
ANSWERS: 79. itinerary, 80. microscope, 81. mobility, 82. fixture, 83. participate, 84. destroy, 85. spill, 86. discuss, 87. hack
88. ex____ng news
adj. causing a lot of interest or excitement
89. a light fi____e
n. an object firmly installed in place, especially in a household, such as a bath or a toilet
90. ro__h estimation
adj. not quite exact or correct; having or caused by an irregular surface
91. im_____ry pregnancy
adj. existing only in someone's mind
92. se___d mining
n. the bottom of a sea or ocean; the surface of the sea's bed, which can be rocky, sandy, muddy, or covered with coral or other organisms
93. infrared sp____um
n. an ordered array of colors into which a light beam can be split
94. pro______on of disease
n. the act or process of changing to the next stage or phase or moving forward
95. a com______ed process
adj. involving a lot of different things or parts in a way that is difficult to understand or analyze
96. commercial fi____y
n. an area of water where fish are caught in large quantities for living; a business or practice of catching and selling fish
97. a sh___d for protecting against a bullet
n. a protective covering or structure, especially in the past, that soldiers held in front of their bodies to protect themselves
98. the height of a p__e
n. a collection of objects positioned one on top of another; a large sum of something, such as money
ANSWERS: 88. exciting, 89. fixture, 90. rough, 91. imaginary, 92. seabed, 93. spectrum, 94. progression, 95. complicated, 96. fishery, 97. shield, 98. pile
99. sh__k-resistant
n. a strong feeling or physical reaction to a sudden and unexpected event or experience, especially something unpleasant
100. gr__d away at my work
v. to reduce something to small particles or powder by crushing or rubbing it; to work hard over a long period of time
101. b__e minimum
adj. not covered or clothed; lacking embellishment or decoration; mere or basic; undisguised or open; empty or devoid of something
102. an in____nt child
adj. not guilty of a crime, offense, etc.; not having an evil mind or knowledge
103. have an aw____e birthday
adj. inspiring fear, admiration, or respect; very good, nice, fun, etc.
104. re____ly operate
adv. at a distance; not directly or easily accessible
105. da___e a relationship
v. to harm or cause injury to something or someone, often resulting in decreased value or functionality; to impair or negatively affect something, such as a reputation or relationship; (noun) harm or injury that is caused to a person, thing, or entity
106. ex___e rebellion
v. to make someone feel suddenly enthusiastic or eager
107. im_____ry number
adj. existing only in someone's mind
108. injury in a car ac____nt
n. an unfortunate event, especially one causing damage or injury
ANSWERS: 99. shock, 100. grind, 101. bare, 102. innocent, 103. awesome, 104. remotely, 105. damage, 106. excite, 107. imaginary, 108. accident
109. an ear_____ke-proof
n. a sudden and violent shaking of the ground caused by the movement of rock beneath the earth's surface
110. nu____r fusion
adj. of or relating to or constituting the nucleus of an atom; deriving destructive energy from the release of atomic energy
111. a sand p__e
n. a collection of objects positioned one on top of another; a large sum of something, such as money
112. co____e augmented reality
v. to join or merge to form a single thing or group
113. tr_____rm heat into power
v. to change in outward structure or looks;
114. es____te this chicken to weigh three pounds
v. to guess or calculate the cost, size, value, etc. of something
115. gravel se____nt
n. the substance that forms a solid layer at the bottom of the liquid
116. a sp__y of mist
n. a fine mist of liquid that is dispersed into the air; flower arrangement consisting of a single branch or shoot bearing flowers and foliage
117. st____e through life
v. to miss a step and fall or nearly fall; to walk unsteadily
118. chaotic env______nt
n. the natural world such as air, water, and land in which humans, animals, and plants live
119. re_____nt by a diagram
v. to speak, act, or be present on behalf of another person or group; to form or constitute
ANSWERS: 109. earthquake, 110. nuclear, 111. pile, 112. combine, 113. transform, 114. estimate, 115. sediment, 116. spray, 117. stumble, 118. environment, 119. represent
120. wooden wo_____ch
n. a sturdy table or bench designed for carrying out manual work, particularly in a workshop or garage context
121. carpentry wo____op
n. a place where people work, especially one where they do manual or practical work; a brief intensive course for a small group
122. whe_____ir accessibility
n. a chair fitted with large wheels for use as a means of transport by a person who is unable to walk
123. cell and molecular bi____y
n. the scientific study of life and the natural processes of living things
124. st____e financially
v. to miss a step and fall or nearly fall; to walk unsteadily
125. a broad sp____um of opinion
n. an ordered array of colors into which a light beam can be split
126. sp__l a bit of wine
v. to cause or allow liquid to run or flow over the edge of its container by accident
127. acc______ion of an object
n. a rate of increase in velocity; the rate of change of velocity with respect to time
128. ro__h and tough
adj. not quite exact or correct; having or caused by an irregular surface
129. ma____e stars
adj. enormous amount; very heavy and solid
130. stop drinking al____l
n. a clear liquid that can make people drunk and is used in medicines, cleaning products, etc.
131. economic bu___e
n. a thin, round, and often transparent mass of gas that is surrounded by a thin layer of liquid; a state of economic or social prosperity that is unsustainable and eventually collapses
ANSWERS: 120. workbench, 121. workshop, 122. wheelchair, 123. biology, 124. stumble, 125. spectrum, 126. spill, 127. acceleration, 128. rough, 129. massive, 130. alcohol, 131. bubble
132. imm______ly recall a product
adv. now or without delay
133. ind______nce ceremony
n. freedom from another's or others' control or influence
134. af___d to buy a new car
v. to have enough money or time to be able to buy or do something
135. res______le action
adj. answerable or accountable for something within one's power, control, or management
136. victim of a vi____t crime
adj. involving or caused by physical force or aggression against someone or something
137. get in____t access
adj. happening immediately, with no delay
138. hyp________ted technology
adj. having multiple, complex links or relationships between different people, objects, or systems
139. change ri__y behavior
adj. involving the possibility of danger, failure, or loss
140. af___d a high travel cost
v. to have enough money or time to be able to buy or do something
141. a sonic b__m
n. a sudden increase in economic activity, or a sudden happening that brings good fortune; a deep, loud, and prolonged sound
142. op___s technology
n. the academic study of vision and light
143. pro______on of civilization
n. the act or process of changing to the next stage or phase or moving forward
144. su_____ce abuse problem
n. the real physical material of which a thing or person consist; the most important or main part of some idea or experience; an illegal drug
ANSWERS: 132. immediately, 133. independence, 134. afford, 135. responsible, 136. violent, 137. instant, 138. hyperconnected, 139. risky, 140. afford, 141. boom, 142. optics, 143. progression, 144. substance
145. imp_______ion on stage
n. the act of making something up on the spot or creating or performing something without preparation
146. id____fy handwriting
v. to recognize someone or something and say or prove who or what they are
147. jazz imp_______ion
n. the act of making something up on the spot or creating or performing something without preparation
148. diluted al____l
n. a clear liquid that can make people drunk and is used in medicines, cleaning products, etc.
149. develop a st____gy
n. a detailed plan of action designed to achieve a long-term or overall goal.
150. id____fy gene sequences
v. to recognize someone or something and say or prove who or what they are
151. su__i bar
n. a Japanese dish consisting of vinegared rice, often combined with fish or vegetables and sometimes wrapped in seaweed
152. beginning of the ind_____al revolution
adj. of or relating to or resulting from industry
153. co___l attention
v. to force or require someone to do something; to exert a strong, irresistible force or pressure that makes someone act in a certain way
154. di____ch soldiers
v. to send someone or something somewhere for a particular purpose; to send a message or piece of information
155. ho____le smell
adj. extremely unpleasant or bad; causing fear or disgust
ANSWERS: 145. improvisation, 146. identify, 147. improvisation, 148. alcohol, 149. strategy, 150. identify, 151. sushi, 152. industrial, 153. compel, 154. dispatch, 155. horrible
156. exp_____nt design
n. the scientific test conducted to observe what happens and gain new knowledge
157. as____le your colleagues
v. to collect in one place as a single group
158. tr__h disposal site
n. discarded material, refuse, or waste
159. gi__t trees
adj. enormous; much bigger or more important than similar items usually are
160. fr_____te other team members
v. to hinder or prevent efforts, plans, or desires from doing, succeeding, or being fulfilled; to make someone feel upset or annoyed because they are unable to change or achieve something
161. a sheltered ha___r
n. an area of water next to the coast where ships and boats are protected from rough water by piers, jetties, and other artificial structures; (verb) keep in one's possession
162. env______nt affairs
n. the natural world such as air, water, and land in which humans, animals, and plants live
163. early pr_____pe
n. a first or preliminary example of something such as a device or vehicle from which other forms are developed
164. tr__e a telephone call
v. to find or discover someone or something that was lost
165. ho____y audience
v. to shock or disgust greatly
166. b__e essentials
adj. not covered or clothed; lacking embellishment or decoration; mere or basic; undisguised or open; empty or devoid of something
ANSWERS: 156. experiment, 157. assemble, 158. trash, 159. giant, 160. frustrate, 161. harbor, 162. environment, 163. prototype, 164. trace, 165. horrify, 166. bare
167. wall s__d
n. a small object with a head on one end and a sharp point on the other, used for fastening clothing, leather, or other materials; an animal used for breeding, typically a male horse or bull that is of superior breeding stock; (verb) to decorate or adorn with studs; to provide with studs for support
168. mic_____pe slide
n. an instrument used to see objects or substances that are too small to be seen with the naked eye
169. tr____r a biochemical response
v. to make something happen suddenly; to cause something such as a device, machine, etc. to function
170. re_____ce the painting
v. to make a copy of something such as a picture, piece of text, music, etc.; to produce offspring through a sexual or asexual process
171. face inc______gly complicated challenges
adv.
more and more
172. l__p of faith
v. to jump or spring into the air, often with the feet leaving the ground or a surface below; to move quickly or suddenly, often forward or upward
173. ts____i relief
n. a huge ocean wave caused by an earthquake, volcano, or other disturbance
174. fr_____te the advancement
v. to hinder or prevent efforts, plans, or desires from doing, succeeding, or being fulfilled; to make someone feel upset or annoyed because they are unable to change or achieve something
ANSWERS: 167. stud, 168. microscope, 169. trigger, 170. reproduce, 171. increasingly, 172. leap, 173. tsunami, 174. frustrate
175. series of exp_____nts
n. the scientific test conducted to observe what happens and gain new knowledge
176. co____e chemically with another substance
v. to join or merge to form a single thing or group
177. full of em____y
n. the ability to share another person's feelings or experiences by imagining that person's situation
178. u__y building
adj. unattractive in appearance; unpleasant to look at
179. de____yed evidence
v. to ruin or damage severely or completely; to eradicate or eliminate completely
180. tr_____rm an education system
v. to change in outward structure or looks;
181. ex____ng football player
adj. causing a lot of interest or excitement
182. l__k data
v. to allow liquid or gas to get in or out from a hole or crack in a pipe or container
183. military st____gy
n. a detailed plan of action designed to achieve a long-term or overall goal.
184. have a whole m__s
n. a state of confusion, dirtiness, or untidiness; (verb) to fail to do something or to make something dirty or untidy
185. fiber op___s
n. the academic study of vision and light
186. inv______te a data leak
v. to conduct a systematic or formal inquiry to identify and evaluate the facts of a crime, problem, statement, etc. to establish the truth
ANSWERS: 175. experiment, 176. combine, 177. empathy, 178. ugly, 179. destroy, 180. transform, 181. exciting, 182. leak, 183. strategy, 184. mess, 185. optics, 186. investigate
187. m_d volcano
n. a soft, wet, sticky earth or clay
188. the in_____on of new techniques
n. the creation of a new device or process resulting from study and experimentation; the act of inventing
189. evolutionary bi____y
n. the scientific study of life and the natural processes of living things
190. con_______ion levels
n. the presence of something harmful or unwanted in a substance, material, or environment; the act of introducing harmful substances or materials into an environment or area
191. financial ind______nce
n. freedom from another's or others' control or influence
192. the Pa____c Ocean
adj. peaceful in character or intent; tending to lessen or avoid conflict; calm or soothing in manner or tone; (noun, as "Pacific") the largest and deepest of Earth's oceanic divisions
193. aw____e mental faculty
adj. inspiring fear, admiration, or respect; very good, nice, fun, etc.
194. sa____r album
n. a piece of fabric or other material that has a variety of different stitches or designs worked into it, used as a reference or example of different embroidery techniques; a selection or collection of different samples or examples of something, such as music, food, or products
195. se____nt runoff
n. the substance that forms a solid layer at the bottom of the liquid
ANSWERS: 187. mud, 188. invention, 189. biology, 190. contamination, 191. independence, 192. pacific, 193. awesome, 194. sampler, 195. sediment
196. di____ch a letter
v. to send someone or something somewhere for a particular purpose; to send a message or piece of information
197. an oxygen m__k
v. to conceal something; (noun) a covering that you wear over your face to hide it
198. ma____e amounts
adj. enormous amount; very heavy and solid
199. gr__d your teeth
v. to reduce something to small particles or powder by crushing or rubbing it; to work hard over a long period of time
200. em____y for patients
n. the ability to share another person's feelings or experiences by imagining that person's situation
201. pl____ng service
n. the system of pipes, fittings, and fixtures that are used to distribute water and remove waste in a building or structure; the trade or profession of installing and maintaining such systems
202. decision-making pr____s
n. a series of actions or operations performed to achieve a particular outcome or goal; a systematic procedure or approach used to accomplish a specific task or objective; a method of treating milk to make it suitable for consumption or use in other dairy products
203. the ch_____ry of soil
n. the branch of the natural sciences dealing with the composition of substances and their properties and reactions
ANSWERS: 196. dispatch, 197. mask, 198. massive, 199. grind, 200. empathy, 201. plumbing, 202. process, 203. chemistry
204. es____y delta
n. a place where a river meets the sea, typically where the fresh and saltwater mix
205. optical spe______ter
n. a scientific device used to measure the properties of light or other radiation, often used in chemistry and physics to analyze the composition of materials
206. sp_____er irrigation
n. a device that sprays water over a large area used especially for watering crops or gardens or for firefighting
207. horse s__d
n. a small object with a head on one end and a sharp point on the other, used for fastening clothing, leather, or other materials; an animal used for breeding, typically a male horse or bull that is of superior breeding stock; (verb) to decorate or adorn with studs; to provide with studs for support
208. electronic sa____r
n. a piece of fabric or other material that has a variety of different stitches or designs worked into it, used as a reference or example of different embroidery techniques; a selection or collection of different samples or examples of something, such as music, food, or products
209. electric-powered whe_____ir
n. a chair fitted with large wheels for use as a means of transport by a person who is unable to walk
210. detailed it_____ry
n. a detailed plan or route of a journey or trip, including the sequence of destinations, the dates and times of travel, and any other pertinent information such as hotel reservations or transportation arrangements
ANSWERS: 204. estuary, 205. spectrometer, 206. sprinkler, 207. stud, 208. sampler, 209. wheelchair, 210. itinerary
211. inv______te the matter
v. to conduct a systematic or formal inquiry to identify and evaluate the facts of a crime, problem, statement, etc. to establish the truth
212. a unit of acc______ion
n. a rate of increase in velocity; the rate of change of velocity with respect to time
213. l__k a classified memo
v. to allow liquid or gas to get in or out from a hole or crack in a pipe or container
214. d_m-building program
n. a wall constructed over a river to block the flow of water, mainly used to generate energy
215. ha___r a resentment
n. an area of water next to the coast where ships and boats are protected from rough water by piers, jetties, and other artificial structures; (verb) keep in one's possession
216. professor of ch_____ry
n. the branch of the natural sciences dealing with the composition of substances and their properties and reactions
217. common in_____on
n. the creation of a new device or process resulting from study and experimentation; the act of inventing
218. ex___e the crowd
v. to make someone feel suddenly enthusiastic or eager
ANSWERS: 211. investigate, 212. acceleration, 213. leak, 214. dam, 215. harbor, 216. chemistry, 217. invention, 218. excite
Session 3: Fill in the Blanks
1. They adopted a _______ approach to resolving their differences, emphasizing dialogue and understanding.
adj. peaceful in character or intent; tending to lessen or avoid conflict; calm or soothing in manner or tone; (noun, as "Pacific") the largest and deepest of Earth's oceanic divisions
2. He bought a new ____ to attach the strap to his watch.
n. a small object with a head on one end and a sharp point on the other, used for fastening clothing, leather, or other materials; an animal used for breeding, typically a male horse or bull that is of superior breeding stock; (verb) to decorate or adorn with studs; to provide with studs for support
3. We elected him to _________ us at the international conference.
v. to speak, act, or be present on behalf of another person or group; to form or constitute
4. The violent __________ caused widespread damage and injuries throughout the region.
n. a sudden and violent shaking of the ground caused by the movement of rock beneath the earth's surface
5. The committee ____________ several apparent inconsistencies.
v. to conduct a systematic or formal inquiry to identify and evaluate the facts of a crime, problem, statement, etc. to establish the truth
6. This library rents out various types of folding ___________ for visitors.
n. a chair fitted with large wheels for use as a means of transport by a person who is unable to walk
ANSWERS: 1. pacific, 2. stud, 3. represent, 4. earthquake, 5. investigated, 6. wheelchairs
7. Every human is responsible for taking care of the Earth's ___________.
n. the natural world such as air, water, and land in which humans, animals, and plants live
8. He did ___________ pen-and-ink drawings in just a few days.
adj. involving a lot of different things or parts in a way that is difficult to understand or analyze
9. All the supervisor has to do is assign tasks that make his subordinates more ________.
adj. relating to or involving the use of skill and original and unusual ideas to create something
10. The tsunami swamped every boat in the ______.
n. an area of water next to the coast where ships and boats are protected from rough water by piers, jetties, and other artificial structures; (verb) keep in one's possession
11. He created a beautiful piece of music using only _____________.
n. the act of making something up on the spot or creating or performing something without preparation
12. Hydrogen and oxygen _______ to form water.
v. to join or merge to form a single thing or group
13. Necessity is the mother of _________.
n. the creation of a new device or process resulting from study and experimentation; the act of inventing
14. The ___________ material was carefully stored in a lead-lined container.
adj. emitting powerful and dangerous energy when the nuclei (= central parts) of atoms are broken up
ANSWERS: 7. environment, 8. complicated, 9. creative, 10. harbor, 11. improvisation, 12. combine, 13. invention, 14. radioactive
15. The ________ trees are known for their ability to survive in saltwater and sandy soil.
n. a tropical coastal tree or shrub that grows in saline soil and has prop roots that help to stabilize it
16. After the party, they had to clean up _____ of dirty dishes.
n. a collection of objects positioned one on top of another; a large sum of something, such as money
17. We can calculate the position of the _________ statistically.
n. a small piece of something; a word or piece of a term with grammatical function but little or no significance
18. The ambulance was __________ to the scene of the accident.
v. to send someone or something somewhere for a particular purpose; to send a message or piece of information
19. There is nothing more valuable than ____________ and freedom.
n. freedom from another's or others' control or influence
20. My husband was found ________ of any crime.
adj. not guilty of a crime, offense, etc.; not having an evil mind or knowledge
21. He was determined to _____ everything.
v. to cause or allow liquid to run or flow over the edge of its container by accident
22. I used an optical __________ to observe the small organisms in the water sample.
n. an instrument used to see objects or substances that are too small to be seen with the naked eye
ANSWERS: 15. mangrove, 16. piles, 17. particles, 18. dispatched, 19. independence, 20. innocent, 21. spill, 22. microscope
23. A suspension order from the court is effective ___________.
adv. now or without delay
24. The ________ in my house needs to be replaced because it keeps leaking.
n. the system of pipes, fittings, and fixtures that are used to distribute water and remove waste in a building or structure; the trade or profession of installing and maintaining such systems
25. The _________ of the mountain made it difficult to breathe.
n. the height of something above sea level or above the ground; the event of something being raised upward
26. The incident _________ a political controversy.
v. to make something happen suddenly; to cause something such as a device, machine, etc. to function
27. The company can ________ access its employees' computers for troubleshooting purposes.
adv. at a distance; not directly or easily accessible
28. The _____ jets gradually dominate the world's airlines.
adj. enormous; much bigger or more important than similar items usually are
29. She ________ over the tree root.
v. to miss a step and fall or nearly fall; to walk unsteadily
30. She wore a simple dress with a ____ neckline
adj. not covered or clothed; lacking embellishment or decoration; mere or basic; undisguised or open; empty or devoid of something
ANSWERS: 23. immediately, 24. plumbing, 25. elevation, 26. triggered, 27. remotely, 28. giant, 29. stumbled, 30. bare
31. Many countries have now agreed to a treaty banning the use of _______ weapons.
adj. of or relating to or constituting the nucleus of an atom; deriving destructive energy from the release of atomic energy
32. The athlete was able to ____ over the hurdle with ease.
v. to jump or spring into the air, often with the feet leaving the ground or a surface below; to move quickly or suddenly, often forward or upward
33. I will introduce you to how to ________ the leading causes of the malfunction.
v. to recognize someone or something and say or prove who or what they are
34. Let's _____ the origins of some familiar foreign words.
v. to find or discover someone or something that was lost
35. He ______ serious accounting irregularities that only people in the company's executive could know.
v. to allow liquid or gas to get in or out from a hole or crack in a pipe or container
36. The car's ____________ was impressive, going from 0 to 60 mph in just 5 seconds.
n. a rate of increase in velocity; the rate of change of velocity with respect to time
37. Little children tend to have _________ friends.
adj. existing only in someone's mind
38. This blog offers a variety of tips for _______ everyday life.
v. to hit and cut somebody or something roughly and violently; to find a bug in a computer program and break into their systems or networks
ANSWERS: 31. nuclear, 32. leap, 33. identify, 34. trace, 35. leaked, 36. acceleration, 37. imaginary, 38. hacking
39. I need to finalize my travel _________ for the upcoming business trip.
n. a detailed plan or route of a journey or trip, including the sequence of destinations, the dates and times of travel, and any other pertinent information such as hotel reservations or transportation arrangements
40. The city is taking measures to reduce the amount of _____ in the streets.
n. discarded material, refuse, or waste
41. She had to _____ the coffee beans before making a fresh cup.
v. to reduce something to small particles or powder by crushing or rubbing it; to work hard over a long period of time
42. The _______ for applying for a visa can be lengthy and complicated.
n. a series of actions or operations performed to achieve a particular outcome or goal; a systematic procedure or approach used to accomplish a specific task or objective; a method of treating milk to make it suitable for consumption or use in other dairy products
43. The _________ system kept the lawn green and healthy.
n. a device that sprays water over a large area used especially for watering crops or gardens or for firefighting
44. The ____ truth was that he had been lying to her for months.
adj. unattractive in appearance; unpleasant to look at
45. The _________ of the argument was well-presented.
n. the real physical material of which a thing or person consist; the most important or main part of some idea or experience; an illegal drug
46. The building was _________ in the fire and had to be rebuilt.
v. to ruin or damage severely or completely; to eradicate or eliminate completely
ANSWERS: 39. itinerary, 40. trash, 41. grind, 42. process, 43. sprinkler, 44. ugly, 45. substance, 46. destroyed
47. I love going out for _____ with my friends on Friday nights.
n. a Japanese dish consisting of vinegared rice, often combined with fish or vegetables and sometimes wrapped in seaweed
48. It is extremely _____ to sail in such a storm.
adj. involving the possibility of danger, failure, or loss
49. The mouth of the river formed an _______ where saltwater and freshwater met.
n. a place where a river meets the sea, typically where the fresh and saltwater mix
50. The high-technology industry is enjoying a ____.
n. a sudden increase in economic activity, or a sudden happening that brings good fortune; a deep, loud, and prolonged sound
51. During the surgery, the doctor had to be extremely cautious not to ______ a blood vessel.
v. to harm or cause injury to something or someone, often resulting in decreased value or functionality; to impair or negatively affect something, such as a reputation or relationship; (noun) harm or injury that is caused to a person, thing, or entity
52. The company has made great strides in its ___________ toward sustainability.
n. the act or process of changing to the next stage or phase or moving forward
53. There is a lot of _______ nature and food in Hawaii.
adj. inspiring fear, admiration, or respect; very good, nice, fun, etc.
54. In junior high school, we had to dissect a frog in _______ class.
n. the scientific study of life and the natural processes of living things
ANSWERS: 47. sushi, 48. risky, 49. estuary, 50. boom, 51. damage, 52. progression, 53. awesome, 54. biology
55. The mechanic adjusted the ___ mechanism to improve the engine's performance.
n. a device or mechanism that converts rotary motion to linear motion or vice versa; a revolving cylinder with an irregular shape used in machinery to convert rotary motion into intermittent or reciprocating motion; an abbreviation for camera
56. The series of terrorist attacks _______ the entire nation.
v. to shock or disgust greatly
57. He got an electric _____ at work.
n. a strong feeling or physical reaction to a sudden and unexpected event or experience, especially something unpleasant
58. We _________ the season's total trade deficit at $50 billion.
v. to guess or calculate the cost, size, value, etc. of something
59. The president began to ________ an army.
v. to collect in one place as a single group
60. I must organize my tools on the _________ before starting my project.
n. a sturdy table or bench designed for carrying out manual work, particularly in a workshop or garage context
61. Our company found it ____________ difficult to keep up with the competition.
adv. more and more
62. The experience was ________ and left a lasting impression.
adj. extremely unpleasant or bad; causing fear or disgust
ANSWERS: 55. cam, 56. horrify, 57. shock, 58. estimated, 59. assemble, 60. workbench, 61. increasingly, 62. horrible
63. The recent economic downturn has resulted in _______ layoffs.
adj. enormous amount; very heavy and solid
64. The coach explained a strategy to _________ the opponent's schemes to the players.
v. to hinder or prevent efforts, plans, or desires from doing, succeeding, or being fulfilled; to make someone feel upset or annoyed because they are unable to change or achieve something
65. The artist held a ________ to teach students how to paint with watercolors.
n. a place where people work, especially one where they do manual or practical work; a brief intensive course for a small group
66. My father's death ___________ my life completely.
v. to change in outward structure or looks;
67. The strict deadlines will ______ the team to work efficiently.
v. to force or require someone to do something; to exert a strong, irresistible force or pressure that makes someone act in a certain way
68. His pleasant face turned cold in an _______.
adj. happening immediately, with no delay
69. The majority of students actively ____________ in the college's intramural sports program.
v. to take part in something
70. The flying car is presently in the _________ stage.
n. a first or preliminary example of something such as a device or vehicle from which other forms are developed
ANSWERS: 63. massive, 64. frustrate, 65. workshop, 66. transformed, 67. compel, 68. instant, 69. participated, 70. prototype
71. His ___________ showed highly positive results.
n.
the scientific test conducted to observe what happens and gain new knowledge
72. He has become a _______ of that restaurant.
n. an object firmly installed in place, especially in a household, such as a bath or a toilet
73. The ___ of the swamp made it difficult to walk through the field.
n. a soft, wet, sticky earth or clay
74. The world has become increasingly _______________ with the internet and social media playing a significant role in communication and information exchange.
adj. having multiple, complex links or relationships between different people, objects, or systems
75. This device displayed the speech ________ spectrographically.
n. an ordered array of colors into which a light beam can be split
76. The artist used a _____ paint can to create a graffiti mural on the wall.
n. a fine mist of liquid that is dispersed into the air; flower arrangement consisting of a single branch or shoot bearing flowers and foliage
77. The infrared ____________ helped identify the chemical composition of the sample.
n. a scientific device used to measure the properties of light or other radiation, often used in chemistry and physics to analyze the composition of materials
78. He made a frightful ____ in his room.
n. a state of confusion, dirtiness, or untidiness; (verb) to fail to do something or to make something dirty or untidy
ANSWERS: 71. experiments, 72. fixture, 73. mud, 74. hyperconnected, 75. spectrum, 76. spray, 77. spectrometer, 78. mess
79. She's a ___________ pet owner who ensures her dog gets enough exercise and a healthy diet.
adj. answerable or accountable for something within one's power, control, or management
80. The artist made a _______ of different paint textures and colors to help her decide what to use for her next project.
n. a piece of fabric or other material that has a variety of different stitches or designs worked into it, used as a reference or example of different embroidery techniques; a selection or collection of different samples or examples of something, such as music, food, or products
81. The findings of the experiment were both ________ and unexpected. adj. causing a lot of interest or excitement
82. His _________ of the situation led him to make a poor decision.
n. lack of knowledge or information about a particular subject or fact
83. The break in the ___ threatened the valley.
n. a wall constructed over a river to block the flow of water, mainly used to generate energy
84. We need to _______ the next steps for the project during our meeting tomorrow.
v. to talk about or examine in detail through conversation or debate; to exchange ideas, opinions, or information on a particular topic
85. Our plan includes a comprehensive marketing ________.
n. a detailed plan of action designed to achieve a long-term or overall goal.
86. The politician tried to ____ the corruption.
v. to conceal something; (noun) a covering that you wear over your face to hide it
ANSWERS: 79. responsible, 80. sampler, 81. exciting, 82. ignorance, 83. dam, 84. discuss, 85. strategy, 86. mask
87. I have limited ________ in my arms.
n. the ability to move or be moved freely or easily from one place, job, or social class to another
88. There is a clear association between _______ consumption and cognitive decline.
n. a clear liquid that can make people drunk and is used in medicines, cleaning products, etc.
89. The _____________ of the water supply led to widespread illness in the community.
n. the presence of something harmful or unwanted in a substance, material, or environment; the act of introducing harmful substances or materials into an environment or area
90. The protesters became _______ when the police tried to disperse them.
adj. involving or caused by physical force or aggression against someone or something
91. Einstein's new ______ theory transformed traditional scientific notions about light.
n. the academic study of vision and light
92. He cannot ______ a holiday.
v. to have enough money or time to be able to buy or do something
93. The earthquake-_______ caused widespread destruction along the coast.
n. a huge ocean wave caused by an earthquake, volcano, or other disturbance
94. The majority of the people on the island are _______ folk.
n. an area of water where fish are caught in large quantities for living; a business or practice of catching and selling fish
ANSWERS: 87. mobility, 88. alcohol, 89. contamination, 90. violent, 91. optics, 92. afford, 93. tsunami, 94. fishery
95. The production of _________ fuels requires massive volumes of fresh water.
adj. capable of being renewed, extended, or replaced
96. Heavy rain often washes away _________ of the river.
n. the substance that forms a solid layer at the bottom of the liquid
97. Many people worry that the current real estate market is a ______ that could burst soon.
n. a thin, round, and often transparent mass of gas that is surrounded by a thin layer of liquid; a state of economic or social prosperity that is unsustainable and eventually collapses
98. __________ design has become more focused on human nature aspect than ever before.
adj. of or relating to or resulting from industry
99. By dividing and creating copies of themselves, bacteria _________.
v. to make a copy of something such as a picture, piece of text, music, etc.; to produce offspring through a sexual or asexual process
100. _______ is also necessary to understand history.
n. the ability to share another person's feelings or experiences by imagining that person's situation
101. Lead is an effective ______ against X-rays, gamma rays, and other harmful radiation.
n. a protective covering or structure, especially in the past, that soldiers held in front of their bodies to protect themselves
102. These plants thrive in hot climates with abundant ________.
n. the amount of rain that falls in a specific location at a particular moment
ANSWERS: 95. renewable, 96. sediments, 97. bubble, 98. Industrial, 99. reproduce, 100. Empathy, 101. shield, 102. rainfall
103. The dense coral reefs on the ______ provide a home for various marine life.
n. the bottom of a sea or ocean; the surface of the sea's bed, which can be rocky, sandy, muddy, or covered with coral or other organisms
104. The news of her promotion _______ her.
v. to make someone feel suddenly enthusiastic or eager
105. The __________ to the Amazon jungle was both exciting and challenging.
n. a journey or voyage for a specific purpose
106. He is familiar with _________ and biology.
n. the branch of the natural sciences dealing with the composition of substances and their properties and reactions
107. The vehicle bounced along the _____ mountain road.
adj. not quite exact or correct; having or caused by an irregular surface
108. The _____________ map of the region revealed the rugged terrain we would face on the hike.
adj. relating to the arrangement or physical features of a geographical area or terrain; relating to the detailed description or mapping of the physical features of a location
109. The ________ partially destroyed my vehicle.
n. an unfortunate event, especially one causing damage or injury
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Electric Vehicle FAQs
Do electric vehicles have enough driving range?
Today's electric vehicles often have enough battery range to meet the average Australian's driving needs for a week. The average Australian drives 38km per day, with most electric vehicles capable of travelling over 200 km per full charge.
Where can electric vehicles charge?
Most electric vehicle charging occurs at home or work, with no change to the driver's routine. For people without a home charger, a routine stop at a public charger is required. This may coincide with a weekly grocery shop or a quick stop at an ultra-fast charger often located nearby highly visited locations. Charging networks are growing rapidly, with charging stations easily located via map applications.
Any power point can be used to charge an electric vehicle as long as you have the right lead or plug. These are usually sold with the car, or a freely available as an aftermarket accessory. Brands such as Tesla provide a wall charger with every car sold – they just need to be installed by an electrician. Most regional Australians have off street parking, therefore setting up electric vehicle charging is relatively straight forward.
Public charge stations continue to be installed across the nation, as detailed on the public plugshare.com website.
How long does it take to charge an electric vehicle?
Charging times are falling quickly as technology advances. Residential chargers are able to fully charge electric vehicles in around six to eight hours, depending on the vehicle's battery size. This means you can easily charge your car overnight, even from completely flat to completely full.
Public fast chargers are able to get you back on the road much faster. A typical 100 kW public fast charger will provide enough charge for 100 km of driving range in 12 minutes.
More detail on charging times can be found on the EVSE website and the Renew website.
Are electric vehicles expensive to run?
Electric vehicles have lower running costs than traditional combustion engine vehicles, generally only costing 20-25% as much as traditionally powered vehicles per kilometer. The average
Australian drives 15,000 km and spends around $2,160 on petrol per year ($0.14/km). An electric vehicle travelling 15,000km would cost around $600 per year ($0.04/km) in electricity costs. Fewer moving parts also mean that electric vehicles require less maintenance.
Contrary to a popular myth, electric vehicle batteries last as long as the lifetime of your car and come with strong warranty protection. Another popular myth is that electric vehicle batteries degrade over their lifetime, however battery degradation is very low, and is typically unnoticeable.
Are electric vehicles more expensive?
Electric vehicles include a large battery, which is currently relatively expensive to make. Battery prices are coming down in price rapidly as electric vehicles grow in popularity across the world. In some cases, the total cost of ownership for electric vehicles is already superior to traditionally powered vehicles due to their lower running costs, especially for those that drive regularly. By the mid-2020s electric vehicles are predicted to cost the same as traditionally powered vehicles.
Are electric vehicles capable of replacing ICE vehicles?
Yes! And no. The number of electric vehicles available today lacks the diversity of what is available in traditionally powered vehicles and so at times, there may not be an electric vehicle that meets every need. All vehicle manufacturers are working hard to introduce a diverse range of electric vehicles and these are becoming available regularly.
Most electric vehicle drivers are highly satisfied with their electric vehicles, particularly as electric vehicles offer a smoother, quieter driving experience, low centre of gravity and strong torque that means driving is more relaxing.
Are electric vehicles a passing fad?
Electric vehicle sales are relatively low now, but as new models at lower prices become available and as less traditionally powered vehicles are made available, electric vehicle sales are expected to grow exponentially. By 2030, it is predicted that half of new vehicles sold will be electric.
Is it true that electric vehicles are just as bad for the environment?
The overall environmental impact of an electric vehicle depends mostly on how clean the electricity is that charges the vehicle. Research shows that even if an electric vehicle is charged by dirty coal-fired electricity, it still generates slightly lower net emissions than an equivalent sized traditionally powered vehicle. By charging an electric vehicle using renewable energy, the environmental impact is much lower than for an equivalent sized traditionally powered vehicle.
Last Updated: 17/03/2020
A popular myth is that electric vehicle battery production is dirty and that at the end of vehicles useful life the battery just adds to landfill. Modern electric vehicle battery production is streamlined, clean and efficient, with battery recycling technology advancing to the point that most of the contents of a battery can be cost-effectively recycled into new electric vehicle batteries. Another trend across the world is to repurpose electric vehicle batteries as costeffective and high-quality energy stores for home and business solar energy production.
Are electric vehicle batteries dangerous?
Driving a vehicle with a battery is no more dangerous than driving a traditionally powered vehicle, as all vehicles must pass the same Australian Design Rules. There are numerous studies that show that fires in electric vehicles are less likely to occur than fires in traditionally powered vehicles, as battery modules are designed to disconnect in an accident scenario. In Australia, Fire and Rescue organisations are trained to know how to enter electrified vehicles that have been involved in an accident.
Charging and Energy FAQs
What is the difference between a kilowatt (kW) and a kilowatt-hour (kWh)?
A kilowatt (kW) is a measure of power and describes the rate of energy consumption at any one point in time. A kilowatt-hour (kWh) is a measure of energy and describes the total amount of energy consumed over a period of time.
What is the difference between AC and DC?
AC and DC describe the way electricity is transmitted through a power system. Energy networks and household circuits are mostly Alternating Current (AC) which is effective at transmitting electricity. Electric vehicle batteries use DC electricity, which means a conversion must happen during charging. Electric vehicles come with the conversion technology built-in, but DC chargers also exist, and these can allow very rapid charging to occur.
What is the difference between single-phase and three-phase AC?
Three-phase power is commonly used in very high-powered equipment such as air conditioners, pumps and very large electric motors, whereas single-phase power is what powers most homes and businesses. Three-phase power can be run to a house or business by an appropriately qualified electrician, which has the benefit of allowing high-power equipment to connect and operate, including some faster charging systems.
Last Updated: 17/03/2020
Who uses public chargers?
One of the best features of electric vehicles is that they can be charged at home, which means owners of electric cars mostly begin each trip with a full charge. The same also applies for fleet cars kept on work premises. The main groups of drivers that will use public chargers are locals with limited home charging, tourists, high-workload commercial vehicles and long-distance commuters.
How much power does an AC charger use?
Chargers are highly efficient, and so the power that they deliver to the vehicle is about the same as the power that they draw from the supply. There are varying sized charging systems available, each with their own charging rates, but an AC charger will typically draw between 2.3 and 22 kW of power when in use.
How much energy does an AC charger use?
The amount of energy depends on how long the charger is in use. To work out how much energy is used, simply multiply the power by the time (in hours). For example, a 7 kW charger in use for 1 hour will use about 7 kWh of energy.
Why use a 3-phase charger?
A 3-phase charger can deliver up to 22 kW of power via a standard Type 2 plug whereas a single phase charger is limited to about 7.4 kW. Most vehicles today cannot accept more than 7 kW of power through AC charging, and so single phase is suitable for most applications. Installing a 3-phase charger is more versatile and may future-proof the charging station.
Which charger should I select?
The following features should be considered when selecting a charger:
* Tethered or untethered charging cable?
* Indoor or outdoor use?
* Wall-mounted or pedestal-mounted charger?
* Slow or fast charging capability?
* Networked or standalone charger?
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Coppice Academy ASPIRE Curriculum
At The Coppice Academy, we are committed to:
* Providing an outstanding educational experience
* Enabling each student to develop a positive sense of worth and self-esteem
* Working in partnership with parents and our local community for the benefit of all
* Creating a caring environment
* Valuing, respecting and supporting each other.
We have developed a creative and ambitious curriculum which is underpinned by six key elements of our ASPIRE programme. These six elements are at the core of all learning experiences in classrooms, displays, assemblies, visits and residentials, accreditation pathways, partnerships and community work.
Achievement
Safety
Positive contribution and choices
Independence
Realising potential and Responsibility
Enterprise and Enrichment
What does our ASPIRE curriculum look like for our students?
Here are just a few examples:
How does ASPIRE link to other curriculum areas?
Achievement
Student achievement is celebrated in all subject areas at The Coppice Academy. Our curriculum is tailored to suit the learning needs of students through our flexible learning pathways, and student achievement within each pathway is monitored, shared with students and celebrated. Achievement in lessons is rewarded through the school's behaviour credit system; students take a real pride in their work and exceptional achievement in lessons receives a Principal's Award. Achievement at The Coppice is not limited to formal accreditation pathways; our intention is that our curriculum challenges all students to achieve at whatever level is most appropriate for them.
For example, some students at key stage 3 take part in the Fresh Start intervention programme for English, enabling them to succeed in elements of literacy where perhaps they have struggled in the past. In science, some students have the opportunity to gain a Gateway accreditation at Level 1 or 2. A small number of students from KS4, for whom it is deemed appropriate, take the GCSE in Maths or English Language. We also celebrate end of year achievement through our annual Celebration Evening with subject specific internal awards and external qualifications.
Safety
Safety is threaded through the entire curriculum at The Coppice, particularly when students are applying their knowledge to real life contexts. For example, in maths, students would also consider road safety and stranger danger when applying money maths skills in a shop, recognising that they need to encompass learning from other areas to ensure successful application. In ICT, students learn how to stay safe online. In Food Technology, students gain the knowledge and understanding of how to be safe in a food environment through the development of food knowledge and practical skills. This ensures that they can safely and hygienically prepare and cook foods using a range of equipment. In PSHE, students cover a wide variety of issues related to safety, including knife crime, bullying and the safe use of social media.
Positive Contribution and Choices
Students at The Coppice Academy are supported to make positive contributions to their learning and are given the skills necessary to make positive choices, both in school and outside school. Positive contributions are encouraged in lessons through sharing of knowledge or findings and completion of group tasks. Encouraging positive contributions from students can raise self-esteem and boost confidence. It can also support peer led learning.
In maths, for example, students are encouraged to identify the best strategy or resource for them and select this in order to ensure positive outcomes. In music, students are encouraged to share what they have learnt in the lesson by performing to the rest of the group. In addition, the school nurse gives talks about aspects of health and wellbeing or sex education that will enable students to make positive and informed choices in wider aspects of their lives. Work in Food Technology about healthy eating also supports this.
Independence
At The Coppice, one of the main aims of our curriculum is to develop our students to be independent young people, both in terms of how they work during lessons, and in their wider lives. Students are encouraged to work independently where possible; for example, they are encouraged to make positive choices when selecting the necessary resources to allow them to work independently. Students are also given the skills to rely less and less, where appropriate, on the support of a teaching assistant working with them during lessons.
For example, in practical lessons such as art or food technology, students are encouraged to prepare and clean their working space independently. Some students take part in a programme of travel training, which may result in them being able to travel to school on their own. As part of our careers programme, all students complete a work experience placement in Year 11 (though this was suspended during the COVID pandemic), again helping to develop their independence.
Realising Potential and Responsibility
Students take responsibility for the presentation of their work, their work area, their equipment and their behaviour during lessons. Students are challenged throughout lessons and are encouraged to realise their potential in all subject areas. This is done through mini-plenaries, extension tasks, investigation tasks and giving students the opportunity to make links between subject areas and everyday life. In all subject areas, students are able to fulfil and sometimes exceed their potential for success.
For example, in maths, students are given opportunities to make links between subject areas and jobs, giving students the opportunity to realise that maths is an integral part of many areas of employment. Students are also given opportunities to apply maths skills to real life contexts. Our careers programme enables students to make informed choices about next steps, to take responsibility for those choices and to realise their potential to go on to further study or training.
Enterprise and Enrichment
Learning is taken outside the classroom where appropriate at various points throughout the year. Curriculum trips are made to enhance teaching and develop life skills, giving students the opportunity to apply their skills in real world contexts. For example, in science, students are given the opportunity to visit both the local and national Big Bang science fairs. In art, students visit museums and exhibitions as well as taking part in workshops with visiting artists
Every week, students make three choices of enrichment activity for Friday afternoon, and the allocation of activities is dependent on the credit score achieved in lessons during that week. Last year, Key Stage 3 students took part in an overnight residential where they participated in Forest School activities. | <urn:uuid:9e0a4071-ef62-446d-a52b-54ec262628bc> | CC-MAIN-2024-42 | https://files.schudio.com/coppice-academy/files/ASPIRE_booklet_Sept_2022.pdf | 2024-10-03T17:10:25+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00888.warc.gz | 231,160,499 | 1,268 | eng_Latn | eng_Latn | 0.997634 | eng_Latn | 0.99861 | [
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Englist.me
Vocabulary Builder Reference from...
Raymond Wang: How germs travel on planes -- and how we can stop them | TED Talk https://www.ted.com/talks/raymond_wang_how_germ s_travel_on_planes_and_how_we_can_stop_them
IMPORTANT
This material is a commentary and does not contain any copyrighted material of the reference source. We strongly recommend accessing/buying the reference source at the same time.
Session 1: Word List
Ebola
n. a highly contagious and often fatal viral disease that causes severe fever and internal bleeding, primarily occurring in remote areas of Central and West Africa
synonym: viral hemorrhagic fever, EVD
(1) Ebola epidemic, (2) Ebola virus
The Ebola outbreak in West Africa caused widespread panic and fear.
n. a small drop of liquid synonym : bead, drip, dewdrop
(1) droplet size, (2) droplet formation
A single droplet of water can reflect the entire world upside down.
n. a country or nation that has significant global influence or formidable military, economic, or technological strength; a supernatural ability or force capable of extraordinary feats or feats beyond normal human capabilities
synonym: great power, empire, hegemony
(1)
superpower country, (2)
superpower leader
The ability to fly like a bird is often considered a superpower in comic books and movies.
Page 1 / 8
droplet
superpower
pathogen
airflow
sneeze
swirl
splatter
disgust
n. a bacterium, virus, or other microorganism that causes disease
synonym: germ, microbe, bacterium
(1) plant pathogen, (2) the pathogen in the air mRNA vaccines are approved faster because they do not contain inactivated pathogens.
n. the flow of air, especially around a moving object such as an aircraft or vehicle
synonym: current, breeze, breath
(1) airflow duct, (2) high-speed airflow
They thoroughly tested the airflow around their latest formula car.
v. to make a sudden, involuntary expulsion of air from the nose and mouth, usually due to irritation caused by the presence of dust, pollen, or other irritants
synonym: exhale, whiff, blow
(1) sneeze into my hand, (2) sneeze loudly Whenever I get a cold, I tend to sneeze a lot.
v. to move in a circular or spiral pattern synonym : spin, whirl, turn
(1)
swirl the wine, (2)
swirl up dirt and dust
The chef expertly swirled the sauce onto the plate.
v. to scatter or spray liquid, mud, or a similar substance in small droplets or flecks; to stain or cover with such droplets or specks
synonym
: swash, splash, spray
(1) splatter paint, (2) splatter all over the floor The construction workers wore protective gear to avoid being splattered with wet cement.
n.
a strong feeling of dislike or disapproval synonym
: nauseate, hate, dislike
(1) public
, (2) show disgust
disgust
Page 2 / 8
at his actions
inlet
inhale
infect
aisle
He was filled with disgust and fear for the threat of war.
n. a small arm of the sea, a lake, or a river, usually leading inland
synonym : cove, bayou, estuary
(1)
inlet valve, (2)
inlet temperature
The boat sailed through the narrow inlet and into the harbor.
v. to breathe in air or a different substance, such as smoke synonym : breathe in, take in, draw in
(1) inhale the smoke, (2) inhale the aroma He inhaled deeply, trying to calm down.
v. to affect a person, an animal, or a plant with a disease-causing organism
synonym: pollute, contaminate, affect
(1) infect other animal species, (2) infect a computer with a virus
Children often infect parents with this head cold.
n. a passage between rows of seats in a theater, airplane, or other public building, typically one of two or more running parallel with the main body of the structure
synonym: corridor, passageway, gangway
(1)
aisle seat, (2) the center
aisle of a church
She walked down the aisle to the front of the church.
Session 2: Spelling
1. Eb__a virus
n. a highly contagious and often fatal viral disease that causes severe fever and internal bleeding, primarily occurring in remote areas of Central and West Africa
2. dr____t size
n. a small drop of liquid
3. the center ai__e of a church
n. a passage between rows of seats in a theater, airplane, or other public building, typically one of two or more running parallel with the main body of the structure
4. sup_____er leader
n. a country or nation that has significant global influence or formidable military, economic, or technological strength; a supernatural ability or force capable of extraordinary feats or feats beyond normal human capabilities
5. in___e the aroma
v. to breathe in air or a different substance, such as smoke
6. in__t temperature
n. a small arm of the sea, a lake, or a river, usually leading inland
7. in___t other animal species
v. to affect a person, an animal, or a plant with a disease-causing organism
8. Eb__a epidemic
n. a highly contagious and often fatal viral disease that causes severe fever and internal bleeding, primarily occurring in remote areas of Central and West Africa
ANSWERS: 1. Ebola, 2. droplet, 3. aisle, 4. superpower, 5. inhale, 6. inlet, 7. infect, 8. Ebola
9. in___e the smoke
v. to breathe in air or a different substance, such as smoke
10. sn___e loudly
v. to make a sudden, involuntary expulsion of air from the nose and mouth, usually due to irritation caused by the presence of dust, pollen, or other irritants
11. ai__e seat
n. a passage between rows of seats in a theater, airplane, or other public building, typically one of two or more running parallel with the main body of the structure
12. in__t valve
n. a small arm of the sea, a lake, or a river, usually leading inland
13. sn___e into my hand
v. to make a sudden, involuntary expulsion of air from the nose and mouth, usually due to irritation caused by the presence of dust, pollen, or other irritants
14. public di____t
n. a strong feeling of dislike or disapproval
15. sup_____er country
n. a country or nation that has significant global influence or formidable military, economic, or technological strength; a supernatural ability or force capable of extraordinary feats or feats beyond normal human capabilities
16. plant pa____en
n. a bacterium, virus, or other microorganism that causes disease
17. the pa____en in the air
n. a bacterium, virus, or other microorganism that causes disease
ANSWERS: 9. inhale, 10. sneeze, 11. aisle, 12. inlet, 13. sneeze, 14. disgust, 15. superpower, 16. pathogen, 17. pathogen
18. in___t a computer with a virus
v. to affect a person, an animal, or a plant with a disease-causing organism
19. sp____er paint
v. to scatter or spray liquid, mud, or a similar substance in small droplets or flecks; to stain or cover with such droplets or specks
20. sp____er all over the floor
v. to scatter or spray liquid, mud, or a similar substance in small droplets or flecks; to stain or cover with such droplets or specks
21. high-speed ai____w
n. the flow of air, especially around a moving object such as an aircraft or vehicle
22. sw__l up dirt and dust
v. to move in a circular or spiral pattern
23. sw__l the wine
v. to move in a circular or spiral pattern
24. dr____t formation
n. a small drop of liquid
25. show di____t at his actions
n. a strong feeling of dislike or disapproval
26. ai____w duct
n. the flow of air, especially around a moving object such as an aircraft or vehicle
ANSWERS: 18. infect, 19. splatter, 20. splatter, 21. airflow, 22. swirl, 23. swirl, 24. droplet, 25. disgust, 26. airflow
Session 3: Fill in the Blanks
1. mRNA vaccines are approved faster because they do not contain inactivated _________.
n.
a bacterium, virus, or other microorganism that causes disease
2. A single _______ of water can reflect the entire world upside down.
n. a small drop of liquid
3. Children often ______ parents with this head cold.
v. to affect a person, an animal, or a plant with a disease-causing organism
4. They thoroughly tested the _______ around their latest formula car.
n. the flow of air, especially around a moving object such as an aircraft or vehicle
5. The chef expertly _______ the sauce onto the plate.
v. to move in a circular or spiral pattern
6. The ability to fly like a bird is often considered a __________ in comic books and movies.
n. a country or nation that has significant global influence or formidable military, economic, or technological strength; a supernatural ability or force capable of extraordinary feats or feats beyond normal human capabilities
7. The construction workers wore protective gear to avoid being __________ with wet cement.
v. to scatter or spray liquid, mud, or a similar substance in small droplets or flecks; to stain or cover with such droplets or specks
ANSWERS: 1. pathogens, 2. droplet, 3. infect, 4. airflow, 5. swirled, 6. superpower, 7. splattered
8. The _____ outbreak in West Africa caused widespread panic and fear.
n. a highly contagious and often fatal viral disease that causes severe fever and internal bleeding, primarily occurring in remote areas of Central and West Africa
9. She walked down the _____ to the front of the church.
n. a passage between rows of seats in a theater, airplane, or other public building, typically one of two or more running parallel with the main body of the structure
10. He was filled with _______ and fear for the threat of war.
n. a strong feeling of dislike or disapproval
11. Whenever I get a cold, I tend to ______ a lot.
v. to make a sudden, involuntary expulsion of air from the nose and mouth, usually due to irritation caused by the presence of dust, pollen, or other irritants
12. He _______ deeply, trying to calm down.
v. to breathe in air or a different substance, such as smoke
13. The boat sailed through the narrow _____ and into the harbor.
n. a small arm of the sea, a lake, or a river, usually leading inland
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July 12, 2013 Ramadhan 3, 1434 H
Al-Qalam
Darul Uloom Islamic Academy of Brisbane, 6 Agnes street, Brisbane 4102
RAMADHAN TIMETABLE
Ramadhan: A month full of lessons
Assalamu'alaikum, respected brothers and sisters, we wish you all a happy Ramadhan Mubarak. We pray that all of us are in the best state of Imaan and Health.
Masha Allah, the holy month of Ramadan has once again came to us. Let's welcome it with open arms and saying Alhamdulillah as there are a lot of blessings and rewards that will be given to us.
This month is a special month for us as Muslims as we taste how it feels to be a person who has no food or drink and so this makes us more generous towards those people who are less fortunate than us. This month is a month of generosity. It is a month were people should be more generous. There is a Hadith of our beloved prophet Muhammad S.A.W. Where it says that Nabi S.A.W. is the most generous of people and the most generous time that he was in, was during the Holy month of Ramadhan.
Ramadhan also teaches us patience. A person learns how to control themselves from their inner desires and passions. This in itself is a kind of self-discipline that teaches a person to be in charge of their decisions that they make in their daily lives.
Fasting Ramadhan is a great training for our soul so that it would be able to bear every hardship in our life. In this month Allah gives many chances to us to train our soul by doing more Ibadah that can make us get closer to Allah such as doing Tarawih, Qiyamul lail, recite the holy Qur'an and many other Ibadah.
Let's take as much as benefits from the lessons of this blessed month of Ramadhan. Let's make this Ramadhan the best Ramadhan as we don't know if we will meet Ramadhan again next year.
" O you who believe! Fasting has been made obligatory upon you just as it was made obligatory upon those who were before you, so that you may have Taqwa." ( Surah Al-Baqarah: 183)
Rasulullah S.A.W. Said: "Whoever fasted in Ramadhan and then follow up with fasting six days of shawwal it is as if he fasted for a whole year."
(Hadith Muslim)
The virtue of Righteousness and Goodness during Ramadhan *Minhaj Al -Muslim
As sadaqah (charity)
Ramadhan is the month of charity. In this month we should give more charities than in other months. Rasulullah S.A.W. said that the best charity is the charity (given) during Ramadhan.
In another hadith, Prophet Muhammad S.A.W. said that whoever feeds the person who is breaking his fast, he will have his reward (for his fasting) without decreasing anything from the reward of the fasting person.
The prophet S.A.W. was the most generous person in doing good and he was more generous than ever during Ramadhan when he would meet with Jibril A.S.
(Hadith Bukhari).
Qiyamul Lail (standing at night for prayer)
Prophet S.A.W. said: " Whoever stands (for prayer at night) during Ramadhan, with faith and seeking reward, he will be forgiven for his previous sins." (Hadith Bukhari and Muslim)
Muhammad S.A.W. used to be more active in prayer during the nights of Ramadhan and during the last ten nights. He would wake everyone in his family, young and old, whoever was able to perform prayer.
Recitation of the holy Qur'an
Our beloved prophet Muhammad S.A.W. used to prolong his recitation for Qiyam of Rama-
dhan more than he did at other times. One night, Hudhayfah R.A. prayed with him and he recited surah Al-Baqarah, then Al-Imran and then An-Nisaa. He did not pass a verse that caused fear except that he stopped at it and asked (supplicated to Allah). He did not complete two raka'ats (units of prayer) until Bilal R.A. came and called him to the Fajr prayer.
In his hadith, Rasulullah S.A.W. said: " Fasting and standing in prayer (at night) will intercede for the servant of Allah on the day of resurrection. Fasting will say, 'My Lord, I prevented him from food and drink during the day.' and the Qur'an will say, ' I prevented him from sleeping during the night, so allow us to intercede for him.' ( Hadith Ahmad and Nasa'i)
I'tikaf
I'tikaf means staying in the masjid for worship, seeking to draw nearer to Allah S.W.T. Rasulullah S.A.W. Always made I'tikaf during the last ten nights of Ramadhan until Allah S.W.T. took him away.
Islamic Parenting
Why We Need to Train Our Children
Ta'leem and Tarbiyah are at the core of Islam. In fact, the importance of knowledge is such that the word 'Ilm (knowledge), along with its derivatives, is the second most used word in the Noble Qur'an.
The good Muslim is the one who spends his whole life in the pursuit of useful knowledge. The Prophet (S.A.W.) said: "Seek knowledge from the cradle to the grave."
'Ali (R.A.) said that the learned are alive, even though they might be in their graves; and the ignorant are dead, even though they may be walking around on earth.
One of the most important obligations and duties that we have is that of the proper upbringing and education of our children. The Messenger (S.A.W.) said: "Each of you is responsible, and each of you will be questioned regarding his responsibility."
Parents have a great responsibility with regard to helping their children become good Muslims, good students and good citizens. Allah tells us to make this Du'a':
ربنا هب لنا من أزواجنا وذرياتنا قرة أعني واخعلنا للمتقني إماما
"Our Lord! Grant us wives and offspring that will be a comfort to our eyes, and make us leaders of the pious and righteous."
All children are born innocent, and if they are raised well, they will In Sha' Allah become righteous and pious. The Messenger of Allah (S.A.W.) said that every new-born baby is born upon the Fitrah, but his parents make him into a Jew, a Christian or a Zoroastrian.
Islam has given the parents the most importance after Allah and the Messenger (S.A.W.). But the parent's responsibility is that he or she must make effort in the bringing up of the children according to the proper Islamic guidelines. Those parents who allow their children to grow up like wild and untrimmed plants should not only be ready to face the consequences in this life but in the Hereafter as well. Allah says: "O you who believe! Save yourselves and your families from a Fire whose fuel is men and stones."
The first word that the child should be taught to say is "Allah"
When a person dies, all of his good deeds are stopped, except for three: knowledge that he benefited others with, continuous charity (Sadaqah Jariyah), and a righteous son or daughter who prays for him
"And your Lord says, call upon Me: I will respond you"
( Qur'an 40 : 60)
"Healthy fasting is possible if you consume the right foods and in the right quantity," says Ms Tan Sheau Kang, Dietitian, Department of Dietetics, Singapore General Hospital
DU'A OF THE WEEK
Du'a when breaking fast
Tips for healthy Ramadhan Fasting
1.
Always take your suhoor (pre-dawn meal)
During Ramadhan, suhoor is very important as it keeps us stay fit to do all activities. Skipping Suhoor prolongs the fasting period as your body will need to rely on the previous meal to provide you with all the nutrients and energy until Iftar (dinner). Due to the longer hours of fasting, you are more likely to feel dehydrated and tired during the day. Furthermore, skipping Suhoor also encourages overeating during Iftar, which can cause unhealthy weight gain."
2. Don't eat too much during iftaar Overeating and excessive high-fat food in iftaar time may result in indigestion and weight gain. So that iftaar should be in well-balance nutritious meal.
3. Avoid eating fried food, salty food and high-sugar foods It is uncommon for fasting individuals to reward themselves with rich, greasy and sugary dishes. Aside from the unhealthy weight gain, consuming fatty and sugary foods also cause sluggishness and fatigue. In addition, you should limit your intake of salt, especially during Suhoor (pre-dawn meal), as this increases thirst.
Instead, try incorporating foods from all the major food groups including fruit and vegetables, rice and alternatives, as well as meat and alternatives. Consuming fibre-rich foods during Ramadan is also ideal as they are digested slower than processed foods so you feel full longer .
4.
Drink as much water as possible
Drinking much water during iftaar and suhoor reduces dehydration risk during Ramadhan fasting. Make every effort to drink at least 8 glasses of fluids daily before dawn and after sunset. Fluids include juices, milk, beverages and soups but water is the best choice. Ideally, you should also cut down on caffeinated drinks like coffee, tea and colas as these have a diuretic effect and promotes fluid loss.
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Good day Worthy Knights,
In this part 68, Laurel Wreath (Wikipedia)
A laurel wreath is a round wreath made of connected branches and leaves of the bay laurel (Laurus nobilis), an aromatic broadleaf evergreen, or later from spineless butcher's broom (Ruscus hypoglossum) or cherry laurel (Prunus laurocerasus).
It is a symbol of triumph and is worn as a chaplet around the head, or as a garland around the neck. The symbol of the laurel wreath traces back to Greek mythology. Apollo is represented wearing a laurel wreath on his head, and wreaths were awarded to victors in athletic competitions, including the ancient Olympics, for which they were made of wild olive-tree known as "kotinos" (κότινος) and in poetic meets.
In Rome they were symbols of martial victory, crowning a successful commander during his triumph. Whereas ancient laurel wreaths are most often depicted as a horseshoe shape, modern versions are usually complete rings.
In common modern idiomatic usage, it refers to a victory. The expression "resting on one's laurels" refers to someone relying entirely on long-past successes for continued fame or recognition, where to "look to one's laurels" means to be careful of losing rank to competition.
Background
Apollo, the patron of sport, is associated with the wearing of a laurel wreath. This association arose from the ancient Greek mythology story of Apollo and Daphne. Apollo mocked the god of love, Eros (Cupid), for his use of bow and arrow, since Apollo is also patron of archery.
The insulted Eros then prepared two arrows, one of gold and one of lead. He shot Apollo with the gold arrow, instilling in the god a passionate love for the river nymph Daphne. He shot Daphne with the lead arrow, instilling in her a hatred of Apollo. Apollo pursued Daphne until she begged to be free of him and was turned into a laurel tree.
Apollo vowed to honour Daphne forever and used his powers of eternal youth and immortality to render the laurel tree evergreen. Apollo then crafted himself a wreath out of the laurel branches and turned Daphne into a cultural symbol for him and other poets and musicians.
Did any of the Roman emperors wear an actual crown? Yes, but only in the later years of the Empire. The wreath or crown made from leaves and worn around the head was an important part of Ancient Greek religion, which was also adopted by the Romans during the Republic era.
Just as the ancient Greeks and the Etruscans before them, the ancient Romans associated the laurel wreath with victory and success. They saw it as a badge of honour and was only given to a select few who had achieved something extraordinary. The Etruscans gave their kings thin gold wreaths.
Julius Caesar
The Roman general Julius Caesar wore a wreath of laurel on the head to show that he was a powerful and strong leader.
He received the wreath for his many victories on the battlefield. It was awarded to him at his triumphal procession through Rome in April, 46 BCE. A Roman triumph (triumphus) famous for its extravagance, hailing the commander for his victories in four wars: the war in Gaul, the war in Egypt, the war against Pharnaces of Pontus and the war against King Juba of Numidia.
The laurel wreath was normally worn only on the day of the triumph, but when Caesar was appointed dictator in 44 BCE, he was wearing the wreath again.
According to the Roman author Suetonius, the wreath suited Caesar especially well with the green leaves hiding his balding head.
The laurel wreath was not the Romans only badge of honour. They used many types of wreaths produced by different plants to reward their heroes. | <urn:uuid:12ad0ede-9043-43a4-962e-adb56a504f94> | CC-MAIN-2024-42 | https://rcceastmidlands.org.uk/Part%2068%20-%20Laurel%20Wreath.pdf | 2024-10-03T17:44:26+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00890.warc.gz | 448,004,324 | 824 | eng_Latn | eng_Latn | 0.998681 | eng_Latn | 0.99889 | [
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Children Picture Amazing Creature 11: A Guide to the Most Fascinating Animals on the Planet
Are you ready to embark on an incredible journey into the wonders of the natural world? Children Picture Amazing Creature 11 is the ultimate guide to the most fascinating animals on our planet, featuring stunning photographs, engaging facts, and fun activities that will ignite your child's curiosity and imagination.
5 out of 5
FASCINATING HAWAIIAN BOBTAIL SQUID:Do Your Kids Know This?: A Children's Picture Book (Amazing Creature Series 11) by Alyssa Satin Capucilli
Language: English
File size: 1001 KB
Text-to-Speech: Enabled
Screen Reader: Supported
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 24 pages
Lending: Enabled
Meet the Stars of the Animal Kingdom
From the majestic blue whale to the tiny hummingbird, the animal kingdom is filled with a diverse array of creatures that possess extraordinary abilities and unique characteristics. In this book, your child will encounter:
The chameleon, a master of disguise with the ability to change its color and texture
The electric eel, capable of generating a powerful electric shock that can stun or even kill prey
The anglerfish, a deep-sea dweller with a glowing lure that attracts unsuspecting victims
The tardigrade, a microscopic creature known for its incredible resilience and ability to survive extreme conditions
The peacock, a vibrant bird with an elaborate tail that is a symbol of beauty and grace
Discover Fun Facts and Amazing Adaptations
Each animal featured in Children Picture Amazing Creature 11 comes to life through captivating photographs and fascinating facts. Your child will learn about:
The blue whale's tongue weighing as much as an elephant
The electric eel's ability to generate enough electricity to power a light bulb
The anglerfish's lure actually being a modified dorsal fin
The tardigrade's ability to withstand extreme temperatures, radiation, and dehydration
The peacock's tail containing over 150 feathers, each with its own unique pattern
Fun Activities for Hands-On Learning
In addition to the fascinating facts, Children Picture Amazing Creature 11 includes a variety of engaging activities that make learning about animals fun and interactive. Your child can:
Create their own animal fact sheets
Design animal masks and costumes
Play animal-themed games and quizzes
Conduct experiments to explore animal adaptations
Visit zoos and wildlife sanctuaries to observe animals in their natural habitats
A Valuable Resource for Parents and Educators
Children Picture Amazing Creature 11 is not only a captivating book for children but also a valuable resource for parents and educators. It provides:
A comprehensive overview of animal diversity and adaptations
Engaging activities that foster curiosity and critical thinking skills
A starting point for further research and exploration
A way to connect children with the natural world and inspire their love for animals
Order Your Copy Today!
Give your child the gift of wonder and discovery with Children Picture Amazing Creature 11. Order your copy today and embark on an unforgettable journey into the fascinating world of animals.
FASCINATING HAWAIIAN BOBTAIL SQUID:Do Your Kids Know This?: A Children's Picture Book (Amazing Creature Series 11) by Alyssa Satin Capucilli
Language: English
File size: 1001 KB
Text-to-Speech: Enabled
Screen Reader: Supported
5 out of 5
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 24 pages
Lending: Enabled
Her Turn On Stage: Stepping Into The Spotlight Of Empowerment, Confidence, and Transformation
In the realm of personal growth and empowerment, there's a transformative moment that ignites a flame within us, a moment when we step out of the shadows and onto the...
Mastering the Pick Indicator System: A Comprehensive Guide with Trading Rules
In the ever-evolving world of trading, traders constantly seek reliable and effective tools to enhance their decision-making and improve their... | <urn:uuid:5811b710-66b9-4e58-a572-3556928c0270> | CC-MAIN-2024-42 | https://tome.deedeebook.com/book/Children%20Picture%20Amazing%20Creature%2011%20A%20Guide%20to%20the%20Most%20Fascinating%20Animals%20on%20the%20Planet.pdf | 2024-10-03T18:02:50+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00891.warc.gz | 523,922,171 | 824 | eng_Latn | eng_Latn | 0.922352 | eng_Latn | 0.990119 | [
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VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #41 SIGN LANGUAGE
HELLO PARENTS,
Sign language is considered a world language, the same as any other spoken language. Sign language that we can teach hearing children is a simplified version that uses selected words that help young children express their needs and communicate even before they learn to talk. The ability to communicate decreases frustration and fosters early language development as children begin to associate words and actions, and learn the meaning of words. In this newsletter, you will find easy ways to engage your child in learning basic sign language.
ACTIVITIES
INFANTS (3 – 18 MONTHS)
SIGNS: "MORE," "ALL DONE," "EAT"
MATERIALS:
* Your child's lunch or snack
* A high-chair/tray
* Signs for "more", "eat", and "all done" (Click here for signs)
DIRECTIONS:
* Put some food on the tray or start feeding your child.
* Let the child eat and explore the food.
* Ask your child if they want "more" food by saying the word slowly and making the sign.
* Continue by adding more food and encourage your child to repeat the words and signs.
* When your child does not want any more food, say and use the sign "all done" and remove the food from the tray.
Click here for more words in sign language.
TODDLERS (19 MONTHS – 2.5 YEARS)
PLAYING AND LEARNING
MATERIALS:
* Different toys (ball, train, cars, doll, etc.)
* Signs for toy names (found in the link below)
DIRECTIONS:
* Give the toys to your child and let them play.
* When the child picks up a toy (e.g. a ball), show them the sign for the toy (make the sign of the ball).
* Continue interaction with your child for other toys and ask your child to say the words and sign after you.
* Try to use other signs such as, "play", "your turn", "my turn", etc.
Click here for signs of different toys.
PRESCHOOLERS (2.5 – 5 YEARS)
GO, STOP, WAIT!
MATERIALS:
* Signs for "go", "stop", and "wait" (click on each word to learn the signs) DIRECTIONS:
* Line up all the players on one side (you can play this game outside or in a large room indoors).
* One player will be the signer on the opposite side.
* The signer signs "Go" and the players move forward until the signer signs "Stop".
* Everyone waits without moving while the signer signs "Wait".
* When the signer signs "Go" everyone moves forward again until the signer signs "Stop" again.
* If the runner does not stop when the "Stop" is signed, they must go back to the beginning.
* Continue like this until the first person reaches the other side and now becomes the next signer.
Click here for more signing activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
GUESS WHAT I AM!
MATERIALS:
* Different toys and objects
DIRECTIONS:
* Choose a toy, hide it behind your back, and describe it by using signs.
* Have your child guess and find which object you are hiding.
* Let your child take turns in guessing and describing the toy.
* Whoever guesses the most toys wins the game.
Click here to learn how to sign animals.
SCHOOL-AGERS (6 – 12 YEARS)
ALPHABET SIGN LANGUAGE CHARADE
MATERIALS:
* Paper
* Scissor
* Pencil
* Bowl
DIRECTIONS:
* Click here to watch the "Learn the alphabet" sign language video.
* Practice the signs as you watch the video.
* Cut the paper in square pieces.
* Write down each letter from the alphabet on separate pieces of paper and put them in a bowl.
* One player choses a card from the bowl and signs the letter chosen (example: if you chose the letter B, you sign the letter and the other players have to guess it).
* For a more challenging activity write down different words on a piece of paper (example: more, thank you, yes, no, mine, please, etc.)
* Sign the word that you choose, and the other players have to guess the word.
Click here to learn how to sign more objects.
WE WOULD LIKE TO HEAR FROM YOU! PLEASE, SEND US YOUR FEEDBACK, COMMENTS OR SUGGESTIONS TO firstname.lastname@example.org
A TIP FOR TODAY
* Learn together with your child.
* Try using different words/signs every day with your child.
* Say the words slowly and clearly as you make the signs.
* Be consistent; the more you practice, the faster your child will begin to use sign language to communicate. | <urn:uuid:441ca693-9a10-4876-a54a-030ba079afac> | CC-MAIN-2024-42 | https://cdn.ncceinc.org/wp-content/uploads/2020/09/NCCE-VCPSS-Volume41-SignLanguage-English-8.5x14.pdf?x94165 | 2024-10-03T17:58:45+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253194.34/warc/CC-MAIN-20241003155217-20241003185217-00892.warc.gz | 144,729,856 | 1,032 | eng_Latn | eng_Latn | 0.996826 | eng_Latn | 0.996826 | [
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10 best Native American Short stories and Folk Tales with PDF
In the heart of my Native American heritage, I carry the weight of centuries of stories and traditions that have shaped my identity and instilled within me a profound love and pride for my ancestral roots. As a custodian of these timeless narratives, it is both my privilege and duty to share with you the enchanting world of Native American folklore. In this article, I invite you to join me on a personal odyssey through 10 famous fables and old stories that have woven themselves into the tapestry of my cultural heritage.
Native American Short stories
As a Native American, my spirit is deeply intertwined with the stories passed down by my ancestors, whose voices echo through the sacred mountains and whisper through the rustling leaves. These narratives are not mere legends to me; they are the lifeblood that courses through my veins, connecting me to the resilience, wisdom, and spirituality of my people.
Sit with me beneath the starlit sky as we gather around the warmth of the ancestral fire. Let the flickering flames illuminate the contours of my face as I share with you the treasures that lie within the treasure trove of Native American folklore. These fables and stories are not just entertainment; they are the embodiment of our collective consciousness, preserving the values, traditions, and truths that have guided our people for generations.
If you are interested in changing to other stories, perhaps you can try 10 best stories about giants and giantesses or perhaps read about the 10 best necromancer stories.
10 best Native American Short stories
With every word I speak, I invite you to immerse yourself in the magic of our oral tradition, where the mundane transforms into the extraordinary and the mundane becomes a vessel of profound wisdom. Through the power of storytelling, we shall traverse vast landscapes, encountering courageous heroes, cunning animals, and powerful spirits. These narratives serve as conduits, transmitting the essence of our cultural heritage and fostering a deeper understanding of our connection to nature, our communities, and ourselves.
Through these 10 famous fables and old stories, we shall honor the legacies of those who came before us, celebrate the beauty of our Native American traditions, and discover the timeless wisdom that continues to shape our lives today.
The Story of the First Hummingbird
Once, in the vibrant land of the Taino people, a humble bird embarked on a remarkable journey that would forever transform its kind. This is the story of the First Hummingbird, a tale that speaks to the resilience, courage, and unwavering determination that resides within us all.
In those ancient days, when the forests teemed with life and the rivers danced with crystal-clear waters, the animals of the land and sky lived in harmony. But there was a time when a great drought befell the land, leaving the creatures parched and the flowers withered. As the sun blazed relentlessly overhead, a tiny bird, barely noticeable in its size, emerged from the shadows.
This little bird, known as the Emerald Chirapa, possessed a spirit as vibrant as its feathers. It could not bear to witness the suffering of its fellow creatures and the fading beauty of the land. In its heart, a fire burned with a fierce determination to make a difference.
With wings that beat faster than a hummingbird's song, the Emerald Chirapa soared across the barren landscape, searching for a solution. It traveled far and wide, seeking the wise counsel of the ancient spirits and listening to the whispers of the wind.
One day, the bird came across a hidden cave nestled deep within the heart of a mystical mountain. Inside, an old and wise shaman awaited, his eyes reflecting the wisdom of countless generations. The Emerald Chirapa approached the shaman, its voice trembling with urgency.
"Great Shaman," the tiny bird chirped, "I have witnessed the suffering of our land. The rivers have run dry, and the flowers have lost their vibrant hues. I long to bring life back to our home. Please, guide me."
The shaman, recognizing the bird's genuine spirit and determination, smiled warmly. He revealed a secret to the Emerald Chirapa, explaining that hidden within the depths of the mountains, a sacred flower bloomed. Its nectar possessed a miraculous power to restore life and rejuvenate the land.
How the Chipmunk Got Its Stripes:
In the ancient times, when the world was still young, the chipmunk was once a plain and unadorned creature, with a coat of fur that blended into the forest floor. This is the story of how the Chipmunk got its stripes, a tale that reveals the significance of humility, resourcefulness, and the delicate balance between pride and gratitude.
In those days, the animals of the forest possessed distinctive traits and markings, making each species easily recognizable. The chipmunk, however, felt a sense of longing within its heart. It yearned to stand out, to be noticed among the bustling community of animals. Its plain appearance made it feel invisible, blending into the background.
One day, the chipmunk decided to seek the guidance of the wise Owl, known for its wisdom and keen insight. It ventured deep into the forest, arriving at the towering tree where the Owl resided. With a humble heart, the chipmunk approached the wise creature, its voice filled with a yearning for transformation.
"Great Owl," the chipmunk spoke softly, "I feel invisible amidst the vibrant colors and unique markings of my fellow creatures. Is there a way for me to stand out, to be seen?"
The Owl, with its piercing gaze and ancient wisdom, understood the chipmunk's longing. It nodded its head knowingly and imparted its wisdom upon the chipmunk.
"Patience and humility are virtues that hold great power," the Owl began. "To be noticed, you must first learn to appreciate your unique qualities and embrace the gifts you already possess. Seek the guidance of the Great Spirit and embark on a journey of self-discovery."
With newfound hope, the chipmunk embarked on a solitary quest, venturing deep into the heart of the forest. It climbed towering trees, crossed babbling streams, and sought solace in the quiet corners of nature. It observed the vibrant patterns of the flowers, the intricate markings on the wings of butterflies, and the harmonious blend of colors in the sunset.
As days turned into weeks, the chipmunk's perspective began to shift. It realized that true beauty resided not only in outward appearances but in the uniqueness of every living being. Inspired by the wisdom of the natural world, the chipmunk embraced its own essence and discovered a deep well of gratitude for its plain appearance.
One morning, as the chipmunk emerged from its slumber, it noticed something extraordinary. Stripes, delicate and distinct, had appeared upon its fur. The chipmunk's heart swelled with joy and a newfound sense of belonging. It had become a living canvas of nature's artistry.
With its newfound stripes, the chipmunk returned to its community, proudly displaying its unique markings. Other animals marveled at its transformation, inspired by the chipmunk's journey of selfdiscovery and acceptance.
From that day forward, the chipmunk, with its stripes adorning its fur, became a symbol of humility, resourcefulness, and the delicate balance between pride and gratitude. It reminded the animals of the forest that true beauty comes not from conforming to the expectations of others, but from embracing one's authentic self.
So, as you witness the chipmunk scurrying through the forest, its stripes shimmering in the sunlight, remember the tale of how the Chipmunk got its stripes. Let it serve as a gentle reminder that true beauty lies within, waiting to be discovered and celebrated. Embrace your uniqueness, practice humility, and let your gratitude for the gifts you possess illuminate your path in life.
The Legend of the Dreamcatcher
In the vast tapestry of Native American Short stories and folklore, there exists a legend that speaks of protection, dreams, and the power of intention. This is the Legend of the Dreamcatcher, a captivating story that weaves together spirituality, symbolism, and the profound wisdom of our ancestors.
Long ago, in the land where dreams and reality intertwine, a tribe known as the Ojibwe dwelled. They believed that the night was filled with both good and bad dreams. The wise elders of the tribe recognized the need for a mystical tool to filter out the negative energies and ensure peaceful and restful slumber.
It is said that Asibikaashi, the Spider Woman, watched over the Ojibwe people. She possessed the ability to weave intricate and delicate webs, which she used to catch the morning dew, creating a glistening tapestry that symbolized purity and renewal.
One night, as Asibikaashi spun her web, the tribe's spiritual leader had a vision. He saw the image of a sacred hoop with a web woven in its center, resembling the delicate beauty of the Spider Woman's creation. Inspired by this vision, the leader shared his revelation with the tribe, explaining that the hoop would serve as a protector, capturing and filtering out the negative dreams that plagued their slumber.
Guided by this vision, the Ojibwe people began creating dreamcatchers, intricately weaving a web within a circular frame using natural materials such as sinew and branches. They adorned these sacred creations with beads, feathers, and other symbolic elements to enhance their protective qualities.
According to the legend, the Dreamcatcher would be hung above the sleeping area, where it would act as a spiritual filter, allowing positive dreams to pass through the web while trapping negative dreams. As the first light of dawn broke, the first rays of sunlight would cleanse the captured dreams, releasing them and allowing them to evaporate like the morning dew.
Over time, the practice of crafting and using Dreamcatchers spread beyond the Ojibwe tribe, embraced by other Native American communities. Each tribe infused the creation process with their own unique symbols and meanings, reflecting their cultural heritage and spiritual beliefs.
Today, the Dreamcatcher stands as a symbol of protection, harmony, and the interconnectedness of all living beings. It serves as a tangible reminder of the power of intention, as it encourages individuals to focus their thoughts, hopes, and dreams upon the web, guiding them towards positive outcomes.
In Native American culture, the Dreamcatcher is not merely a decorative item but a sacred object imbued with spiritual significance. It serves as a bridge between the physical and spiritual realms, offering solace, comfort, and guidance to those who seek it.
As you gaze upon a Dreamcatcher, its delicate strands and meaningful adornments, take a moment to connect with the ancient wisdom it carries. Reflect on the legends, the spirits, and the traditions that have shaped its existence. Allow it to remind you of the power of your dreams, the importance of protecting your inner harmony, and the profound interconnectedness of all living things.
May the Legend of the Dreamcatcher inspire you to nurture your dreams, filter out negativity, and embrace the beauty of your own spiritual journey. May it serve as a symbol of protection, guidance, and the boundless possibilities that reside within your heart and soul.
The Rabbit and the Moon
In the vast expanse of Native American Short stories and folklore, there is a charming tale that dances across the night sky. It is the story of the Rabbit and the Moon, a tale that speaks of sacrifice, determination, and the everlasting bond between the Earth and the heavens.
Long ago, when animals and humans spoke the same language, the world was filled with wonder and magic. The Rabbit, a small and nimble creature known for its cunning ways, roamed the earth, marveling at the beauty of nature and the mysteries of the cosmos.
One fateful night, as the Rabbit gazed up at the moon, it felt an inexplicable connection, as if a part of its being was intertwined with the celestial body above. The Rabbit longed to be closer to the moon, to bask in its radiant glow and explore its ethereal realm.
Driven by its insatiable curiosity, the Rabbit devised a plan. It would reach the moon, no matter the obstacles that lay in its path. With determination burning bright within its heart, the Rabbit embarked on a journey, leaping across fields and scaling mountains in search of a way to ascend to the heavens.
After days of tireless exploration, the Rabbit stumbled upon a sacred ceremony led by the wise Turtle. The Turtle, known for its ancient wisdom and connection to the spiritual realms, sensed the Rabbit's yearning and decided to help. With a gentle smile, the Turtle shared a secret with the Rabbit—a secret that would forever shape the course of the Rabbit's destiny.
"The moon holds a special place in the heavens," the Turtle whispered. "It is a gateway to the realm of dreams and divine inspiration. But to reach the moon, one must possess great courage and selflessness."
Eager to prove its worth, the Rabbit listened intently, absorbing the Turtle's words of wisdom. The Turtle revealed that a celestial bridge, formed by moonlight, would appear across a tranquil lake when the moon was at its fullest. It was a rare occurrence, happening only once in a great while.
The Rabbit, filled with renewed determination, eagerly awaited the arrival of the full moon. When the time came, it stood at the edge of the shimmering lake, its reflection dancing upon the calm waters. As moonlight cast its luminous glow, a bridge materialized before the Rabbit, leading straight to the moon.
With a leap of faith, the Rabbit bounded across the bridge, its heart filled with a mix of excitement and trepidation. It soared through the night sky, propelled by its unwavering spirit, until it finally reached the moon's serene surface.
There, in the celestial realm, the Rabbit found itself transformed into the Moon Rabbit—an eternal guardian of the moon, forever casting its image upon the Earth. Its sacrifice became a symbol of selflessness and the boundless pursuit of our dreams, even if it means leaving a part of ourselves behind.
To this day, when we gaze at the moon, we catch a glimpse of the Rabbit's silhouette, a reminder of its extraordinary journey and the celestial bridge it once traversed. The Rabbit's legacy endures, reminding us of the power of sacrifice, determination, and the eternal connection between the Earth and the heavens.
So, when you look up at the moon and see the Rabbit's gentle presence, let it inspire you to reach for the stars, to follow your dreams with unwavering dedication. Remember the Rabbit's tale, and may its spirit guide you on your own journey of discovery and transcendence.
The Legend of the White Buffalo Calf Woman
The Legend of the White Buffalo Calf Woman
The White Buffalo Calf Woman taught the Lakota people the importance of honoring the Earth as their mother and seeing every creature as a sacred being. She reminded them to walk gently upon the land, to cherish the rivers and the mountains, and to offer gratitude for the bountiful gifts provided by nature.
In her presence, the Lakota people experienced a profound spiritual awakening. They felt a deep sense of reverence and humility, recognizing the divine spark that resided within themselves and all living things. The White Buffalo Calf Woman became a symbol of purity, unity, and the timeless wisdom of the Great Spirit.
Before departing, the White Buffalo Calf Woman made a promise to return when the time was right, leaving the Lakota people with a sense of hope and anticipation. As she ascended back to the heavens, she transformed into a white buffalo calf—a rare and sacred creature that carried her essence and the teachings she had shared.
Throughout the generations, the legend of the White Buffalo Calf Woman has been passed down, etching itself into the cultural fabric of Native American traditions. The birth of a white buffalo calf is seen as a sacred sign, a reminder of the White Buffalo Calf Woman's eternal presence and the potential for spiritual renewal.
The legend of the White Buffalo Calf Woman continues to inspire individuals from all walks of life, transcending cultural boundaries and reminding us of the profound interconnectedness of our existence. It calls upon us to honor the Earth, to respect all living beings, and to cultivate a deep sense of reverence for the natural world.
When we witness the grace and majesty of a white buffalo, we are reminded of the White Buffalo Calf Woman's teachings—a call to embrace unity, compassion, and the preservation of our sacred Earth. Let her legend guide us in walking gently upon the land, fostering harmony among all peoples, and nurturing a world where all life is cherished and protected.
May the spirit of the White Buffalo Calf Woman illuminate our paths, awakening within us a deep reverence for the interconnected web of life and guiding us towards a future of harmony, respect, and spiritual transformation.
The Legend of the Three Sisters
The Legend of the Three Sisters
Deep within the traditions and folklore of Native American Short stories and cultures, a timeless legend thrives—a tale that speaks of resilience, interdependence, and the sacred bond between plants and people. It is the Legend of the Three Sisters, a story that honors the agricultural wisdom and sustainable practices of Indigenous communities.
In the fertile lands of ancient America, a tribe faced the challenge of nourishing its people in the ever-changing seasons. The Great Spirit, witnessing their struggles, sent three beautiful sisters to guide and bless the tribe with their unique gifts.
The first sister was Corn, standing tall and strong with her golden stalks swaying in the breeze. She represented sustenance and fertility, providing the tribe with nourishment and life-sustaining energy. Her kernels were a gift, offering sustenance for generations to come.
The second sister was Beans, a vine-climbing plant that embraced the Corn, offering support and stability. She enriched the soil with nitrogen, ensuring the health and vitality of the crops. The Beans represented the importance of cooperation, unity, and the symbiotic relationships that thrive in nature.
The third sister was Squash, with her broad leaves spreading across the ground, creating a protective canopy. She kept the soil cool and moist, preventing the growth of weeds and providing shelter for beneficial creatures. The Squash symbolized balance, harmony, and the cycle of life.
Together, the Three Sisters formed a harmonious trio, each contributing unique qualities that enhanced the tribe's agricultural practices. They exemplified the concept of companion planting, where plants mutually benefit from their proximity and work together as a cohesive system.
As time passed, the tribe learned to cultivate and honor the Three Sisters, adopting sustainable farming techniques that respected the natural rhythms of the Earth. They understood the significance of planting the Corn, Beans, and Squash together, creating an intricate dance of cooperation and interdependence.
The legend of the Three Sisters not only provided sustenance but also wove a deeper spiritual connection between the tribe and the land. The people recognized the sacredness of these plants, offering prayers and gratitude to the Great Spirit for their abundant harvests.
Today, the spirit of the Three Sisters lives on, celebrated and cherished by Native American communities and gardeners alike. The wisdom embedded within their story transcends time and serves as a reminder of the importance of sustainable farming practices, biodiversity, and respect for the natural world.
As we tend to our own gardens and fields, may we remember the lessons of the Three Sisters. Let us embrace the principles of cooperation, interdependence, and balance, fostering a deep reverence for the plants that sustain us. May we cultivate a deep connection with the Earth, recognizing our role as stewards of the land and champions of sustainable practices.
In the spirit of the Three Sisters, let us nurture not only our bodies but also our communities, fostering unity and cooperation for the well-being of all. May their legend inspire us to tread gently upon the Earth, cultivating a world where the wisdom of nature and the traditions of our ancestors continue to thrive.
The Legend of the Corn Maiden
In the heart of Native American Short stories and mythology lies a tale as ancient as the golden fields themselves—a tale of abundance, sacrifice, and the sacred cycle of life. It is the Legend of the Corn Maiden, a story that honors the vital role of corn in sustaining communities and celebrates the timeless connection between humanity and the bountiful gifts of the Earth.
Long ago, in a tribe nestled amidst rolling hills and fertile plains, the people depended on corn as their lifeblood. They revered this sacred grain, recognizing its power to nourish their bodies and feed their spirits. But the origins of corn's abundance were shrouded in myth and mystery, known only through the tale of the Corn Maiden.
The Corn Maiden was said to be a divine being, a gentle spirit who emerged from the earth to gift the tribe with the seeds of corn. She embodied the beauty and fertility of the land, her flowing hair the color of ripe corn silk, and her garments woven with golden maize kernels.
Each year, as the sun reached its zenith and the days grew long, the Corn Maiden appeared before the tribe, carrying a precious basket filled with corn kernels. With grace and reverence, she entrusted the seeds to the people, urging them to plant them with care and gratitude.
As the tribe embraced the sacred task of planting the corn, they understood that their efforts mirrored the Corn Maiden's sacrifice. For the corn to grow and flourish, a part of the Maiden's essence had to be given back to the Earth. And so, as the seeds were sown, the people whispered prayers of gratitude, acknowledging the sacred exchange between the human and the divine.
Throughout the seasons, the corn thrived under the nurturing hands of the tribe. It grew tall and strong, its vibrant green leaves rustling in the wind, promising a bountiful harvest. The people rejoiced, recognizing the Corn Maiden's presence in every ear of corn, a symbol of her enduring spirit and selfless sacrifice.
When the time came for the harvest, the tribe gathered with hearts filled with gratitude. They worked together, hand in hand, carefully reaping the fruits of their labor, mindful of the Corn Maiden's benevolence. With each ear of corn collected, they honored her by saving the very best kernels for the next planting, ensuring the cycle of abundance would continue.
The Corn Maiden's legend transcended generations, becoming a cherished part of the tribe's cultural heritage. Her story reminded them of the interconnectedness between humanity and the natural world, teaching them to cultivate the land with respect, gratitude, and a deep understanding of the cyclical nature of life.
To this day, the legend of the Corn Maiden continues to inspire reverence for corn and the vital role it plays in sustaining communities. It serves as a reminder of the sacred bond between humans and the Earth, calling upon us to honor and protect the abundance that nature bestows upon us.
As we savor the sweetness of corn on our plates and marvel at the beauty of cornfields swaying in the breeze, let us remember the Corn Maiden's selfless sacrifice. Let us cherish the nourishment provided by this golden grain and strive to cultivate a deep reverence for the Earth's gifts.
May the spirit of the Corn Maiden guide us in embracing sustainable farming practices, in fostering gratitude for the sustenance we receive, and in nurturing a world where the sacred cycle of life continues to unfold in harmony and abundance.
The Legend of the Thunderbird
In the realm of Native American Short stories and folklore, where the natural world intertwines with the supernatural, there exists a legendary creature of immense power and majesty—the Thunderbird. This ancient legend speaks of a magnificent bird that harnesses the very forces of thunder and lightning, commanding the skies and inspiring awe in all who witness its presence.
In the realms of the Native American tribes, the Thunderbird is revered as a divine being, a spirit of immense strength and wisdom that soars through the heavens. It is said to possess wings that span great distances, carrying it across the skies with grace and power. Its feathers, like flashes of lightning, illuminate the darkness and bestow blessings upon the land below.
The legend of the Thunderbird varies among different tribes, each adding their unique cultural interpretations and significance to this awe-inspiring creature. Some tribes believe that the Thunderbird is a powerful guardian, protecting the people from evil spirits and bringing forth rain and renewal. Others view it as a symbol of spiritual transformation and a connection to the divine.
According to the legends, the Thunderbird manifests its power through the thunderous claps of its wings and the dazzling streaks of lightning that illuminate the sky. Its presence is often associated with stormy weather, as it is believed to use the storms as a canvas to display its might and to bring forth life-giving rain to the Earth.
The Thunderbird's significance extends beyond its elemental powers. It embodies virtues such as courage, strength, and protection, serving as a source of inspiration for warriors and leaders. Its image is often depicted in tribal artwork, totems, and ceremonial regalia, symbolizing the tribal identity and the embodiment of spiritual fortitude.
Stories of the Thunderbird's encounters with humans have been passed down through generations, sparking wonder and reverence. Some tales speak of its assistance to those in need, while others caution against provoking its wrath. Its mythical presence continues to permeate Native American traditions, acting as a reminder of the inseparable bond between nature and spirituality.
In modern times, the legend of the Thunderbird has transcended cultural boundaries, capturing the fascination of people from all walks of life. It serves as a reminder of the awe-inspiring power of nature and the need to respect and protect our natural surroundings.
As we gaze upon the vast expanse of the sky and witness the tumultuous beauty of a thunderstorm, let us remember the legend of the Thunderbird. Let us acknowledge the enduring spirit of this majestic creature and its significance in Native American lore. May it inspire us to embrace the power of the elements, to honor the natural world, and to cultivate a deep respect for the interconnectedness of all living beings.
Just as the Thunderbird's wings span the skies, let our spirits soar with a renewed sense of wonder and reverence for the mystical and awe-inspiring forces that shape our world.
The Legend of the Great Flood
In the ancient annals of Native American Short stories and folklore, there exists a tale that echoes across generations—a story of cataclysmic proportions and the resilience of the human spirit. It is the Legend of the Great Flood, a narrative that speaks of devastation, rebirth, and the enduring power of hope.
Long ago, in a time when humanity lived in harmony with the natural world, the Earth was filled with corruption and imbalance. The Great Spirit, witnessing the transgressions of humanity, resolved to cleanse the land and restore harmony. And so, the rains began to fall, slowly at first, but soon transforming into an unrelenting deluge.
As the waters rose, engulfing the plains and mountains, the people sought higher ground, searching for refuge from the encroaching flood. Some climbed to the highest peaks, while others sought sanctuary in makeshift rafts, hoping to survive the impending catastrophe. Amidst the chaos and despair, legends tell of a few who were chosen by the Great Spirit for their unwavering faith and virtue.
Days turned into weeks, and the rains continued to pour, washing away the remnants of the old world. It seemed as if all hope was lost, as vast stretches of land disappeared beneath the raging waters. But amidst the devastation, stories emerged of a great vessel, guided by divine hands, navigating the treacherous currents and carrying a remnant of life.
Within this vessel, often described as an ark, animals of all species found refuge alongside the chosen few. Each creature, from the smallest insect to the mightiest predator, sought shelter from the relentless floodwaters. Together, they represented the diverse tapestry of life, brought together by a shared will to endure and the promise of a new beginning.
Days turned into weeks, and as the floodwaters receded, a transformed world emerged—a land rejuvenated and cleansed. The chosen few, grateful for their survival, emerged from their sanctuary and witnessed the awe-inspiring beauty of a renewed Earth. They understood that the flood had served as a catalyst for change, sweeping away the old and allowing for a fresh start.
The Legend of the Great Flood holds deep spiritual significance in Native American cultures. It is a testament to the power of purification and the cyclical nature of existence. The flood serves as a metaphorical rebirth, a reminder that even in the face of great adversity, hope and resilience can prevail.
Today, the legend of the Great Flood remains embedded in the tapestry of Native American heritage, passed down through oral traditions and celebrated in ceremonies. It serves as a reminder to cherish the delicate balance between humanity and the natural world, to honor the lessons learned from past transgressions, and to strive for harmony and stewardship of the Earth.
As we navigate the challenges of our modern world, let us heed the wisdom of the Great Flood. Let us cultivate respect and reverence for the Earth, recognizing our responsibility to safeguard its delicate ecosystems. May we find inspiration in the endurance and tenacity of those who survived the flood, and may their story remind us of the eternal cycle of destruction and renewal that shapes our lives
The Legend of the Wendigo
Deep within the chilling landscapes of Native American Short stories lies a tale of terror and primal hunger—the Legend of the Wendigo. This haunting legend weaves a narrative of supernatural horror and the battle between humanity and the insatiable darkness that lurks within.
In the realms of Native American mythology, the Wendigo is a malevolent spirit that embodies greed, gluttony, and the unquenchable desire for flesh. It is said to be a towering figure with a gaunt and emaciated frame, its skin stretched tautly over its bones. Its eyes glow with an otherworldly light, filled with an insidious hunger that can never be satisfied.
According to the legends, the Wendigo was once a human who succumbed to the allure of forbidden desires. It is said that in times of great famine and desperation, when food was scarce and survival seemed impossible, individuals would turn to cannibalism, consuming the flesh of their own kind. In doing so, they opened a doorway to darkness, allowing the Wendigo spirit to possess them and forever change their fate.
Once transformed into a Wendigo, the individual's insatiable hunger takes hold, driving them to hunt relentlessly for human prey. They become embodiments of gluttony, devouring flesh to feed their eternal hunger. It is believed that the Wendigo's insidious influence spreads like a curse, tempting others with its whispers and leading them down a path of darkness and destruction.
Legends of encounters with the Wendigo speak of its chilling presence haunting the snowy forests and desolate landscapes. Its eerie howls pierce the silence of the night, striking fear into the hearts of those who dare to venture into its domain. The Wendigo is a cautionary tale, a reminder of the dangers of unchecked desires and the consequences of succumbing to the darkest aspects of our nature.
The Legend of the Wendigo serves as a metaphorical warning, urging individuals to resist the temptations that can lead to their downfall. It calls upon us to recognize the destructive power of greed, to embrace empathy and compassion, and to honor the delicate balance between humanity and nature.
Throughout the generations, the Wendigo legend has captivated the imaginations of storytellers, artists, and filmmakers, permeating popular culture with its chilling presence. It continues to serve as a cautionary tale, reminding us of the importance of self-control, the dangers of unchecked desires, and the eternal battle between light and darkness that resides within us all.
As we navigate the complexities of our own lives, let us heed the wisdom of the Wendigo. Let us remain vigilant against the allure of greed and the seductive call of our darkest impulses. May we strive to cultivate empathy, compassion, and a deep respect for the delicate balance of our shared humanity.
Conclusion on Native American Short stories
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SEED COLLECTION REQUEST
Common Name: Willowleaf Sunflower
Helianthus salicifolius
Scientific Name:
Morphological Characteristics:
− Perennial, native, warm-season forb
− The narrow, drooping leaves are 8-16 inches long and are cover with short, soft hair
− Slender, smooth stems reach 3-8 feet in height
− Typical sunflower flower heads are about 2 inches across and have yellow to purplish-brown disk flowers and large yellow to lemon-yellow ray flowers.
− Palatable, nutritious, and readily eaten by all classes of livestock.
− Found on rocky outcrops of heavy soils and shallow, rocky limestone slopes
− Seed is eaten by bob-whites, prairie chicken, and other wild birds.
Conservation Use:
Why collect this plant? Texas Plant Materials Centers have identified this plant as having potential benefits to the following conservation practice standards:
− 550- Range Planting
− 342- Critical Area Planting
− 647- Early Successional Habitat Development/Management
− 327- Conservation Cover
− 645- Upland Wildlife Habitat Management
Your assistance in collecting this plant helps support the NRCS conservation practice standards which are employed daily to conserve the natural resources of Texas!
Center Requesting Seed:
USDA-NRCS James E. "Bud" Smith Plant Materials Center 3950 FM 1292 Suite 100 Knox City, TX 79529
How to Collect Seed:
1. Identify native plant stands in your area. You can go to the following websites for helpful photos.
3. Hand strip mature seed by grasping the bottom of the seed head, then gently pulling away from the base of the plant. Deposit seed in a brown paper bag or seed envelope.
2. Determine if seed is mature. Mature seed is typically dry and will easily separate from the seed head.
a. Please do not use a plastic bag
4. Collect seed from a minimum of 30-50 plants.
b. Moisture will collect and mold seed.
5. Label each collection as it is made so collections do not get mixed up. Information required includes:
b. Location (county, city, highway, and GPS coordinates)
a. Collector's name, number of plants collected
c. Site description (soil type, slope, and plants growing in association).
6. Complete NRCS-ECS-580, plant collection information form, and mail with collected seed to the NRCS Plant Materials Center requesting the collection.
Helpful Tips:
Look for superior plants that display differences in color, height, or forage abundance and record observations. Differences in growing site or location should be made into separate collections if they are separated by more than 1 mile.
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Math s - Telling the time
1 Complete the clock series and the sentences.
It's ________ o'clock.
It's
________
It's ________ o'clock. It's
________
o'clock.
2 Match the actions to the times.
It's time for school.
3 Draw and complete.
It's my bedtime at
______________.
It 's ________ o'clock.
It's
________
o'clock.
This page has been downloaded from www.onestopclil.com.
© Copyright Susan House and Katherine Scott. Published by Macmillan Publishers Limited 2006.
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
•
TEACHER'S NOTES
* Point to the fourth clock (with no hands). Ask What's the time?
Telling the time
Objective: working with clocks and time Vocabulary: school, bedtime, playtime, day, o'clock, numbers
Introduction
The division of the 24 hour day into segments and the activities carried out at different times of the day, is an area studied by this age group. Pupils need a lot of practice telling the time from an analogical clock.
Warm up
* Stand with your back to the class and hold your arms out to show (four) o'clock.
* Ask the class What's the time?
* Ask for volunteers to show the time.
* Repeat with different times.
Activity 1
* Point to the clock faces and explain that this is a number series.
* Point to the first clock and ask What's the time? Repeat with the second and third clocks.
* Pupils draw the hands on the clocks and complete the sentences.
Answers: one o'clock; three o'clock; five o'clock; seven o'clock; nine o'clock, eleven o'clock
Activity 2
* Read the first speech bubble out loud. Check pupils understand them, then ask What's the time?
* Continue with the rest of the speech bubbles.
* Pupils match the activities to the time.
Answers: 1-nine o'clock; 2-one o'clock; 3-nine o'clock; 4-four o'clock
Activity 3
* Ask a few pupils When is your bedtime?
* Pupils complete the sentence about themselves and draw the hands on the clock.
Project ideas
* Pupils do a class survey to find out different bedtimes.
* Pupils make a daily timetable showing the number of hours they spend at school / at home, meal times, bedtimes, other daily activities, etc. | <urn:uuid:8e81bd1c-907c-4e33-b6a8-9df26c558388> | CC-MAIN-2020-50 | https://www.onestopenglish.com/download?ac=4588 | 2020-12-04T02:48:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00002.warc.gz | 776,205,537 | 545 | eng_Latn | eng_Latn | 0.990425 | eng_Latn | 0.997766 | [
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LEECHPOOL PRIMARY SCHOOL
Welcome to Year 5
Information for Parents
Contents
Welcome letter from the Year Team
1. Learning at Leechpool
2. 6Rs
3. Successful Learners
English
* Reading
* Writing
* Handwriting
Mathematics
4. Our Curriculum and topics
5. Our Timetable
6. Being Healthy at School
Welcome letter
Some information in this booklet may be subject to change due to COVID-19. Please refer to our website during coronavirus for our latest information.
Dear Parents,
Welcome to Year 5! We are incredibly excited to be starting a new school year with such an enthusiastic bunch of learners. Ahead of us are some brilliant topics, a few exciting extras and lots of enjoyment.
Throughout the year we aim to keep you fully informed with all the information you require, whether about the day-to-day events in the year group, your own child or whole
school events.
We hope this booklet will give you a wealth of information about the organisation, curriculum and requirements of Year 5 and will answer many of the start-of-year questions you are likely to have.
Thank you for taking the time to read this and we look forward to welcoming you and your child to Year 5 at Leechpool Primary School.
From The Year 5 Team
As a school we aim to:
* We aim to promote an exciting, creative and supportive learning environment, which encourages each child to value themselves and maximize their potential.
* We aim to give our learners the highest standard of education, through excellence and innovation in teaching, linked with a relevant and engaging curriculum which recognises children's needs and individual learning styles.
* We aim to equip each child with life skills so that they may become confident, responsible, caring adults of tomorrow, within an ever-changing, multi-cultural society.
Meet the Year 5 Team…………..
The School Day
Our school day runs: -
Juniors - from 8.45 a.m. until 3 p.m with a lunch break from 12.45 - 1.30 p.m.
Year 5 and 6 break time is from 10.45-11.00. It is important that all children arrive on time every day.
The school gates will be open from 8.30 a.m. and the inner gates will be open from 8.35 a.m. Pupils in all year groups can go straight to their classrooms and take part in early morning activities until registration at 8.45 a.m. for Juniors. Any child entering the school after their registration time must enter school through the main entrance and sign in at the office to ensure that records are kept up to date in case of a fire (even if your child has been at the doctor or dentist, for example).
At the end of the day, Year 5 and 6 pupils will head straight out onto the playground on their own. If you need to speak to a teacher, please contact them via an email or phone call to the school office.
Absence
Please contact the school before 9.00 a.m. to advise of any absence, a message can be left on the absence line.
Holidays or days off must be authorised beforehand by the Head teacher following completion and submission of an Absence Request form which can be downloaded from the website.
Homework Expectations
In Year 5, the children will be set two pieces of homework per week: 1 focusing on literacy/topic and the other on maths. It is expected that the children will spend 45 minutes on each piece. This homework will be set online via Google classroom.
Failure to hand in homework on the expected day will result in a 15-minute lunch time detention and it will be expected that homework will be handed in on the following day. In the case of repeat offending, parents will be informed.
They will also receive weekly spellings to learn. These will be given out on a Wednesday and the children will be tested on these spellings the following Monday.
We will not be setting any homework over holiday periods.
| New spellings set |
|---|
| Maths and literacy/topic homework due |
1. Learning at Leechpool
a) Valuing All Learners Equally
Aspirations
As a learning community, we will strive to:
* Learn from one another, and with one another.
* Have high expectations of each other.
* Help each other to develop self-confidence and a positive self-image.
* Be constructive, critical and analytical thinkers.
* Continue to value and develop our "learning to learn" culture.
* Celebrate progress, effort and achievement.
* Help our children to develop lively, enquiring minds and encourage them to express themselves clearly in a variety of ways.
* Foster strong links with our parents and the wider community.
* Work hard to maintain the traditions of our school.
b) Life Skills
In Year 5 we focus on developing the following life skills:
Keeping Safe
Out and about
Mental Health
Stereotypes, discrimination, prejudice
Drug, Alcohol and Tobacco Education
Influences
Fun, Food and Fitness
Financial Capability
Citizenship
Value for money
Democracy
2. 6Rs
Our one School Rule is RESPECT – represented by the lion who remind pupils to be respectful to other people and to take an interest in them.
We encourage the following skills in all pupils at all times:
a) "Catch them being good"
Our overriding school rule is RESPECT and this incorporates the Golden Rules which are as follows:
* We are gentle
* We are kind and helpful
* We listen
* We are honest
* We work hard
* We look after property
Our behaviour system follows a traffic light system as follows:
Each pupil has a named label in their dragon team colour that can move onto different traffic lights when needed.
Alongside the traffic lights, we still have the following:
Dragon tokens—every pupil and member of staff belong to a Dragon Team. Pupils can receive dragon tokens from any member of staff for work or behaviour and these tokens are added up at the end of each week by the School Dragon Team Captains. In whole school assembly on Monday the scores are read out. The team that wins the most times in a term are rewarded with being allowed to wear their own clothes into school for the day at the end of term (letters will be sent out to inform parents of this).
Head teacher Awards—any member of staff can send a pupil to Mrs Davenport with a gold token— this is for exceptional pieces of work/achievements. They then get a golden sticker from Mrs Davenport and their name written in the Golden Book, which is read out in whole school assemblies.
Class rewards—in every class, pupils can work as a team and earn a token in the shape of their class animal. When the class have earned 20 class tokens, they can have a class reward, decided by themselves. These can include discos, films and popcorn, picnics, onesie party, time on the playground.
Class Head Teacher Awards—any member of staff can nominate a whole class for a particular reason such as good behaviour on a school trip, working well as a team, trying hard with a class assembly, etc. The class, and reason for the award, are written in the Golden Book and read out in assembly. At the end of the year, the class with the most Headteacher Awards has afternoon tea with Mrs Davenport.
Golden Time—every pupil starts the week with 15 minutes of Golden Time for Friday afternoon. As mentioned with the traffic lights, they can lose some of this golden time if they make bad choices with their behaviour. Sometimes they can earn this time back.
Lunchtimes— At lunchtimes, pupils can be given gold slips for exceptional behaviour and polite manners. There are red slips for when pupils make a bad choice.
Always Club
- Two children from each class will attend Always club every 2 weeks. This aim of this is to reward children who are ‘always’ behaving as we would expect and working at a high standard.
KS2 pupils will receive a wristband to wear and keep and enjoy a choice of activities whilst at the club. These children will also be asked to stand up in whole school assembly each term to acknowledge them.
b) Our Year Group Continent
Each year group's classes are named after animals from different continents according to size. The foundation stage class is named after the smallest continent, Australasia e.g. Kangaroos and Koalas.
c) Pride in our uniform
Wearing the correct uniform to school is important. All uniform must be named. Please support us in ensuring your child comes to school wearing their uniform in a smart way. We also ask that they have the correct PE kit in school for their PE and Sport lessons. We expect them to take home their PE kits every Friday to be washed and brought into school again each Monday.
Please check the website if you are unsure what our uniform policy includes: http://www.leechpoolprimaryschool.co.uk/school-uniform-supplier
3. Successful Learners
R.A.P time
'Reflect and progress' time will be given once a week in both Literacy and Maths. Feedback will be provided by the teacher following a piece of completed work by the child and R.A.P time allows the children to 'reflect' on the feedback and then respond to the task given. When looking in the books, it will be evident which tasks were R.A.P as the child will respond using a blue pen.
R.A.P tasks can vary depending on the child's understanding and the learning objective. They may include making corrections, editing spelling errors, re-reading and improving work or a 'challenge' task to 'progress' the child into the next steps of learning.
Learning slips
Children are given learning slips in Literacy, Maths and in some Topic work. These show what the children are learning and the steps they need to do to achieve this (success criteria). At the end of the lesson, the children are expected to self-assess (using traffic light colours) against the success criteria. The teacher then monitors their self-assessment and adjusts where necessary.
At the bottom of the learning slip, the children will indicate whether they have learnt independently, in pairs, in a group or with adult support. Additionally, in Literacy, they will indicate what part of the writing sequence they are completing.
a) English
Reading
Reading is probably the most important skill children learn during their time in primary school. We would ask that you find time to regularly read with your child, at least three times a week, but every day is best. These special times can involve a number of different activities:
* They can read aloud to you.
* You read to them (this is really important as you model good reading and can expose them to some books they might find more difficult to read on their own).
* Talk about what you have read, make predictions about what you might think is going to happen next and discuss the characters' thoughts and feelings within the story.
For more information on reading, please take a look at the resources on our website.
Comprehension
Maintain positive attitudes to reading and an understanding of what they read by:
i. continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
ii. reading books that are structured in different ways and reading for a range of purposes
iii. increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
v. identifying and discussing themes and conventions in and across a wide range of writing
iv. recommending books that they have read to their peers, giving reasons for their choices
vi. making comparisons within and across books
vii. learning a wider range of poetry by heart
viii. preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
Understand what they read by:
i. checking that the book makes sense to them, discussing their understanding and exploring the meaning of words
ii. asking sensible and interesting questions to improve their understanding
iv. predicting what might happen from details stated and implied
iii. explain character feelings thoughts and reasons for their actions. They can explain their thoughts with evidence from the text.
Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
Distinguish between statements of fact and opinion
Retrieve, record and present information from non-fiction
Listen to read and discuss a wide range of text types
Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
Provide reasoned justifications for their views.
Ask questions to improve understanding
Identify and discuss themes and conventions in and across a wide range of writing
Perform my own compositions, using appropriate intonation, volume and movement so that the meaning is clear
Pronounce mathematical vocabulary correctly
Report and present findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
Use relevant scientific language and illustrations to discuss, communicate and justify my scientific ideas and talk about how scientific ideas have developed over time
Writing
Handwriting and Presentation
Pupils should be taught to write legibly, fluently and with increasing speed by:
i. Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
ii. Choosing the writing implement that is best suited for a task
Composition
Plan their writing by:
i. identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
ii. noting and developing initial ideas, drawing on reading and research where necessary
iii. in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen in other stories, plays or films.
Draft and write by:
i. selecting the correct grammar in their writing.
ii. using capital letters, full stops, question marks, exclamation marks, commas, apostrophes, brackets and hyphens correctly in their work
iii. by summarising longer paragraph
v. by linking ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby, and numbers e.g. secondly, or tense choices e.g. he had never seen her before
iv. by using words such as then, after that, this, firstly, to build connections in a paragraph
vi. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and their personality or mood
vii. setting out their work correctly and using headings, bullet points, or underlining, depending on the purpose of my writing e.g. letter, leaflet, information text, instructions.
Give feedback on and improve:
i. their own and others' writing
ii. their vocabulary, grammar and punctuation to make writing clearer.
Mark and edit work to:
i. have the correct tense throughout
ii. have the correct subject and verb agreement
Proofread for:
i. spelling errors and correct them using a dictionary
ii. punctuation errors, including the use of brackets and other devices, such as commas or hyphens, used for the same purpose
Perform their own work to a group with some confidence, changing the tone and volume of my voice to make the meaning clear
Vocabulary, grammar & punctuation
Pupils should be able to:
i. change nouns and adjectives into verbs by adding suffixes such as –ate, –ise, -ify, e.g. elasticate, standardise, solidify
ii. understand verb prefixes e.g. dis-, de-, mis-, over- and re-
Add information to their sentences:
i. using relative clauses starting with: who, which, where, when, whose, that
ii. by missing out the pronoun.
Indicate the degree of possibility using:
i. adverbs e.g. perhaps, surely,
ii. modal verbs e.g. might, should, must
Use devices to build cohesion within a paragraph e.g. then, after that, firstly
Link ideas across paragraphs using adverbials of time e.g. later, place
Use brackets and can also use dashes or commas for the same purpose
Use commas to make my writing clear to the reader
Can understand the following terms:
i. modal verb, relative pronoun
ii. relative clause
iv. cohesion, ambiguity
iii. parenthesis, bracket, dash
Purple Polishing Pens
Purple polishing pens are used by the children to edit their written work. They are expected to use these independently after completing a writing task to correct spellings and punctuation and improve vocabulary and sentence structure. This can also be used in peer marking where another child may suggest improvements and record their initials on their partner work to show this.
Word list – Years 5
Spelling Overviews are given each half term with the spelling objective outlined each week. These are available to download from the class e-schools homepage. The spelling lists consist of 7 words from Year 5 spelling pattern lists and 3 star spell words which the children identify from their own writing.
Handwriting
During Year 5 pupils will be taught to:
* Choose which shape of a letter to use when given choices and deciding whether or not to join specific letters.
* Choose the writing implement that is best suited for a task.
Prior to Year 5 we use the 'Penpals' Handwriting publication to develop fluent, legible handwriting. Teaching progresses from developing gross and fine motor skills to confident letter formation and accomplished joins. All children in upper Key Stage 2 will write in a pen in all subjects, except mathematics where they will use pencil.
b) Mathematics
Year 5 Maths Key Objectives
Place Value
* Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit
* Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
* Interpret negative numbers in context, count forwards and backwards with positive and
negative numbers, including through zero
* Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10 000 and 100 000
* Solve number problems and practical problems
* Roman numerals to 1000 (M) and recognise years written in Roman numerals
Addition and subtraction
* Add and subtract numbers mentally with increasingly large numbers
* Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
* Using rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
* Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Multiplication and division
* Multiply and divide numbers mentally drawing upon known facts
* Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
* Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
* Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
* Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
* Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
* Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.
* Know and use the vocabulary of prime numbers, prime factors and composite (non- prime) numbers
* Establish whether a number up to 100 is prime and recall prime numbers up to 19
* Recognise and use square numbers and cube numbers, and the 2 notation for squared and 3 for cubed
* Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
Fractions
* Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
* Compare and order fractions whose denominators are all multiples of the same number
* Read, write, order and compare numbers with up to three decimal places
* Round decimals with two decimal places to the nearest whole number and to one decimal place
* Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
* Read and write decimal numbers as fractions (e.g. 0.71 = 71/100)
* Recognise the per cent symbol (%) and understand that per cent relates to "number of parts per hundred", and write percentages as a fraction with denominator 100 as a decimal fraction
* Add and subtract fractions with the same denominator and multiples of the same number
* Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. 2/5 + 4/5 = 6/5= 1 1/5)
* Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
* Solve problems involving numbers up to three decimal place
* Solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25
Measurement
* Calculate and compare the area of squares and rectangles including using standard units, square Centimetres and square metres and estimate the area of irregular shapes
* Estimate volume (e.g. Using 1 cm cubed blocks to build cubes and cuboids) and capacity (e.g. using water)
* Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling
* Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
* Solve problems involving converting between units of time
* Convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
* Understand and use equivalences between metric units and common imperial units such as inches, pounds and pints
Properties of shape
* Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
* Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
* Draw given angles, and measure them in degrees
* Identify: - angles at a point and one whole turn (total 360 degrees )
- angles at a point on a straight line and 1/2 a turn (total 180 degrees)
- other multiples of 90 degrees
* Use the properties of rectangles to deduce related facts and find missing lengths and angles
* Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
* Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
Position and direction
* Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
Statistics
* Solve comparison, sum and difference problems using information presented in a line graph
* Complete, read and interpret information in tables, including timetable
Leechpool Primary School Calculation Policy Equipment
Children have access to a variety of mathematical apparatus designed to aid their calculation with numbers. These may include some of the following:
Cuisenaire Rods and number tracks
Counters and counting equipment
Coins
Written Calculation Methods
As children progress in their ability to solve mathematical calculations we teach the children specific ways to record their working out. It is important that children progress through each stage of the progression chart as this ensures they fully grasp the mathematical concepts that underpin the calculations they are doing.
Key Vocabulary
Addition
More Add Plus Sum Increase Total Altogether Inverse
Multiplication
Lots of Groups of Times Repeated Addition Multiply Product Inverse
Subtraction
Take away Minus Subtract Less Difference Decrease Inverse
Division
Divide Group equally Share equally Factor Inverse Remainder Quotient Divisor
Written Calculation Methods – Addition
Prior to using the formal written methods of addition and subtraction pupils will use a variety of equipment to explore smaller number bonds. Quick and accurate recall of these facts, and establishing the connections between them, helps greatly with larger addition and subtraction calculations.
To aid with addition and subtraction pupils will use equipment including base 10. Base 10 can be used to visual the partitioning of larger numbers.
Pupils understand how tens, hundreds and thousands can be regrouped using base 10 as a visual aid.
Add 2 and 3 digit numbers together, using base-10 apparatus to solve addition problems that do not involve regrouping.
Add 2 and 3 digit numbers together, using base-10 apparatus to solve addition problems that involve regrouping.
Develop understanding of the column method of addition involving regrouping ones and tens.
6 + 3 = 9
3 + 6 = 9
9 – 3 = 6
9 – 6 = 3
1 ten = 10 ones 1 hundred = 10 tens 1 thousand = 10 hundreds
T O
+ 2 4
4 3
6 7
36 + 45
The ones are added and we have 11. This needs to be regrouped into 1 ten and 1 one. Adding the tens gives 8 tens in total.
T O
7 7
+4 5
1 2 2
1 1
7 + 5 = 12
The 12 is regrouped in 1
ten and 2 ones. The 1 ten is shown underneath and then included in the addition of the tens.
The 7 tens, 4 tens and 1 ten are added to equal 12 tens. These are regrouped as
1 hundred and 2 tens
. T O
7 7
1 1
Develop further understanding of addition in the context of money.
Pupils extend their written method to work with increasingly larger numbers and decimal numbers as appropriate.
Written Calculation Methods – Subtraction
Prior to using a written method, pupils may use objects or counters to explore the notation of subtraction. Number lines may be used to count backwards. Connections should be made to addition and smaller number bonds that pupils can recall.
Subtract from 2 and 3 digit numbers without regrouping. Check subtraction calculations using the inverse operation of addition. Bar model diagrams may be used to establish the connection to addition.
Subtract from 3 digit numbers, regrouping tens into 10 ones using a column method. Check subtraction calculations using the inverse operation of addition.
8 – 3 = ?
3 + 5 = 8
Subtract a 3-digit number from a 3-digit number, regrouping the tens into ones and the hundreds into tens. Pupils may use base 10 to support with this or, if knowledge of place value is secure, counters may also help.
Develop further understanding of subtraction in the context of money.
We cannot subtract 5 from 3 2 67 13 we regroup one of the tens into - 1 2 5 10 ones. We know have 13 ones 1 4 8 and so can subtract 5 ones. We are left with 6 tens and can subtract 2 tens. Finally we look at the hundreds.
H T O
2
Regrouping is necessary across two place values columns. 1 ten is regrouped as 10 ones. Then 1 hundred is regrouped as 10 tens giving enough hundreds, tens and ones to subtract from.
Question:
John had £2.53 in change in his pocket. He bought a notebook for £1.39 when he was in town. How much money does he have left?
Use the inverse operation to solve missing number problems.
Pupils will extend their use of the written method to include larger numbers and decimals as appropriate. They will solve a range of addition and subtraction calculations and understand the mathematical vocabulary for addition and subtraction.
Written Calculation Methods – Multiplication
Prior to using a formal written method, pupils will use counters and objects to help solve multiplication problems. They will begin to relate counting in 2's, 5's, 10's etc. to their times tables. An array can represent a multiplication.
Develop an understanding of multiplication as repeated addition and appreciate that multiplication can be completed in any order.
6 x 7 = 7 x 6
Develop an understanding of how to multiply 1 and 2 digits numbers by ten. Pupils can use equipment and place value knowledge to help with this.
Multiply a teen number by a 1-digit number, using apparatus and the grid method.
Multiply 2-digit numbers by a 1-digit number, using the grid method alongside The column method and establish the link between the two methods.
Multiply a 2-digit number by another 2-digit number, using the grid method alongside the column method and establish the link between the two methods.
5 lots of 16 = 5 lots of 10 + 5 lots of 6
16 x 5
30 - (5 x 6)
50- (5 x 10)
80
23
x 16
18 - (6 x 3)
120 - (6 x 20)
30 - (10 x 3)
200- (10 x 20)
368
Multiply 2-digit numbers by 1 and 2-digit numbers, using the column method. Pupils may move to use a more compact column method.
Before using a formal written method for division pupils understand division as sharing equally. They may use objects, counters or diagrams to help them 'group' a number.
Make connections between multiplication and division. Divide a 2digit number by a single-digit number using number rods and number lines (without remainders)
Divide a 2-digit number by a single-digit number, using number rods and number lines (including remainders).
Introduce the column method for solving division of a 2-digit number by a singledigit number. Pupils may use base 10 or counters to help with regrouping if necessary.
Develop the use of the column method for dividing a 3-digit number by a singledigit number (including regrouping). Base 10 or counters may be used to help with the understanding of regrouping.
6 x 7 = 42 7 x 6 = 42 42 ÷ 6 = 7 42 ÷ 7 = 6
Develop the use of the column method for dividing a 3-digit number by a singledigit number (including regrouping and remainders)
Pupils extend their division to include 4 digits numbers divided by a 1 digit number and eventually 4 digits numbers divided by 2 digit numbers. It should be noted that knowledge and recall of times tables and related division facts is vital for long mulitplcation and division. It is expected that pupils should have this knowledge by the end of year 4.
iii. Key Essentials
To aid children with their mathematical learning, there are certain 'key essentials' that your child should know as they progress through school. The table below details these:
Year 1 I can use objects to work out one more and one less.
| | I can read and write numbers from 0 to 10. |
|---|---|
| | I can show an understanding of + - and =. |
| | I can recall number bonds within 5. |
| | I can understand that the total number will change when objects are added or |
| | taken away. |
| | I can count to 20. |
| | I can name some common 2-D shapes. |
| Year 2 | I can work out one more and one less of a given number. |
| | I can count, read and write numbers from 0 to 100. |
| | I can read and write number statements using +. – and =. |
| | I can recall number bonds within 10. |
| | I can add 1 digit and 2 digit numbers to 20 using objects and pictures. |
| | I can subtract 1 digit and 2 digit numbers to 20 using objects and pictures. |
| | I can find and name ½ (half) of an object, shape or amount. |
| | I can recognise and name some common 2D and 3D shapes. |
| Year 3 | I can read and write numbers to 100 in numerals. |
| | I can count in steps of 2, 5, 10s. |
| | I can find the place value of each digit of a number with tens and ones. |
| | I can answer simple addition and subtraction questions in my head as well as by |
| | writing them down. |
| | I can remember and use multiplication and division facts for the 2, 5, 10 times |
| | tables. |
| | I can find, name and write fractions of a length, shape, set of objects or amount. |
| | I can notice and explain the properties of 2D and 3D shapes. |
| | I can read measurement scales in 1s, 2s ,5 s and 10s. |
| Year 4 | I can use number bonds for all numbers up to 20. |
| | I can use the 3 times table fluently, including multiplication and division facts. |
| | I can use the 4 times table fluently, including multiplication and division facts. |
| | I can use the 8 times table fluently, including multiplication and division facts. |
| | I can recall facts about durations of time (e.g. days in the week, minutes in an |
| | hour, hours in three days, months of the year). |
| | I can tell the time to the nearest minute. |
| | I can recognise a right angle and name its value. |
| Year 5 | I can use number bonds to 100. |
| | I can use the 12 x 12 fluently, including multiplication and division facts. |
| | I can recognise decimal equivalents of fractions for ½, ¼, ¾ and any number of |
| | tenths and hundredths. |
| | I can multiply and divide single digit numbers by 10 and 100. |
| | I can round any number to the nearest 10 or 100. |
| | I can add and subtract numbers up to 4 digits using the formal column method. |
| | I can name all 2D shapes up to 10-sided, including all 6 quadrilaterals. |
| | I can recall fact relating to the conversion of measurements (e.g. cms in a m, |
| | mls in a l). |
| | I can use times tables up to 12 x 12 fluently. |
| | I can understand the value and order of each place value columns from 3dp to |
I can mentally calculate addition and subtraction calculations where regrouping is not required.
I can multiply and divide whole number by 10, 100 and 1000.
I can use written column addition and subtraction, regrouping where necessary.
I can read the time on both a 12 and 24 hour clock to 1 minute intervals.
I can name all 2D shapes up to 10-sided, including all 6 quadrilaterals.
I can recall decimal number bonds to 1 and 10.
I can recall facts relating to the conversion of measurements (e.g. cms in a m, mls in a l).
Within our teaching, the key essentials for each year group contain learning the children have already experienced as they have moved through the school. Whilst we will revisit these topics and show the children how these can be used to answer questions across all areas of the maths curriculum, a strong knowledge of the 'key essentials' will help them maximise their learning in their new year group.
In order to assist further practice of this, we will be using a scheme across all year groups: Dragon, Rainbow and Solar maths. More details of this can be found on our website and will be available on the 'Meet the teacher' evening in September.
It is key that you support your child in learning these 'key essentials' using games, websites and oral practice at home. If you need any advice, please do not hesitate to ask your class teacher.
iv. Vocabulary
Maths Vocabulary for Year 5
4. Our Curriculum
Our topics this year are:
| Theme(s) | | |
|---|---|---|
| The Tudors The Ancient Mayan and Aztec civilisations | World Geography The Americas Local Geography | Living things Materials and their properties Forces Space |
Websites we use at school
At school we use a number of websites to support the children's learning. Year 5 children will be given the log in details for all these websites and they will spend some time in school getting used to accessing them. All are accessible from home devices. Here are the main ones:
* MyMaths an interactive online maths resource
* https://www.mymaths.co.uk/
* BBC KS2 Bitesize a revision tool for primary subjects
* http://www.bbc.co.uk/education/levels/zbr9wmn
* Sumdog, an interactive online maths resource
* https://www.sumdog.com/user/sign_in?to=%2Fcity
* Bug Club, an interactive reading resource
* https://www.activelearnprimary.co.uk/login?c=0
*
eschools, an interactive class page
* https://leechpool.eschools.co.uk/login
* Times tables activities
* https://www.ttrockstars.com/
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5. Timetable and Equipment
| Tuesday | Wednesday | Thursday |
|---|---|---|
| Literacy Guided Reading | Literacy Spelling | Literacy Spelling |
| Break | Break | Break |
| Maths Enrichment | Guided Reading Maths | Guided reading Maths |
| Lunch | Lunch | Lunch |
| Enrichment | History/ Geography | Music RE/PSHE |
The children will need to come into school in their PE kits on the following days:
Giraffe: Monday & Tuesday
Lion: Tuesday & Friday
This will be for the first half of the Autumn term.
Please check after half term with your child or their teacher as to when PE days are in the future.
We are also hoping to offer the Year 5 children swimming lessons once the pools re-open.
Children without the correct PE kit will be unable to take part in the lessons due to health and safety. Parents of those children who consistently forget their PE kit will be phoned.
Home school reading record
This will stay in school all day along with a book. They should be a reading a second book at home and can write in their reading from the previous night into their diary in the following day. The record will be signed by the class teacher weekly.
Pencil Cases
The children in year 5 and 6 are expected to bring their own pencil case into school in order to prepare them for secondary school. It is important that these are topped up throughout the year to ensure your child comes into school with all the necessary equipment.
A few points to remember:
* the pencil case and its contents are the responsibility of the child
* expensive and special items of stationary should remain at home
* the pencil case should be big enough to carry the essential equipment only
* no sharpies please
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6. Being Healthy at School
We are proud to be a Healthy School. At break times the children can bring into school a healthy snack. We ask that no sweets, chocolate or biscuits are eaten at this time.
We ask that all pupils bring in a water bottle - to be brought in daily and kept in specific boxes in the classroom for easy access during the day.
We have a healthy snack shop in school for morning break times where children can bring in up to £1.00 to buy a snack of their choice.
At lunchtime the children can either bring a packed lunch to school or have a hot meal provided by Chartwells. These meals need to be pre-ordered via their website:
https://westsussex.mealselector.co.uk
Children in Year 5 eat lunch anytime between 12.30pm and 1.15pm.
(01403) 210233
reception@leechpool. w-sussex.sch.uk
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Resources – Strangers
What to Teach Kids About Strangers
http://www.ncpc.org/topics/violent-crime-and-personal-safety/strangers/
Information about the differences between strangers kids should look out for and strangers kids can trust
Kids see strangers every day in stores, in the park, and in their neighborhoods. Most of these strangers are nice, normal people, but a few may not be. Parents can protect their children from dangerous strangers by teaching them about strangers and suspicious behavior, and by taking a few precautions of their own.
Who is a stranger?
A stranger is anyone that your family doesn't know well. It's common for children to think that "bad strangers" look scary, like the villains in cartoons. This is not only not true, but it's dangerous for children to think this way. Pretty strangers can be just as dangerous as the not-so-pretty ones. When you talk to your children about strangers, explain that no one can tell if strangers are nice or not nice just by looking at them and that they should be careful around all strangers.
But don't make it seem like all strangers are bad. If children need help--whether they're lost, being threatened by a bully, or being followed by a stranger--the safest thing for them to do in many cases is to ask a stranger for help. You can make this easier for them by showing them which strangers are okay to trust.
Who are safe strangers?
Safe strangers are people children can ask for help when they need it. Police officers and firefighters are two examples of very recognizable safe strangers. Teachers, principals, and librarians are adults children can trust too, and they are easy to recognize when they're at work. But make sure that you emphasize that whenever possible, children should go to a public place to ask for help.
You can help your children recognize safe strangers by pointing them out when you're out in your town. Also show your children places they can go if they need help, such as local stores and restaurants and the homes of family friends in your neighborhood.
Recognizing and Handling Dangerous Situations
Perhaps the most important way parents can protect their children is to teach them to be wary of potentially dangerous situations – this will help them when dealing with strangers as well as with known adults who may not have good intentions. Help children recognize the warning signs of suspicious behavior, such as when an adult asks them to disobey their parents or do something without permission, asks them to keep a secret, asks children for help, or makes them feel uncomfortable in any way. Also tell your children that an adult should never ask a child for help, and if one does ask for their help, teach them to find a trusted adult right away to tell what happened.
You should also talk to your children about how they should handle dangerous situations. One ways is to teach them "No, Go, Yell, Tell." If in a dangerous situations, kids should say no, run away, yell as loud as they can, and tell a trusted adult what happened right away. Make sure that your children know that it is okay to say no to an adult in a dangerous situation and to yell to keep themselves safe, even if they are indoors. It's good to practice this in different situations so that your children will feel confident in knowing know what to do. Here are a few possible scenarios:
255
- A nice-looking stranger approaches your child in the park and asks for help finding the stranger's lost dog.
- A woman who lives in your neighborhood but that the child has never spoken to invites your child into her house for a snack.
- A stranger asks if your child wants a ride home from school.
- Your child thinks he or she is being followed.
- An adult your child knows says or does something that makes him or her feel bad or uncomfortable.
- While your child is walking home from a friend's house, a car pulls over and a stranger asks for directions.
What Else Parents Can Do
In addition to teaching children how to recognize and handle dangerous situations and strangers, there are a few more things parents can do to help their children stay safe and avoid dangerous situations.
- Know where your children are at all times. Make it a rule that your children must ask permission or check in with you before going anywhere. Give your children your work and cell phone numbers so they can reach you at all times.
- Point out safe places. Show your children safe places to play, safe roads and paths to take, and safe places to go if there's trouble.
- Teach children to trust their instincts. Explain that if they ever feel scared or uncomfortable, they should get away as fast as they can and tell an adult. Tell them that sometimes adults they know may make them feel uncomfortable, and they should still get away as fast as possible and tell another adult what happened. Reassure children that you will help them when they need it.
- Teach your children to be assertive. Make sure they know that it's okay to say no to an adult and to run away from adults in dangerous situations.
- Encourage your children to play with others. There's safety in numbers!
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Part 1: Introduction Summarizing Literary Texts Lesson 8
MS CCRS RL.7.2: . . . provide an accurate summary of the text based upon this analysis.
Theme: Myths and Legends
Have you ever seen a movie that you couldn't wait to tell your friends about? You probably described it to them using just a few sentences. A summary is a brief retelling of a story that includes the main characters, setting, important events, including the conflict and its resolution, and theme. When providing an accurate, or correct, summary, be sure to tell events in the order they happen. Also be sure to tell it using objective statements that are free of opinions or judgments.
Read the story below. Make notes in the margins about the characters, setting, and events.
Read the chart below, noting how it only tells important details about the story.
Setting
Medieval town square
Characters
Strong man, Merlin, Arthur
Important Event
Even the strongest townsfolk cannot pull the sword from the stone.
Important Event
Young Arthur comes forward to try. He succeeds in freeing the sword and becomes king.
Summary
After many people try and fail to pull the sword Excalibur from the stone, Arthur succeeds and becomes the new king of England, showing that strength is not the only virtue.
Summaries retell important events and identify setting, characters, and theme in an accurate and objective fashion. Good readers summarize to check their understanding and remember important plot details.
Read the first three paragraphs of an Algonquin legend.
Genre: Legend
Glooskap and the Wasis by Edgar Ingersoll
And so it was that Glooskap, the mightiest and most fearsome of all the Algonquin warriors, had traversed through the lands, defeating all his enemies. After many months, he returned to his village, where the people bowed their heads respectfully.
Upon arriving at his wigwam home, however, he glimpsed an odd creature sitting on the floor, sucking a piece of maple-sugar candy, troubling no one. Glooskap asked his wife what the creature was, to which she responded that it was the Wasis, a fierce being who was undefeated and would remain so until the end of time. She warned her husband that if he meddled with the Wasis, Glooskap would be plagued with suffering.
Glooskap was incensed that an enemy had infiltrated his home. He challenged the small creature to a test of strength, but the Wasis ignored him. Outraged, he ordered the Wasis to crawl to him and acknowledge him as its master, but the creature only laughed.
(continued)
Explore how to answer this question: "What is the best way to summarize this part of the legend?" A summary includes characters, setting, important events, and theme. Underline these elements in the text above.
Summaries should also be objective, or free of opinions and judgments. Read the following summary and cross out any opinion words or statements. Then check your work against the bullet points.
Glooskap is an awesome Algonquin warrior who comes home to his village after defeating his enemies. I think it's funny how he finds the Wasis sitting on the floor and thinks it's another enemy. He foolishly challenges and orders the Wasis around, but the little creature won't obey him.
* In the first sentence, "awesome" is an opinion, not a detail from the text. Cross it out.
* In the second sentence, "I think it's funny" is a judgment and should be crossed out.
* The word "foolishly" in sentence 3 is also an opinion. It should be crossed out, too.
With a partner, discuss another important event that should be added to the summary to make it more complete. Then take turns summarizing the text accurately, objectively, and in your own words.
Close Reading
What are the most important events that occur in this part of the text? Underline two or more details that describe the ways the Wasis responds to Glooskap's actions.
Hint
Eliminate any choices that make a judgment, are inaccurate, or are vague.
Continue reading about Glooskap and the Wasis. Use the Close Reading and Hint to help you answer the question.
(continued from page 70)
In an uncontrollable fury, Glooskap screamed at the Wasis that he alone was the mightiest warrior! This time, the Wasis did respond: it opened its throat and let out a terrible, heartbroken wail.
Glooskap covered his ears, but the creature's howls split his skull. He asked it to stop crying, but it would not. He danced a funny dance, sang a song, and made a face, but it wasn't until Glooskap held the Wasis that the creature was finally appeased. Subdued, the baby cooed "goo" at his father—for son and father they were. And forever after, when a baby coos "goo goo" at his father, the Wasis remembers his victory over Glooskap.
Circle the correct answer.
Which of the following choices is the most accurate summary of the story ending?
A Glooskap finally figures out that the Wasis is his son. He may have been a mighty warrior, but he wasn't very smart.
B The mighty Glooskap is unable to defeat the crying baby Wasis. This victory is remembered every time a baby coos at its father.
C The wife's warning that Glooskap would suffer proves to be wrong. Glooskap ends up enjoying the time he spends with his son.
D Although Glooskap asks the Wasis to stop crying, it refuses to do so. Even dancing, singing, and making a face doesn't work.
Show Your Thinking
Explain why one other answer choice is not an accurate summary of the story ending.
With a partner, take turns accurately and objectively summarizing the entire legend in your own words. Include characters, setting, important events, and theme.
Read the myth. Use the Study Buddy and the Close Reading to guide your reading.
I know that a myth is a story set in a time and place unlike my own. Myths also often have fantastical characters. As I read, I'll think about how these elements might be included in a summary of the text.
Close Reading
Circle details that reveal the central conflict in this story and which characters are most affected.
What is the fate of the two main characters? Underline the most important events in the story's ending.
Genre: Myth
Beowulf and Grendel by Javier Moreno
1 Long, long ago there lived a great king named Hrothgar who benevolently ruled over Denmark and its people. Every night the king hosted great feasts in Heorot Hall and joined in the merriment as songs were sung and stories were told.
2 Outside, lurking in the gloom, was a hideous monster named Grendel who hated the merry sounds that came from the hall. The sounds of song and laughter tortured him. Finally, late one night when the unsuspecting guests lay sleeping, Grendel entered the hall and killed thirty of Hrothgar's men. For the twelve long years that followed, no songs or laughter came from Heorot Hall. Even the bravest and strongest of Hrothgar's soldiers were powerless against the wrath of Grendel.
3 Finally, a hero appeared—Beowulf, who looked like a boy to Hrothgar's warriors. They gasped as he stood before the king of the Danes and declared, "I will kill this monster. I will leave behind my sword, and I shall destroy him with my bare hands."
4 The brave words of the youthful Beowulf filled King Hrothgar with hope. That night, there was feasting and merriment in Heorot Hall once more. When darkness fell over the land and each man went to take his rest, Beowulf alone stayed watchful and vigilant, waiting for the battle he knew was sure to transpire.
5 At last, Grendel entered Heorot Hall. Just as the monster was about to seize Beowulf, the youth caught Grendel by the arm, and man and monster wrestled until daylight. The battle was fierce and wild, but Beowulf emerged the victor. Fatally wounded, howling his song of death, Grendel fled the hall and ran until he reached the lake where he made his home. There, he plunged into the waters and quickly sank, never again to terrorize the Danes.
Hints
Which choice presents an accurate and objective statement that gives information about an important character and event?
Which choice gives an accurate and objective overview of the paragraph's important events?
Use the Hints on this page to help you answer the questions.
1 Which of the following statements would you most likely include in a summary of "Beowulf and Grendel"?
A Heorot Hall was once King Hrothgar's favorite place.
B Grendel preferred to live in dark, gloomy places.
C Hrothgar shows great weakness compared to the courageous Beowulf.
D Beowulf promises King Hrothgar that he will kill Grendel.
2 Which is the best summary of the last paragraph of the story?
A Beowulf and Grendel have a fierce and unrestrained battle.
B Beowulf defeats Grendel, who returns to his lake to die.
C Grendel howls a song of death while he flees the hall.
D Grendel gets what he deserves for terrorizing the Danes.
As you write, think about where the story takes place, who it is about, what happens to those characters from beginning to end, and what lesson the story teaches.
3 Write a summary of the story “Beowulf and Grendel” in your own words. Be sure to be accurate and objective. Include at least three details about the main characters, setting, and important events. Also include the story’s theme.
Read the myth. Then answer the questions that follow.
Gift from the Heavens
by Flora Diaz
1 At one time, the gods lived in the heavens while the mortals toiled on the earth. Zeus, king of all gods, did not look kindly on the mortals. Zeus believed that all heavenly powers belonged only to the gods and goddesses. Prometheus believed that these powers should be shared with the mortals.
2 Prometheus and Zeus were constantly getting into disputes. Once, Prometheus was asked to solve a conflict between the gods and mortal men. The men were going to sacrifice a bull during a festival and they had to decide which parts of the bull should be offered to the gods and which parts should be reserved for the men. Prometheus saw this as an opportunity to play a trick on Zeus. He butchered the bull and put the lean, tasty parts of the meat into a small serving bowl and then placed the gristle, bones, and fat into a much larger serving bowl. When Prometheus asked Zeus to select his meal, naturally he chose the larger portion.
3 When Zeus realized how he had been deceived, he was furious and immediately sought revenge. To punish both Prometheus and the mortals he cared about, Zeus snatched fire away from the men of earth, and kept it only for the gods.
4 During one bitterly cold winter, Prometheus watched the mortals huddle together like a pack of animals to keep warm. "They need to have fire returned to earth," he thought. So he decided to ignore Zeus' decree, no matter the risk. Prometheus lit a torch with the fire from the wheels of the chariot that carried the sun across the sky. He brought the flaming torch to earth and delivered fire to the mortals. As a result, life on earth was transformed. Not only did fire keep people warm, it also enabled them to cook food for the first time, as well as smoke the food and preserve it for later use. With the heat of the fire, they could even smelt metals and turn them into tools to use for farming.
5 The king of the gods was furious when he learned what Prometheus had done. He wanted to punish Prometheus and return the mortals to a life of pain and hardship. So Zeus came up with a plan. He asked the other goddesses to help him create a beautiful, mortal woman. His daughter Athena offered her assistance, and when the lovely creature was fully formed, Athena breathed life into her. Zeus named the woman Pandora, and she possessed unequalled beauty and charm. Zeus gave Pandora an ornate lidded box and sent her to Prometheus as a gift. He told Prometheus that Pandora would make a perfect bride.
6 Prometheus was suspicious of any gift from Zeus, despite the woman's incredible beauty. He suggested to his brother Epimetheus that he marry Pandora instead, which he willingly did. After they were wed, Epimetheus asked his bride what was inside the sealed box.
7 "I don't know," she replied. "I only know that Zeus gave me strict instructions never to open it."
8 "That is most unusual, but I would not trust Zeus. Perhaps we should bury the box," her husband responded.
9 Pandora had never given a thought to what was inside the box until her husband asked her about it. Now she was consumed with curiosity and she could think of nothing else. She wondered what it could be and
Part 5: Independent Practice
why Zeus was so determined to keep her from glancing inside. One night, while her husband was sleeping, Pandora pulled the box from its hiding place and cautiously opened the lid.
10 Immediately all manner of dreadful things were released from the box—disease, despair, malice, greed, death, hatred, violence, cruelty, and war. These torments traveled to earth, creating extreme discord and chaos for the mortals.
11 However, without Zeus' knowledge, his daughter Athena had put something else into the box, something that could help the mortals cope with all these miseries—hope. So hope also traveled to earth to serve as a balance to the woes that burden all mortals.
Answer the questions.
1
Which of these is the best summary of paragraph 1?
A Zeus cared only about the gods and had no compassion for mortals. Prometheus believed that the powers of the gods should be shared.
B Zeus decreed that mortals would toil as his slaves on earth.
C Prometheus thought that power should be shared among all the gods equally. Zeus wanted all of the power for himself.
D Prometheus did not get along with Zeus. He turned all of his attention to taking care of the mortals.
2 Which two sentences should be included in a summary of the story?
A Epimetheus trusted Zeus more than he trusted his brother.
B Prometheus made humans as powerful as gods.
C Zeus gave Pandora the box but told her not to open it.
D Pandora opened the box to rebel against Zeus.
E Prometheus was suspicious of a gift from Zeus.
F The items from the box traveled to Earth and created chaos.
3
This question has two parts. First answer Part A. Then answer Part B.
Part A
Part B
Which is the best summary of the key events of the story?
A Prometheus helped humans trick Zeus, so the king of all gods took fire away from humans. Prometheus lit a torch from the chariot that carries the sun and brought fire back to humans. Zeus saw how humans thrived with fire, so he had a beautiful woman created. She went to earth, married Prometheus' brother, and then released evil into the world.
B Prometheus helped humans trick Zeus by keeping the best part of a bull sacrifice for themselves. Zeus punished Prometheus and the humans by taking fire away from them. Prometheus felt pity for the suffering humans and brought fire back to them. Zeus took revenge by creating a woman who brought all the evil things to the world in a box.
C Zeus thought heavenly powers should not be shared with humans. Prometheus disagreed, so he showed humans how to trick Zeus. Zeus became angry and took fire away from humans. Prometheus saw how cold humans were, so he brought them back their fire. Humans began to cook, smoke food, and make farm equipment.
D Prometheus helped humans trick Zeus, so Zeus took fire away from humans. Prometheus, seeing how humans suffered, brought the fire back. Zeus then sent Pandora to Prometheus with a box she was not supposed to open. Prometheus' brother married Pandora. The curious Pandora then opened the box, letting out both evil and hope into the world.
Which sentence from the passage best shows a detail from the summary in Part A?
A "At one time, the gods lived in the heavens while the mortals toiled on the earth."
B "When Zeus realized how he had been deceived, he was furious and immediately sought revenge."
C "Now [Pandora] was consumed with curiosity and she could think of nothing else."
D "However, without Zeus' knowledge, his daughter Athena had put something else into the box. . . ."
Go back and see what you can check off on the Self Check on page 44. | <urn:uuid:ccf4de0b-6184-4ad3-a18d-be7b4f2a77bd> | CC-MAIN-2020-50 | https://content.schoolinsites.com/api/documents/690154247bf343ee9d42b68e6ceabff8.pdf | 2020-12-04T02:47:41+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00003.warc.gz | 238,143,851 | 3,550 | eng_Latn | eng_Latn | 0.999047 | eng_Latn | 0.999306 | [
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Castle Hill
Wittenham Clumps
Signposts to Prehistory
Location: Little Wittenham, Oxfordshire, OX14 4QZ (SU 560 940) Main period: Late Bronze Age to Iron Age (1000–100 BC)
Access & ownership: The site is within the Little Wittenham nature reserve – part of the Earth Trust 500ha farm. It is protected at a national level as a Scheduled Ancient Monument and a Site of Special Scientific Interest. The reserve is owned and cared for by the Earth Trust. It is open for everyone, free of charge, all year round. Parking is free at 'The Clumps' car park, immediately adjacent to the hillfort. The hillfort is a short uphill walk away from the car park. The ground can be muddy during the winter months and wet periods. There are no toilet facilities on Castle Hill itself.
Site type: A hillfort. Hillforts are hilltops enclosed by at least one very large ditch and rampart (bank). They were usually built in the Iron Age.
Description
The earliest enclosure on Castle Hill, built around 1000 BC, can no longer be seen on the ground. It defined a roughly circular area (c. 100 m in diameter) with three small entrances along its southeastern side. The enclosure ditch was about 4 m wide and 2 m deep. Almost 300 years later (around 700 BC), a much larger ditch, with ramparts (banks) on its inner and outer sides was built at a natural break in the hillslope. This can still be seen very clearly. The Iron Age ditch defined an irregular bell-shaped area (covering c. 4 ha) with entrances to the east and west. Even now, after many years of weathering, the ditch is 16 m across and almost 8m deep. The outer bank is 7 m wide and 1.4 m deep. During the Iron Age it would have been an extremely impressive sight. Given its prominent hilltop siting, it would also have stood out for miles around. The traces of Iron Age activity within the hillfort – mainly pits filled with settlement rubbish – are no longer visible on the ground.
Investigations
The archaeological landscape at Wittenham Clumps has been excavated and mapped several times over the last century. The most substantial investigation took place from 2003–2006. This was funded by the Heritage Lottery Fund and involved teams of professional archaeologists and local volunteers. The investigations even featured on the TV programme the 'Time Team'. This recent work included mapping the archaeological landscape using aerial photographs and geophysical survey, and excavating trenches across the most important archaeological sites including the hillfort at Castle Hill.
How was the hillfort built and why?
The Castle Hill hillfort was built using a mixture of soil, clay, turf, chalk rubble and wood. The earthen rampart was supported on the outer side with a timber kerb. The ditch and bank would have been dug and shaped by hand using tools made of wood, animal bone and antler. It was probably built over the course of many years. Overall, this may have involved the labour of tens if not hundreds or even thousands of people. When it was first built, the white chalk of the bank would have been striking – it may have taken many years for the grass to grow over it. The recent excavations only uncovered a small part of the inside of Castle Hill. This suggested that the hillfort was lived in and used for religious ceremonies (feasting and human burials) most intensively during the Middle Iron Age period.
The Castle hill landscape
Castle Hill lies on a chalk ridge known as the Sinodun Hills. It overlooks the Thames valley to the northeast and a low-lying plateau to the west – it can be seen for miles. Its high visibility together with its fertile and easily farmed soils may explain why it has attracted human activity over such a long time period. Recent investigations show that the Castle Hill hillfort was only one part of an incredibly rich archaeological landscape. This includes traces of activity relating to all prehistoric periods from the Mesolithic (10000– 4000 BC) onwards, the most conspicuous of which (beyond the hillfort) is an Early Bronze Age (2500–500 BC) burial mound or round barrow on the hilltop to the south east of Castle Hill, capped with a small clump of trees. During the time that the hillfort was being built and used, people were living in roundhouse settlements across this landscape. The largest and densest Late Bronze Age and Iron Age settlement, including a massive pile of prehistoric rubbish (a midden), lay just outside the hillfort, and stretched all the way from the Earth Trust centre to the field south-east of the Clumps car park. In the Roman period, settlements (including a possible Roman villa) and fields were established on the plateau to the west of Castle Hill. The hilltop itself was occupied and used as a burial ground towards the end of the Roman period (in the 4th century AD).
References
Allen, T., Cramp, K., Lamdin-Whymark, H. & Webley, L. 2010. Castle Hill and its Landscape: Archaeological Investigations at the Wittenham Clumps, Oxfordshire. Oxford: Oxford Archaeology and the Earth Trust. (Available from the Earth Trust or from Oxford Archaeology for £9.95)
How can I find out more?
One reason that Castle Hill is a fantastic place to visit is that it forms part of a much broader archaeological and natural landscape that is now protected as a nature reserve. Information about the Little Wittenham nature reserve including walks, events, educational workshops, volunteer programmes, and much more is available on the Earth Trust website.
General information : http://www.earthtrust.org.uk/Places/at-little-wittenham/Ea rt h - Tru s t- C ent r e.a spx
Earth School: http://www.earthtrust.org.uk/Learn/EarthSchool/SearchLessons.aspx
Living History: http://www.earthtrust.org.uk/Our-work/livinghistory.aspx
Volunteering page: http://www.earthtrust.org.uk/SupportUs/Volunteer.aspx
The abbey museum at Dorchester-on-Thames includes displays of important prehistoric and later archaeological finds excavated from the north of the Thames and has its own educational programme:
General information: http://www.dorchester-abbey.org.uk/museum.htm
Information for schools: http://www.dorchester-abbey.org.uk/education.htm
Visitor information for other amazing hillforts in the area can be found at:
White Horse Hill, Uffington: http://www.nationaltrust.org.uk/white-horse-hill/ Segsbury Camp: http://www.megalithic.co.uk/article.php?sid=6961
The Prehistoric Society is a registered charity (no. 1000567) and company limited by guarantee (no. 2532446). When visiting sites, it is important to assess the terrain and expected weather conditions and then take appropriate precautions before embarking. The Prehistoric Society accepts no responsibility for any accidents or injuries sustained during such visits. Date published: 12/2014. | <urn:uuid:a27fcfe0-5de7-4502-9e2c-2fdedcd2018b> | CC-MAIN-2020-50 | https://theprehistoricsocietyschool.files.wordpress.com/2020/03/ps-signpost_wittenham-clumps_short.pdf | 2020-12-04T02:23:52+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00007.warc.gz | 498,010,459 | 1,504 | eng_Latn | eng_Latn | 0.997432 | eng_Latn | 0.997581 | [
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ABCmouse.com EARLY LEARNING ACADEMY IS BRINGING LEARNING TO LIFE ® WITH FOUR NEW SERIES OF ENGAGING EDUCATIONAL iPHONE/iPAD MOBILE APPS
ABCmouse.com Announces Interactive Children's Books and Interactive Environment Apps Including ABCmouse.com Aesop's Fables Series, ABCmouse.com Beginning Reader Series: Word Families, ABCmouse.com presents Search and Explore Series, and the Interactive Environment Series: Visit the Zoo TM
December 15, 2010 (Glendale, CA)—ABCmouse.com Early Learning Academy, a pioneering educational website for children ages 2 through 6 (preschool through kindergarten), announced today the release of a new collection of interactive apps for the iPad, iPhone, and iPod touch. These highly innovative mobile apps offer engaging and powerful features to enhance early learning.
The apps being released introduce three children's books series from ABCmouse.com Early Learning Academy's online curriculum: the ABCmouse.com Aesop's Fables Series, the ABCmouse.com Beginning Reader Series, and the ABCmouse.com Search and Explore Series. The first titles to be released in these series are six beautifully illustrated interactive children's books: The Boy Who Cried Wolf, The Tortoise and the Hare, Big Bug and Little Bug, The Hen in the Pen, Dan and Jan, and Search and Explore: The Grand Canyon.
The fourth mobile app series release is Visit the Zoo Interactive Environment, from the ABCmouse.com Interactive Environment Series, in which zoo animals come to life with photo-realistic animations in natural environments. The ABCmouse.com Visit the Zoo Interactive Environment includes fascinating animal facts and fun quizzes that reinforce learning.
"Mobile devices are rapidly becoming an important platform with which to deliver the ABCmouse.com Early Learning Academy curriculum into the hands of young children who are using these devices in ever-increasing numbers," said Doug Dohring, CEO of ABCmouse.com's parent company, Age of Learning, Inc. "ABCmouse.com Early Learning Academy's educational apps are the first of many that will support our goal of helping young children build a strong foundation for future academic success."
ABCmouse.com's interactive children's books are designed with child-friendly features that take full advantage of mobile device touch-screen functionality. These include professional narration, realistic page turning, animated images and the ability to touch individual words to hear them. Books in the Aesop's Fables Series and Beginning Reader Series also provide Parent Tips, written in collaboration with child literacy experts, that offer specific suggestions of things to do and talk about with young readers to support the development of their ability to relate letters to the sounds that they represent (phonics) and to support children's vocabulary development and comprehension.
Deluxe editions of these interactive children's books will soon be available and will include multilevel puzzles and memory match games featuring the art, themes, and vocabulary.
As with all elements of the ABCmouse.com Early Learning Academy curriculum, these educational apps were developed in close collaboration with nationally recognized early childhood education experts, including 2006 National Teacher of the Year Kimberly Oliver-Burnim and Dr. Rebecca Palacios, a Founding Director of the National Board for Professional Teaching Standards.
"These new mobile apps series and the many future apps to be released by ABCmouse.com can be a big help in preparing young children for kindergarten and elementary school," said Ms. Burnim. "They help teach fundamental skills that support learning to read—vocabulary, phonics, sight words, and comprehension—and they do it in ways that children find highly engaging and fun. With applications like these, mobile devices can become very powerful learning tools."
ABCmouse.com Books
ABCmouse.com Aesop's Fables Series (Now available through the iTunes App Store)
(First two title releases, $.99 each)
* The Boy Who Cried Wolf
* The Tortoise and the Hare
The ABCmouse.com Aesop's Fables Series brings these classic tales to life with stunning illustrations, professional narration, and an easy-to-read font. Each fable includes Parent Tips, written in collaboration with child literacy experts, which offer specific suggestions of things to do and talk about with young readers to support their vocabulary development and comprehension. Also contained in each book app is a richly illustrated glossary that provides child-friendly definitions.
ABCmouse.com Beginning Reader Series: Word Families (Now available through the iTunes App Store)
(First three title releases, $.99 each)
* Big Bug and Little Bug (the –ug word family)
* Dan and Jan (the –an word family)
* The Hen in the Pen (the –en word family)
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The ABCmouse.com Beginning Reader Series: Word Families introduces young learners to the joys of reading through stories that emphasize word families (groups of words with the same ending sound, such as hot, pot, and not). Each story in the Beginning Reader Series is told in an engaging rhyming format in which words from the featured word family appear frequently.
Three reading modes are available with all ABCmouse.com's interactive Beginning Reader Series books, as are Parent Tips, which are written in collaboration with child literacy experts, which offer specific suggestions of things to do and talk about with young readers to support the development of their ability to relate letters to the sounds that they represent (phonics).
ABCmouse.com Search and Explore Series (Available soon through the iTunes App Store)
(First title release, FREE download, 32-page book and separate full-length original song teaching Grand Canyon facts)
* ABCmouse.com presents Search and Explore: The Grand Canyon
The Search and Explore Series teaches young children about geography, national landmarks, and points of interest around the world through engaging stories featuring computer mice that come to life as ABC Mouse ™ , 1•2•3 Mouse ™ and Do-Re-Mi Mouse. ™ (ABC Mouse is a proficient reader and speller; 1•2•3 Mouse is expert with numbers, counting, measurement, and quantities; and Do-Re-Mi Mouse is a talented artist—lyricist, vocalist, musician, painter and more).
The first title, ABCmouse.com presents Search and Explore: The Grand Canyon, will soon be available FREE on iTunes.
ABCmouse.com Interactive Environment Series
ABCmouse.com Interactive Environment Series
(First title release, $.99 each)
* Visit the Zoo Interactive Environment, Set 1 (Elephants, Zebras, Penguins, Lions, and Pandas)
ABCmouse.com Visit the Zoo Interactive Environment apps feature five popular zoo animals per set. Each animal comes to life with photo-realistic animations in its natural environment. Touching an animal brings up one of a series of interesting and educational facts about the animal— characteristics, anatomy, diet, etc. After visiting the exhibit, children can join the Zoo Guide for an interactive quiz relating to the information learned throughout their tour of the zoo.
About ABCmouse.com
ABCmouse.com Early Learning Academy provides parents and teachers with a safe, engaging online environment where young children can learn their ABC's using a computer mouse, thus the name ABCmouse.com. The goal of this new and unique learning experience is to help children build a strong foundation for future academic success by providing engaging educational content
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that supplements and supports preschool, pre-k, and kindergarten programs in the subject areas of reading, mathematics, social studies, beginning science, art, and music. The site's comprehensive curriculum, developed in collaboration with nationally recognized early childhood education experts, offers a depth and breadth of educational content for early learners never before seen in one location on the web. From ABC's and 123's to Thank You and Please, ABCmouse.com is "Bringing Learning to Life" by offering more than 2,000 individual learning activities—online books, games, songs, puzzles, art activities, and printables—contained within more than 350 custom lesson plans spanning six academic levels. The company has filed multiple patents related to their uniquely designed educational content delivery methods and systems.
For information about ABCmouse.com you can visit these links:
Links:
www.ABCmouse.com www.ABCmouse.com/AboutUs www,ABCmouse.mobi
Direct links to each mobile app on iTunes:
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ABCmouse.com Aesop's Fable Series: The Boy Who Cried Wolf ABCmouse.com Aesop's Fable Series: The Tortoise and the Hare ABCmouse.com Beginning Reader Series: Big Bug and Little Bug ABCmouse.com Beginning Reader Series: The Hen in the Pen ABCmouse.com Beginning Reader Series: Dan and Jan ABCmouse.com presents Search and Explore: The Grand Canyon (coming soon) Interactive Environment Series: Visit the Zoo, Set 1 (Elephants, Zebras, Penguins, Lions, and Pandas)
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Introduction (Sizzle Reel): www.ABCmouse.com/sizzle
Electronic Press Kit: www.ABCmouse.com/EPK
Facebook: www.facebook.com/ABCmouse
Assets: www.ABCmouse.com/assets
FOR ALL MEDIA INQUIRIES PLEASE CONTACT:
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Shincliffe CE Primary School Home / School Links
During this half term the children in Year 5 will be looking at the following areas:
| Curriculum Area | Content to be taught in school |
|---|---|
| English | This term we will continue to develop a sound knowledge of grammar, specifically parts of speech, fronted adverbials and auxiliary verbs, and punctuation. We shall practice applying this in our writing. We will be using our Geography topic of ‘Extreme Earth’ as inspiration for our writing. We will be looking at descriptive writing and a newspaper report. We will also be looking a poetic writing. We will also spend time analysing and discussing a range of texts. |
| Maths | This term we shall continue to work on the children’s written arithmetic skills and they will have a weekly test. We shall work on their times tables each week so that they can confidently recall them. As well as continuing to work on addition, subtraction, multiplication and division, we shall also be looking at place value, factors, primes, angles and converting between different measures. Every week we will apply our mathematical knowledge to a range of different tasks and real life situations. We shall also complete problem-solving tasks to help us to deepen our understanding. |
| Science | This half term we will be looking at forces. We will learn about the effects of gravity, friction, air and water resistance, through a range of experiments, and build |
| | models to explore the ways in which pulleys, levers and gears work. |
|---|---|
| Computing | This half term we will learn how to search for information effectively and efficiently, edit images on paint.net and to combine text and images on publisher. |
| RE | This half term the children will be reflecting upon what they believe about God. We will also begin looking at Hinduism and finding out what Hindus believe about God and comparing it the beliefs of Christians. |
| Geography | This half term we will be finding out about our Extreme Earth. We will find out about extreme weather conditions around the world, volcanoes, earthquakes and tsunamis. |
| PE | The children will be learning a game called fives and threes that is based upon netball. They will be looking at the different types of passes and how to effectively defend, attacks and work as a team. |
| Music | This half term we will be completing a unit of work based upon ‘Don’t stop believin’ by Journey. They children will learn to perform the song with accompaniment and compare it to other music also produced in the 80s. |
| Art | This half term we will be looking at landscapes and observational drawing. The children will use watercolour to produce a tsunami landscape, complete observational drawings of flowers and look at the work of Tom Yendell. | | <urn:uuid:6e69a350-70a3-4ed1-ae38-5447f63824b6> | CC-MAIN-2020-50 | http://www.shincliffe.durham.sch.uk/wp-content/uploads/sites/182/2014/08/Home-Links-Year-5-Autumn1-2016.pdf | 2020-12-04T01:43:16+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00007.warc.gz | 149,954,363 | 594 | eng_Latn | eng_Latn | 0.99892 | eng_Latn | 0.99892 | [
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Comparative form . – (1.1)
a.- Put the comparative form like in the example:
intelligent more intelligent fat important short strong big nice pretty long tall good small polite
b.- Look at the Menu. Then complete the comparisons. Use –er, more, less, and than in your comparisons.
The Golden Palace
Take out menú
1.- The sweet and sour shrimp is _______________________the steamed scallops with broccoli. (expensive)
2.-The beef with dried red pepper is____________________ the beef with broccoli.
(Hot)
3.- The sweet and sour shrimp is ___________________the pork with scallions. (expensive)
4.- The chicken with orange sauce is ______________the steamed scallops with broccoli.
(Spicy)
5.- The steamed mixed vegetables are___________________ the pork with scallions.
(salty)
6.- The chicken with broccoli is _________________ the chicken with orange sauce. ( mild)
7.- The steamed mixed vegetables are ____________ the beef with dried red pepper.
(healthy)
8.- The broccoli with garlic sauce is _________________chicken with broccoli. (cheap)
9.- The pork with scallios is _________________the steamed mixed vegetables.
(oily)
10.- The scallop dish is __________________the shrimp dish.
(sweet)
c.- Complete with the comparative.-
My house is (+big) bigger than
hers.
My brother is (tall) _________ you.
I'm ( old ) _____________you.
This cake is ( bad)____________that one.
My house is (expensive) __________ yours.
Paul is (intelligent) ____________his friends.
Linkers( unit 1.2)
Rewrite the next sentences using appropriate linkers.
She is sociable. She can be rude.
She is sociable. She is funny.
He is patience. He can be lazy.
He is hardworking. He is creative.
He is greedy. He can be polite at times.
She is honest. She is outgoing.
She is intelligent. She is creative
______________________________________________________________________
He is rude. He is noisy.
TOO/ ENOUGH ( 1.3)
Complete the next sentences with too or enough
1. I left the coffee for a minute to cool because it was
__________hot to drink.
2. He wasn't strong ____________ to lift that heavy box.
3. There aren't_____________ policemen in our town.
4. Do you have_______________information to help me with this problem?
5. It is __________difficult to do for a little child.
6. I do not have__________ much time to prepare dinner.
7. I didn't buy the car because it was__________ expensive.
8. He didn't work hard__________ to pass the exam.
9. My mum can't sleep because she drinks __________ much coffee.
10. She isn't old __________to start driving.
More exercises:
Peter is _______to become a police officer. He is only 1.65 cm.(short)
I'd like to buy a new car and a good house, but I'm just now _____ to do it.(rich)
My school is _______ from my house to go on foot. So I cycle to school everymorning.(far)
Kelly is________ to drive a car. She is only 14.(young)
That skirt you are wearing is ________for you. You need a bigger size.(tight)
More practice.-
1.-I can't work today. It's________hot.
2. I'd like to buy those shoes, but they are ________ expensive.
3. We need another ladder. This one isn't long _________.
4. I can't do this exercise because it's __________difficult.
5. Nobody bought my bike because it's ________ old.
6. We had to change rooms because our room wasn't big ________.
7. John didn't win the race because his car wasn't fast __________.
8. Don't play near the railway line. It's __________dangerous.
SUPERLATIVE.- (1.6)
Complete the chart
| Adjectives | Superlative | Adjectives |
|---|---|---|
| slow | The slowest | strange |
| short | | ugly |
| tall | | amazing |
| small | | boring |
| young | | exciting |
| big | | popular |
| bad | | good |
Complete the sentences using the superlative
1.- Is it the _______ shop in town.(large)
2.- Monday is the _______day of the week.(bad)
3.-Ben was the______ person in his family.(noisy)
4.-Sam is in the _______class. (popular)
5.-Which is the _________subject at school?(difficult)
6.-Jim is the _______ player football team. (good)
7.-Elephants are the __________animals. (heavy)
8.-Let's pick the__________apple of three. (big)
9.-Mary is the ____________ girl in the class. (thin)
Complete the sentences using the superlative form
Cold dry high hot sunny wet
1.- At 8,850 metres, Mount Everest is _____________ mountain in the world.
2.- With 1 cm Of rain a year, and no rain at all in some years, the Atacama Desert in Chile is ____________ place in the world.
3.- With 4,055 hours of sun a uear, Yuma in Arizona in the USA is ___________plave in the world.
4.-With 1,270 cm of rain a year, Mawsynram in north-east India is___________place in the world.
5.- At a temperature of -89 C, Antarctica is __________continent in the world.
Comparative and superlative forms.-(1.7)
1.- Canada is _________(big) than France.
2.- The Amazon is _________(wide) than the Nile.
3.-Chile has a ________(population) than China.
4.- He is the _______(good) at maths.
5.-This exam is _________(easy).
6.-You are _______(low) than your brother.
7.- The film is _______(expensive) than others.
8.-The school is _________(far) than the bank.
9.- She is _______(excited) of these girls.
More Practice
1.- Greenland is the_____( large) island in the world.
2.-Travelling by plane is ________(fast) than travelling by train.
3.-Jamaica is_______ sunny than Norway.
4.-Santa Cruz is the second_________(large) island in the Galapagos.
5.-Yesterday was a cold day. Today is __________than yesterday. Tomorrow will be the ________day yet.
6.- My friend has a pretty purse bui I have a _________one.
7.- Today is sunshine _________beautiful than yesterday.
Which of these sentences is incorrect?
Mary in shorter than Jane.
The moon is more closer to the earth than the sun.
I have the best score on the exam.
Comparisson (1.8)
Kate isn't as heavy as Mike.
Pete isn't _________Mike.
Pete isn't_________Mike.
Mikeisn't ____________Kate.
Kate isn't __________Pete.
Pete isn’t ___________Trig .
Complete each sentence
1. John is (tall) __________ Glen.
2. Janet is (beautiful) ___________Jeniffer.
3. You are (crazy) ______________ my sister.
4. We can run (fast) ___________ __they can.
5. My mom is(not / strict) _____________ your mum.
6. Your mobile phone is (not / trendy) ______________ mine.
7. Matrix II was (not / interesting)____________________ Matrix I.
8. This yoghurt (not / taste / good)_________________ the one I bought yesterday.
9. I can do (many / press-ups)____________________ you.
10. I (not / earn / much / money______________you do.
Complete each sentence with either:
as - more - than
1. My telephone isn't as modern______your one.
2. This watch looks nice but it's more expensive _______the other.
3. Your car is the same make______mine.
4. That film wasn't_____good as the last one we saw together.
5. I didn't know you were the same age______me. When is your birthday?
6. This is a nice house but your house is_______ beautiful.
7. We have less time______you think! Come on - let's go.
8. What a great beach - the other beach was______crowded too.
9. You are not______intelligent as your boss.
10. You must be very hungry. You took______food than me.
Order of adjectives.- (1.10)Rewrite the sentences using the adjectives. Be sure to write them in the correct order.
1. Aunt Betty wants a coffee table. (stone, square, gray)
2. The king took a trip. (2-week, exhausting)
3. These are cookies! (chocolate chip, delicious, huge)
4. Alice prefers furniture. (leather, Italian, black)
5. Archeologists get very excited when they find bones. (animal, large, prehistoric)
Put the words in the correct order: Food- delicious-chinese
trousers-horrible-green bed a new comfortable
silly woman a young a nice dinner big
boy clever a little
a sky beautiful blue
a nasty old man cotton blue cocks
room circular large a blue a plastic rain coat
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Lesson Overview
1. Watch a Video
Watch The Last Supper at bitly.com/GCEDLastSupper (3min 36sec).
2. Read
Read what happened immediately after the Last Supper. pp. 1-2
3. Discuss
Discuss spiritual offspring. p.2
4. Optional Activity
Work together to create something as a group. p. 3
From the Word Discipleship
And He said to them, "Follow Me…." Matt. 4:19
You have not chosen Me, but I have chosen you and appointed you that you should bear fruit. John 15:16
If you abide in My word, you are My disciples indeed. And you shall know the truth, and the truth shall make you free." John 8:31
Go therefore, and make disciples of all nations…." Matt. 28:19
Discipleship at Easter
FaithBuilder 2 | Lesson 25 | Word
Watch a Video
Watch The Last Supper (3min 36sec) at bitly.com/GCEDLastSupper. (Enter the bitly link in the web browser bar at the top of your screen.)
1. Who is "the disciple who Jesus loved?" (John)
2. What is a "Judas kiss?" Why is it called the "kiss of death?" (See Luke 22)
Read
The final events in the Lord's life unfolded quickly. We are going to read highlights of what happened immediately after the Last Supper. Pay attention to what the disciples say and do.
Then Jesus said to them, "All of you will be made to stumble because of Me this night.... Peter said to Him, "Even if all are made to stumble, yet I will not be." Jesus said to him, "Assuredly, I say to you...even this night, before the rooster crows twice, you will deny Me three times." But he spoke more vehemently, "If I have to die with You, I will not deny You!" And they all said likewise.
Then they came to...Gethsemane; and He said..."Sit here while I pray." And He took Peter, James, and John with Him…. Then He said to them, "My soul is exceedingly sorrowful, even to death. Stay here and watch." He went a little farther, and fell on the ground, and prayed.... And He said, "Father, all things are possible for You. Take this cup away from Me; nevertheless, not what I will, but what You will." Then He came and found them sleeping, and said to Peter, "Simon, are you sleeping? Could you not watch one hour? Watch and pray, lest you enter into temptation. The spirit indeed is willing, but the flesh is weak."
Again He went away and prayed.... And when He returned, He found them asleep again, for their eyes were heavy; and they did not know what to answer Him. Then He came the third time and said to them, "Are you still sleeping and resting? The hour has come; behold, the Son of Man is being betrayed into the hands of sinners. Rise, let us be going. See, My betrayer is at hand."
And while He was still speaking, Judas...came from the chief priests and the scribes and the elders. [He] had given them a signal, saying, "Whomever I kiss, He is the One; seize Him and lead Him away safely."
As soon as he had come, immediately he went up to Him and...kissed Him. Then they laid their hands on Him and took Him. And one of those who stood by drew his sword and struck the servant of the high priest, and cut off his ear. Then Jesus answered and said to them, "Have you come out… with swords and clubs to take Me?... Then they all forsook Him and fled….
And they led Jesus away to the high priest.... But Peter followed Him at a distance, right into the courtyard of the high priest. And he sat with the servants and warmed himself at the fire.
Now the chief priests...sought testimony against Jesus to put Him to death, but found none. For many bore false witness against Him, but their testimonies did not agree…. And the high priest...asked Jesus, saying, "Do You answer nothing? What is it these men testify against You?" But He kept silent and answered nothing. Again the high priest asked Him, saying to Him, "Are You the Christ, the Son of the Blessed?" Jesus said, "I am…." Then the high priest tore his clothes and said, "What further need do we have of witnesses? You have heard the blasphemy! What do you think?" And they all condemned Him to be deserving of death….
Now...one of the servant girls of the high priest...saw Peter warming himself, she...said, "You also were with Jesus of Nazareth." But he denied it, saying, "I neither know nor understand what you are saying." And he went out on the porch, and a rooster crowed. And [she] saw him again, and began to say..., "This is one of them." But he denied it again. And a little later those who stood by said to Peter again, "Surely you are one of them… Then he began to...swear, "I do not know this Man of whom you speak!"
deny Me three times." And...he wept.
A second time the rooster crowed. Then Peter called to mind the word that Jesus had said to him, "Before the rooster crows twice, you will
In the morning, the chief priests...bound Jesus...and delivered Him to Pilate. Then Pilate asked Him, "Are You the King of the Jews?" He...said to him, "It is as you say." And the chief priests accused Him of many things, but He answered nothing. Then Pilate asked Him again, saying, "Do You answer nothing? See how many things they testify against You!" But Jesus still answered nothing….
Now at the feast he was accustomed to releasing...whomever they requested. And there was one named Barabbas, who...had committed murder…. Then the multitude...began to ask him to do just as he had always done.... But Pilate answered them, saying, "Do you want me to release to you the King of the Jews?" But the chief priests stirred up the crowd.... Pilate answered and said to them again, "What then do you want me to do with Him whom you call the King of the Jews?" So they cried out again, "Crucify Him!"... So Pilate...released Barabbas to them; and he delivered Jesus...to be crucified. Mark 14, 15, parts.
New Church Concept Disciples
The Lord's twelve disciples represented all aspects of faith and love in their entirety, just as the twelves tribes of Israel did. Peter represented faith, James charity, and John the works or good deeds that flow from charity.
As regards John's following the Lord, this was a sign of the truth that those who perform the good deeds of charity follow the Lord, are loved by the Lord, and do not leave Him, whereas those whose faith is separated from charity not only fail to follow the Lord but are also angered by that truth, as Peter was. Arcana Coelestia 10087
By "apostles" are meant those who teach the truths of the church, because the apostles [those sent] were so called from their having been sent to teach and to preach the Gospel concerning the Lord and the drawing near of the kingdom of God through Him; thus to teach the truths of the church, by which the Lord is known and the kingdom of God is brought near. The kingdom of God on the earth is the church. From this it is evident what is meant by "apostles" in the spiritual sense of the Word, namely, not the twelve apostles who were sent by the Lord to teach concerning Him and His kingdom, but all who are in the truths of the church, and in a sense abstracted from persons, the truths themselves. Apocalypse Explained 100:2
Discuss
Choose questions for discussion.
1. The word "disciple" means "follower" or "student." In what ways does the Lord call each person to follow Him? (See sidebar, p.1.)
2. The Lord said, "Whoever confesses Me before men, him I will also confess before My Father who is in heaven" (Matthew 10:32). How do we "confess" the Lord? Think about actions as well as words.
3. The twelve disciples picture all the qualities in us that follow the Lord. Peter symbolizes faith—the part of us that wants to understand, test, and acknowledge what is true. He is a leading disciple. Why is faith a leader in our own lives? (It is the first thing in us that acknowledges that the Lord lead leads and guides us. Without it we cannot be disciples of the Lord.)
4. What other important things did Peter do? (He was the only disciple to walk on water (Matt. 14); he was the first to reach the tomb on Easter morning (Luke 24); the rock on which Jesus will build His church (Matt. 16); he acknowledged Jesus as the Messiah (Matt. 16); he asked Jesus to wash his hands and feet during Last Supper (John 13).
5. Jesus asked His Peter, James and John to watch with Him while He prayed, but they fell asleep. What spiritually falls asleep in us? (Hint: The Writings tell us that Peter=faith in the Lord; James=charity; John=the good of charity. See Arcana Coelestia 2135)
6. Why was Peter so upset when the rooster crowed for the second time?
7. Have you ever noticed yourself denying the Lord, for example in a group that challenged your faith in the Lord? Why is it difficult to stand up for what you believe when the truth is on trial or being persecuted? What might alert you if this happens, like the rooster crowing?
8. Peter stands for our faith. In what ways might a person "deny the Lord" or deny having faith in Him in their own mind? For example, think of a time when you might know what is true, but choose to deny it, e.g. you lie or cheat but don't want to admit it to yourself or others.
9. Before ascending into heaven the Lord gave His disciples a 'Great Commission': "Go therefore and make disciples of all the nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all things that I have commanded you…." (Matthew 28:19) In what way does this statement apply today?
10. Judas sold Jesus for thirty pieces of silver. Who else was sold for thirty pieces of silver? (Joseph.) What other similarities are there between Joseph and Jesus? (Falsely accused; imprisoned; had no weaknesses; ruler) (Interesting note: Thirty pieces of silver was also the price the owner of an ox was required to pay the master of a servant if an ox accidentally killed a servant. So thirty pieces of silver are recognized as the price of a servant. Arcana Coelestia 2567)
11. What else do we know about Judas? (He was not from Galilee like the other disciples but was from Judah; he did not want to use expensive oil to anoint Jesus; he betrayed Jesus with a kiss; he hanged himself after the crucifixion.) | <urn:uuid:5a675402-7e1c-4614-8b4d-5bf0c1d484e6> | CC-MAIN-2020-50 | https://www.newchurchvineyard.org/file/ssfb-2-25-discipleship-at-easter.pdf | 2020-12-04T02:34:41+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733120.84/warc/CC-MAIN-20201204010410-20201204040410-00008.warc.gz | 750,028,195 | 2,442 | eng_Latn | eng_Latn | 0.999445 | eng_Latn | 0.999611 | [
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Contents
"Change for these children will come more easily if the focus is on the relationship, rather than on behaviour management strategies" (Child Safety Commissioner, 2007, p.18)
Having a warm, healthy relationship with an adult can be healing for children who have experienced trauma. These relationships provide safety and grounding. Fostering these types of relationships in the classroom can create safety for all students. Strategies fostering these relationships are outlined below.
CAPPD
This acronym provides a guideline of trauma informed relationship building. It was created by the Health Federation of Philadelphia, see references for more information. Calm
- The goal is to create a relaxed, focused state for yourself and your students. Learning to regulate emotions and return to a relaxed state after being alarmed or triggered helps children function in the neocortex, which is responsible for complex thinking and learning.
Attuned
- Be aware of children's non-verbal cues including body language, tone of voice, and emotional state. These cues indicate how much and what types of activities and learning the child can manage. You must connect with a child on an emotional, sensory level before moving to a cognitive level.
Present
- Be in the moment and focus your attention on the child. All children can tell when people are not truly engaged or paying attention to them.
Predictable
- Provide children with routine, structure, and repeated positive experiences. This will help children to feel safe and allow them to be free to grow and explore.
Don't
- Let children's emotions escalate your own. Remain in control of your own emotions and the expression of them. The best way for children to learn to regulate their emotions is by watching us regulate ours.
(Health Federation of Philadelphia, 2010)
Fostering Relationships
By connecting with students in a compassionate and understanding way, teachers can plant the seed for strong relationships to form. These relationships are integral in providing the safety children need in order to learn and grow at school.
Provide Unconditional Positive Regard
- Show genuine respect for students as persons.
- Provide kindness and empathize with the challenges students experience at home and school.
- Recognize the healing power of an adult who cares.
- Be a "Turn-around teacher" by consistently acting and responding with positive regard.
Be Understanding
- Get to know the child's history and understand where behaviours are coming from. This understanding can increase empathy for the teacher and let the child know they are understood and valued.
Get Down on Eye Level
- When interacting or talking to children, get down on eye level and make regular eye contact.
- Being on the same physical level as children can help them feel safe, more in control and connected.
Always Empower, Never Disempower
- Children may compete with their teachers for power because they believe that they can achieve safety by controlling their environment.
- Teachers are in positions of power and authority.
- Attempts at control over traumatized students are often counterproductive.
- When possible, avoid battles for control.
- Hold students accountable.
Maintain Connection
- Try to maintain a connection even if a child is distracted, acting out, or withdrawn.
- If you notice a child dissociating, try using gentle attempts to connect with them. You can say a word, "Hi" or try to gain eye contact. Ask for permission to make eye contact before engaging.
Be Nurturing
- Be fully present in your interactions.
- Validate their feelings.
- Provide comfort and physical affection when sought.
- Laugh and play games.
- Provide safe mental, physical, and social challenges.
Communicate Respect and Transparency
- Be open and honest with children. Don't hide information from them or avoid their questions.
- Be respectful in your tone, words, and body language.
- This helps promote effective communication and promotes children's sense of identity and self-worth. These experiences will help children learn to regulate their emotions and behaviours.
Foster Relationship with Caregivers
- Talk to caregivers and ask what works at home as well as what doesn't work.
- Understand parents may have trauma histories, stay calm and regulated as you would with the child.
- Acknowledge positive aspect of child to parents.
(Child Safety Commissioner, 2007; Health Federation of Philadelphia, 2010; The State of Washington, 2011)
Structure & Consistency
Providing emotional consistency and clear interpersonal boundaries signals safety for children who have experienced trauma.
Be Predictable
- Providing structure & consistency in your own responses will help children regulate as their own internal structure for regulation may not be available.
- Keep regular routines, warn of disruption to routines, and give time and supervision for transitions.
Maintain High Expectations
- Provide consistent expectations, limits, and routines.
- Limits are most useful when they are immediate, related, age-appropriate, proportional, and delivered to the child in a calm and respectful voice.
-
When setting limits, name the inappropriate behaviours and follow through with consequences.
Give Choices and Control
- Misbehaving is a way for children to have control. Give back control by giving choices.
- "You can finish that work standing up or sitting down".
- "Do you want to wear your coat or carry it to the playground?"
(Child Safety Commissioner, 2007; Health Federation of Philadelphia, 2010; The Australian Childhood Foundation, 2010)
Check in With Yourself
Take time to check in with yourself and note your own feelings, assumptions, triggers, and needs. Relationship based work such as teaching may be supported by understanding of your own needs, using supports, and practicing self-care.
Check Assumptions, Observe, and Question
- Identify your assumptions about students, trauma, and how best to work with students impacted by trauma, and then choose to make an observation instead.
- Based on those observations, ask questions.
- Example: Assumption – I need to show who is boss in this classroom. Observation – Sarah gets disruptive whenever I set boundaries and I get frustrated and send her out. Question – How best do I maintain control of the class without triggering students?
- It may be helpful to record your observations to help remove emotionally charged reactions.
Remain Neutral
- Children with trauma may try to arouse aggression in adults as it is much more familiar to them then calm relationships. Remain calm when this happens, avoid power struggles.
- Reflect on your own emotions when this is happening, ask yourself what you need, it may be control, space, support, or all of the above. Take a step back – if you need to step away from the child do so and then go back.
Maintain Teacher Role
- Because of the intensity of trauma-informed relationships, it is normal for teachers to fantasize about taking a certain child home with them to parent, and children may in fact ask teachers to do this.
- Make time to talk to someone about this in order to maintain effective as your primary role as teacher as well as to avoid burn out
(Child Safety Commissioner, 2007; The State of Washington, 2011)
References:
Child Safety Commissioner. (2007). Calmer classrooms: A guide to working with traumatised children. Melbourne, Vic. Retrieved from: http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf Health Federation of Philadelphia. (2010). Multiplying connections: Positive Development for all children. Philadelphia. Retrieved from:
http://multiplyingconnections.org/sites/default/files/field_attachments/CAPPD%20%20A%20Practical%20Guide%20to%20 Interventions%20for%20Children%20Affected%20by%20Trauma%20(rev%202-12)_0.pdf
The State of Washington (2011): The Heart of Learning and Teaching Compassion, Resiliency and Academic Success.
"The two primary jobs of a child are to learn and have fun." (Ziegler, D, Jasper Mountain)
Trauma-informed teaching strategies can build safety in the classroom through consistency, structure, compassion, and understanding. New learning cannot take place if a child does not feel safe. By ensuring safety in the classroom, all students benefit from a safe and compassionate space needed to take emotional and intellectual risks when learning.
Create Physical and Emotional Safety
Physical Safety
- Be aware of personal space.
- Provide appropriate physical touch when a child seeks it.
- Ask permission before any physical contact.
- Giving unwanted or asked for affection can re-traumatize or trigger a child.
- Physical comfort can help calm children and help them learn to regulate their emotions.
Emotional Safety
- Designate time and space for child living with trauma to talk about it if they wish so the child knows it's ok to talk about what is happening for them.
- Recognize environmental triggers: weather, anniversaries of loss or trauma.
- Prepare for difficulties, for example if a child does not like to be alone, provide a buddy to go with them to the washroom.
- Support religious beliefs. If trauma is attributed to higher power let child have their own beliefs, refer to someone of this belief if needed.
- Monitor children - children are very honest. Kids with trauma are often very sensitive to teasing/bullying and can feel unsafe. Act as a buffer, and let the child know they are being watched out for.
(Health Federation of Philadelphia, 2010, Ziegler, D.)
Structure and Consistency
Triggers may be managed by maintaining classroom structure and consistency as the classroom becomes a more predictable space. Alert children to any changes in the classroom to allow the students time to adjust.
Classroom Routine
- Check-in at the start of each week and term: "What do you remember from last week? What stands out? Why? What would you like to be the same this week? What would you like to be different?"
- Predictable structure. Structure provides sense of safety, signals to child he/she is safe. Avoid overly rigid environments, try finding a balance.
- Discuss future activities which will take place in the next lesson, tomorrow, next week, etc.
- Establish a routine to create consistency and predictability.
- Do things at the same time and in the same way as often as possible.
- Inform children of any changes – explain how and why things will change.
- Inform students if the room or other elements of their environment is being changed or moved around.
- Stability helps children regain a sense of trust and control in their lives. It also reassures them that an adult is in charge and will help to keep them safe.
- Safety and stability are necessary for children to be able to function from the neocortex.
Mornings, Daily Schedules, and Class Meetings
- Take time to outline the day.
- Use symbols and pictures of clocks for young children.
- Consider holding a brief class meeting – students can be asked to share about their weekend.
- Some teachers ask for "celebrations or challenges" (not all students will share challenges because they may not feel it is safe to do so).
- Student participation should be by choice.
- For safety, seat children in a circle so no one has their back to anyone else.
- Review rules and agreements during class meetings to provide safety.
- If you notice a change in a student's affect, take time to connect with that student (may be later in the day or in private).
- Offer choices.
Provide Visuals
- Display a visual or pictorial class timetable. You may want to include pictures of students doing the tasks.
- Set up a shadow board outlining what students will need for each lesson or subject.
- Position clocks in view in the classroom and refer to them with cues, such as "We are half way through reading, when the big hand is on the 10 we will have recess." This can encourage students to stay on task as they can visualize progress and an end point.
Transitions
- Provide structured play opportunities during breaks that build on social skills, team work, or sharing.
- Utilize buddy programs to help students manage change with some support.
- Prepare and engage peers to support specific students through transitions periods. (The Australian Childhood Federation, 2010; The National Traumatic Stress Network, 2008; The State of Washington, 2011, Ziegler, D.)
Discipline
Discipline may bring up many difficult and intense emotions for children who have experienced trauma, and these children may react to discipline in a variety of ways. In order to set boundaries and maintain expectations, use discipline as a way of showing children what type of behaviours are safe to express while in school, while also giving them the opportunity to try learn new behaviours.
Consequences Rather Than Punishment
- Follow inappropriate behaviour with natural consequences that are in relationship to the behaviour rather than punishments which are not related.
- Example: "Instead of going outside for recess, I want you to stay with me and we will put back the books that were spilled on the floor".
- Understand misbehaving as attention seeking behaviour – so give the attention rather than punish it. Once attention is given the child will most likely move on.
- If possible, give choices for consequences.
- A behaviour modification program (ie. stickers) is often not effective for children affected by trauma.
Setting Limits
- Children with trauma may have difficulty with accepting limits around inappropriate behaviour because of intense shame and/or re-enacting trauma patterns.
- If there is a problem try "I see you're having trouble moving that chair".
- Give space for child to try again, if unable to finish/focus: "Since it took longer to finish cleaning the table, we have run out of computer time".
- Use direct, specific, and positive language for verbal and written rules and directions. Instead of saying, "Stop being hyperactive", say "Please walk quietly and calmly in the hallway."
"Time In"
- Time out can replicate rejection, reinforcing a child's shame, belief they are unlovable.
- Instead of taking the student out, ask them to join you, or sit next to you. If the rest of class is participating in an activity, talk to the child about how fun it could be to join them, ask what they need to do that.
Provide Help, Not Warnings
- If a child is upset and/or angry, something has triggered intense feelings such as shame, sadness, or fear. Recognize this reaction is not toward a particular thing or person.
- When misbehaviour happens try "I see you need help with…" ( cleaning up, not kicking the table).
- Warnings/second chances may not work as the child may not have sense of attachment that motivates them to please adults
Accommodate to Child's Needs
- Children communicate through behaviour. Think about the causes of a child's behaviour before giving discipline.
- React to the child's developmental age, not his or her biological age.
Build in Opportunities for Emotional Regulation
Many children who have experienced trauma have difficulty regulating their moods. By building in emotional regulation in class, these children are given the opportunity to emotionally regulate and process the difficult feelings they may be holding.
Structuring the Class
- Structure everyday experiences to have three distinct phases of activities to support arousal regulation: 10 minutes excitement – 10 minutes calming – 30 minutes concentration.
- Incorporate regular relaxation activities into class time.
- Utilize music in the classroom - rhythmical music such as drumming.
- Provide calming boxes or calming zones where children can have the opportunity to ground and experience tactile sensations.
Focus on Emotions
- Integrate emotional literacy activities into the curriculum to recognize, identify, and manage feelings.
- Use feeling faces to extend the range of emotional expressions that students can interpret. Draw, color, cut out magazine pictures, feelings bingo.
- Incorporate symbols for feelings to promote communication (ie. colours, pictures, headlines, signs).
- Practice different strategies and actions to respond to a feeling or behaviour.
- Facilitate opportunities for self-monitoring involving scoring, feelings magnets or visual cues.
- Model and discuss your own calming strategies to manage stressful situations.
- Use expressive learning - kids with trauma come to school with lots of emotion and poorly regulated excitement, expressive learning can be a place to process some of this.
(The Australian Childhood Foundation, 2010)
Clear and Flexible Teaching Instruction
Delivering Information
- Use short, clear and sequenced instructions which are repeated during tasks.
- Use multiple strategies to communicate information or instructions for tasks (ie. verbal instructions, visual reinforcement, practice, and role play).
- Provide a range of methods to reinforce behavioural expectations, include visual, auditory, sensory, words and pictures.
- Provide external cognition. Give plenty of examples of meaning making, concept linking, and organization of assignments as a child with trauma may not have cognitive ability at the time to do this on their own.
Flexibility
- Teach to individual learning style.
- Variety can provide a child with sense of control and the ability to choose what they can succeed in. Help move through this variety with ample transition time.
- Group work opportunity. Children with trauma may not be willing to participate in groups, but give children the option and opportunity as social support is very important for all children.
Classroom Rules
- Develop a shared code of conduct for all classrooms within the school.
- Involve students in developing classroom rules. Keep rules short and simple. Display visual reminders around the classroom and integrate rules into classroom activities to provide opportunities for rehearsal.
School Work
- Adapt assignments for children with trauma. Shorten assignments, give extra time.
- Give permission to leave class if a child is overwhelmed by a task. Provide additional support for organizing/remembering assignments.
- Postpone large assignments/tests following a traumatic event.
- Avoid competition.
- Foster enjoyment and fun. It is much easier to learn while having fun.
Provide Choice and Control
- Trauma intensifies children's need for control. For demanding, controlling, or stubborn children give them control over small things. For example, "Which activity would you like to do, A or B?"
- Encourage and validate children as they try new things or work independently.
- When children feel like they have choice and control, they will be calmer and less controlling. This helps build self-efficacy, trust, and a sense of identity.
(Child Safety Commissioner, 2007;Health Federation of Philadelphia, 2010; The Australian Childhood Foundation,
2010; Ziegler, D.)
Nurture Competence
Opportunities for Success
- Consider looking after an animal as a group.
- Consider building groups around areas of interest, instead of social ability.
- Provide small challenges with achievable goals.
- Integrate improvisational games or class puzzles for fun and flexibility.
- Find an activity the student enjoys or is skilled at and facilitate opportunity for them to invite others to participate.
- Promote the strengths and interests of the student.
Provide Guided Opportunities for Helpful Participation
- Belonging provides opportunities to be heard, to have responsibility, and engage in problem solving.
- Helping others fosters resiliency and may provide insight into one's struggles.
- Carefully plan, model, and observe ongoing interactions.
- Provide supervised and guided opportunities.
Acknowledge Good Choices
- Children with trauma may receive little praise and often don't respond well to it.
- Provide praise that is concrete, specific and delivered with a neutral tone.
- Avoid praise for about internal characteristics such as "You are such a good girl" as the child may believe they are in fact bad.
- Comment on actions so child can feel good about what they have done, and do not have to think about whom they are and if they are intrinsically good.
- "That was a good decision to not fight with Tyler; I see that was hard to do".
- "You played well in group today".
- Praise more success than failures. Children with trauma may often feel like a failure before even starting a task, make sure to acknowledge the everyday and small successes.
(The Australian Childhood Foundation, 2010; The National Child Traumatic Stress Network, 2008, The State of Washington, 2011; Ziegler, D. )
References:
The Australian Childhood Foundation. (2010). Making SPACE for Learning: Trauma Informed Practice in Schools. Melbourne, Vic. Retrieved from: http://www.theactgroup.com.au/documents/makingspaceforlearning-traumainschools.pdf
Health Federation of Philadelphia. (2010). Multiplying connections: Positive Development for all children. Philadelphia.
Retrieved from:
http://multiplyingconnections.org/sites/default/files/field_attachments/CAPPD%20%20A%20Practical%20Guide%20to%20 Interventions%20for%20Children%20Affected%20by%20Trauma%20(rev%202-12)_0.pdf
The National Child Traumatic Stress Network (2008). Child Trauma Toolkit for Educators. Los Angeles, California.
Retrieved from: http://www.nctsnet.org/nctsn_assets/pdfs/Child_Trauma_Toolkit_Final.pdf
The State of Washington (2011): The Heart of Learning and Teaching Compassion, Resiliency and Academic Success.
Washington, D.C. Retrieved from: http://k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Ziegler, D. Optimum learning environments for traumatized children: How abused children learn best in school. Jasper Mountain. Retrieved from: http://www.jaspermountain.org/optimum_learning_environment.pdf
In addition to fostering helpful relationships and using trauma-informed teaching strategies, structuring the class with safety as a focal point from which all other activities and learning stem from can help reduce a triggering environment for students who have experienced trauma. However, triggered responses can still happen. Tips for maintaining safety as well as suggestions for reacting to a triggered response are outlined below.
Maintaining Safety
Safety First
- Basic assurance of safety is required before children can focus on learning.
- The need for safety, connection, and assurance of well-being comes before academic activities.
Establishing Safety
- Create spaces for the student to move into and still be part of the class.
- Identify a safe area and/or safe person the student can access if a situation is stressful or overwhelming.
- Create opportunities for the student to make choices.
- Consider placing the student in an alternate class (with a teacher that the student has an established connection with) on days the teacher is absent.
Calm Zones and Peace Corners
- Create a space where students can voluntarily move when they feel themselves getting out of control or having a difficult time.
- Offer soothing furniture and comfort items
in that space – pillows, cushions, bean bag chair, rocking chair, blanket, stuffed animals, squishy balls, headphones to listen to calming music
- This safe space is different from where children may be sent for a time out.
- Children can choose to go there without consequence
- This space is available to all children who may be having a tough time.
Transitions
- When a child feels safe in one activity, a transition to something new involves risk. Consequently, the change becomes the trigger for the child.
- Consider playing music or singing between activities to cue children.
Self-Regulation
- Provide cool down time and space for the student that is not described as discipline.
- Recognize early warning signs and communicate these to the student verbally and nonverbally.
- Use analogies, similes, and analogies to describe emotions and triggers
- Include stretching and physically relaxing activities at predictable times each day.
- Use physical activity such as walking to match the emotional state of a student at a particular time. Join them and slow them down to return to a calmer baseline.
- Offer sensory toys to help the student experience different feelings and then connect them to words that describe them (ie. link different textures to different feelings).
- Help students to understand the link between their behaviours and the effect on others.
- Create a calm box that contains items the student finds comforting and soothing. It may include photos, sensory objects, special toys, items that link the child to an important relationship.
- Provide tactile activities to explore an experience.
- Provide spontaneous fun activities that are not defined as a reward. Fun and playfulness can help to calm children.
- Utilize naturally occurring breaks in the day to interrupt patterns of trauma-based behaviour.
Identifying and Dealing with Triggers
Knowing triggers
- Triggers may be external stimuli from any of the five senses. Some examples may include: a teacher shouting, kind words said in comfort, slamming doors, turning off the lights.
- Triggers may also be internal. Examples may include feeling hungry, tired, anxiety.
- Triggers can be a combination of external and internal stimuli.
Minimizing Triggers when Setting Limits
- Recognize that setting limits is necessary to maintain classroom safety. However, all types of limit setting can act as triggers.
- Ignoring or removing a child can trigger feelings of abandonment or rejection.
- Name the rationale for the limit
"Throwing toys at people can hurt them"
- Link the consequence to the behaviour, not the person
"I care about you. I don't think you wanted to hurt anyone, but throwing is not ok”
- Name the boundaries of the limit
"You have a 5 minute time out or I'm going to hold your toy until after recess"
- Move on. The limit has been set and consequence given.
"After your time out, you may look at your book or clean up your desk"
- Make adaptations – if the child has been punished by being isolated for long periods of time, have the student sit in a nearby chair. Don't send them to another room.
(The State of Washington, 2011, Child Safety Commissioner, 2007)
Responding to a Triggered Response
Sometimes a child with trauma will have extreme outbursts. During this time they will be highly unregulated with intense affect and will not respond to logic or argument. Have a prepared plan within the classroom and the school in case this happens. Include the child in the plan so they have some choice if they are triggered. When a child is triggered:
- Establish safety
o Ensure all other students/staff are safe and move child away from others to safe space of their choosing.
o Seek assistance from other adults if needed.
- Maintain a calm presence
o The most effective way to help a dysregulated child is to be calm yourself.
o Use a soothing tone when talking to the child, let them know you are there to help them.
o Let child know what you are doing every step of the way: "I am going to walk closer to you know. I am here to help you".
- Calm the child
o Child may need a certain parent/care taker to join them when triggered.
o Child may need time to be alone, let them choose what they need.
o Child may need to go home afterwards.
- Talk about it
o Once child is calm, talk about what was going on, especially before enacting any punishment.
o Provide a story with what you saw, check for mistakes, misunderstandings.
o Don't enter into argument if child does not tell the truth or blame others.
o Reflect on social consequences, if other children are afraid or do not want to play with them after seeing triggered response.
- Give natural consequences
o If something was broken, the child will have to fix it.
o If the child has hurt someone, they will have to apologize.
- Debrief with other students
o Talk about what happened with the class, allow for concerns to air out.
(The State of Washington, 2011, Child Safety Commissioner, 2007)
After a Triggered Response
Reflect
- Acknowledge that the behavior may be a traumatic response to something bigger or more complex than what is observed in the classroom.
- Acknowledge and respect boundaries of child and parents.
- Assume there is a possible link between stimuli in the classroom and the complex behaviour of the child. Look for that stimulus configuration.
Remove triggers
- Take a role in removing the trigger. When possible, provide the student with choices. Remove the stimulus or support the student to remove the stimulus.
- Take steps to reduce any residual stress (embarrassment, shame, humiliation, or harassment) in the classroom.
Debrief
- Take care of your own needs. Do what you need to soothe after an event, go for coffee, eat a muffin, talk to friends.
- Seek support if it is available in your school.
(The State of Washington, 2011, Child Safety Commissioner, 2007)
References
Child Safety Commissioner. (2007). Calmer classrooms: A guide to working with traumatised children. Melbourne, Vic. Retrieved from: http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf
The State of Washington (2011): The Heart of Learning and Teaching Compassion, Resiliency and Academic Success. Washington, D.C. Retrieved from: http://k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Children impacted by trauma come to school holding huge amounts of emotions and fears.
Classroom activities can allow children to process these feelings as well as build capacity to regulate emotion.
Creating Safety
Safety Plans
- Applicable to individuals or groups
- Develop and practice safety plans for fires, school lock-down, tornados, etc. to promote a sense of control and predictability.
- Create individual safety plans
Read Stories
- Read familiar and rhythmic books
- Familiar stories help to provide a sense of control and predictability.
(Health Federation of Philadelphia, 2010; The State of Washington, 2011)
Activities that Promote Safety
Safety Hand
Aim
To help children identify safe resources. This activity can be used with anxious children.
Materials
Paper, markers, pen
Method
- Trace the child's hand on a blank sheet of paper. Ask the child to think of five grownups that he or she trusts and can tell if anything terrible happens, or feels unsafe. Write the names of the people down on the fingers of the drawn hand.
- For children who are old enough to use the telephone, have them draw a ring on the finger saying, "This is who you need to call." Add the phone numbers to the picture.
- Practice reciting the names and phone numbers to help the child remember the safety contacts. Explain that if one person is not available, won't listen or doesn't believe them, then move onto the next person until the child finds someone who takes him or her seriously. Remind the child that the hand is always with him or her and the safety contacts are people the child can always talk to.
(Hobday & Ollier, 1999, pp. 77-78)
Feeling Good
Aim
To help children build safety, resources, and sensation awareness
Materials
Paper, markers
Method
- Ask the child to draw a picture of a time when he or she felt (content, satisfied, happy, or excited) recently or before the (accident, abuse, etc.) occurred.
- Have the child study his or her artwork, close his or her eyes, and locate the place in body where they are able to feel the goodness. Encourage the child to allow that feeling to spread and grow.
(Levine & Kline, 2007, p. 389)
Safety Boxes
Aim
To help children feel a sense of safety, express emotions, and understand traumatic events
Materials
Boxes
Magazines, photographs
Tape, glue, scissors
Paper, construction paper, markers, oil pastels
Method
- Ask children to collage images of safety, comfort, and protection on the outside of the boxes. On the inside, collage images that represent their fears, anger, sadness, and other experiences of vulnerability.
- Focus on how the children can obtain comfort or protection. This activity is meant to contain expression of feeling and help children focus on the acquisition of self-help skills.
(Loumeau-May, 2008, pp. 89-90)
Creative Expression & Movement
- Drawing, painting, singing, clapping patterns, music, dance, puppets, clay, play dough, play
- Allow children to feely talk about their artwork and experiences without too much interference
- Role play different scenes that children may have had negative experiences with (ie. hospital visit, police officers, social workers, etc.). This activity may help to reframe children's experiences in a safe environment.
- These activities can help decrease anxiety and ground or calm children.
Outdoors
- Give children the time and space to run, jump, climb, scream, and play outside.
- Physical activity helps decrease anxiety and stress. Hide and seek is a good outdoor game because it comforts children to be lost and then found.
Free Play
- Allow time for unstructured play
- Free play can help calm and refocus children. It is thought that unstructured play can help with the pruning of excess neurons in the brain.
- Children benefit from childlike play – play that is creative, imaginative, active, and allconsuming
- Children exposed to trauma often lose the ability to engage in childlike play. Their play is often focused on stress, win/lose situations, control, and conflict which can actually create a negative cycle. Adults may need to refocus their play to help children learn or re-learn childlike play.
Poetry
- Poems can help students express complex ideas with few words. Some examples of poems that can be completed in small groups of 2-4 include: Cinquains, Bio Poems, and Diamonte Poems
Journal Writing
- Inform students when collecting and/or reading personal journals, so they can exclude information or thoughts they want to keep private.
Dialogue Journals
- Provide opportunities for students and teachers to write back and forth in a journal format. Teacher responses need not be lengthy or ask too many questions. Responses should not be judgemental or critical.
Double Entry
- Students can divide their journal pages in half designating one side for taking notes (quotes, definitions, or other information from the text) and the other side is used for making notes in the form of thoughts, questions, or comments (written reflection). This format helps students to have a written conversation with themselves about the meanings and understandings from the first column.
Writing Strategies
RAFT – role, audience, form, and topic
- This writing strategy may help students personalize the concepts they are reading and make connections between what they are reading and their own experience.
- Role: Is the author a thing, a concept, a person, or animal? What do I already know about this role? What do I need to know?
- Audience: To whom are you writing? What do I already know about this audience? What do I need to know?
- Form: What form do you want your writing to take?
- Topic: With regard to the topic, what do you want to write about?
Alphabet Books
- Alphabet books can help traumatized children learn to organize their thoughts, helping them to master content. This activity can be done individually or in small groups on a variety of topics. Interactive Storytelling
- Read simple, short stories with pictures and big wording. Engage children in the story as you read along. Some examples include: How do you think the character feels? What happened at the start of the story? What do you think will happen next? Have you ever done anything like this?
- This will improve children's literacy skills, sequencing skills, and narrative cohesion. It will promote the development of the neocortex and help improve engagement with others.
(Health Federation of Philadelphia, 2010; The State of Washington, 2011)
Feelings Based
Vocabulary of Feelings
- Take time to reflect on the affective dimensions of teaching and learning
- Practice yourself – How are you feeling? What are you thinking? How do you act when having those feelings?
- Then observe your student's behaviours – How are they acting? Based on what they say, what might they be thinking? What are the underlying feelings?
- Practice using the vocabulary of feelings
- Integrate and model what you are learning when reading stories, dealing with conflict, sharing personal stories.
(The State of Washington, 2011)
Teaching Affect Modulation
- To help children maintain optimal levels of arousal
- Introduce a range of activities to help children understand degrees of feeling
- Some examples include: Richter scale, "How angry are you?" Draw control knobs with numbers from 1-10, thermometers with temperatures, pie graphs.
(The State of Washington, 2011)
Activities that Focus on Feelings
The Size of a Feeling
Aim
To help children identify different feelings and gain awareness of the intensity of those emotions.
Materials
A variety of balloons
Method
- Ask children to choose a balloon colour to match their feeling. Blow up the balloon to a size that matches the intensity of their feeling. Discuss how they could make the feeling smaller.
(The Australian Childhood Foundation, 2010)
Mapping the Day
Aim
To help children identify and link their thoughts and feelings.
Materials
Paper, crayons, markers, pencils
Method
When I got here today:
I was thinking about … home, me, family, something else
My body is/was feeling … relaxed, happy, sad, mad, worried
Sensation Body Maps
Aim
To help children identify and describe their emotions and sensations
Materials
Butcher paper, markers
Method
(The Australian Childhood Foundation, 2010)
Preschool – 3 rd grade
- Have the child lie down on butcher paper while someone traces the entire body with a marker. Help the child to make a coding key to describe sensations and emotions that they feel, using a variety of colors and/or markings. Children are instructed to color and mark different places on their body map where they feel different sensations and emotions using the key.
- Examples of coding keys:
Blue = sad
Orange squiggly lines= nervous
Pink polka dots = happy
Black = numb
Purple curvy lines = energetic
Red = hot and mad
Brown = tight
For 3 rd graders and older
- Have each child make a "gingerbread" person shape on a large sheet of paper. Ask them to make their own coding key on the bottom of the paper. Have them fill in their body map to indicate the location of any sensations and emotions they are feeling in the moment. Be sure to encourage the expression of both comfortable and uncomfortable feelings.
Variation
- A simple version of this for very young, shy, or learning-disabled children is to have them choose two colors for their coding key: one color for comfortable (feelings they like) and the other for uncomfortable feelings (ones they don't like). The outline of the gingerbread person can be pre-made by an adult.
(Levine & Kline, 2007, pp. 392-93)
Teaching Attunement
Aim
To help children identify their own emotions and accurately read other people's emotions.
Method
27
Ask children to share or draw how they are feeling. Today I feel…
The second portion of the activity focuses on other people's feelings. Discuss the following:
- How can you tell if someone is happy? Mad? Sad? Scared?
- How does it feel when no one listens to you?
- When someone is speaking to you, you should look at them.
- You can understand someone if you listen to their words and watch how they behave.
(Health Federation of Philadelphia, 2010)
Emotional Matching
Aim
This activity helps children accurately identify emotional expression.
Method
Use pictures of different facial expressions and various scenes (scary, calm, exciting, sad, etc). Ask children to match the facial expression to the appropriate scene.
(Health Federation of Philadelphia, 2010)
Down-Regulation Activities
Stuffed animal breathing – Ask children to lie on the floor with a small stuffed animal on their stomachs. Cue them to have the animal rise and fall with each breath.
Robot /Rag doll – Children walk stiffly like a robot and then flop around like a rag doll.
Spaghetti – Ask children to move their arms and legs like uncooked spaghetti, then like cooked spaghetti.
Bridges – Have children raise and lower their arms like in the game London Bridges. Cue them to breathe in as their arms go up and breathe out as their arms go down.
Giraffe/Turtle – Children pretend to be giraffes reaching for leaves on high branches, then they pretend they are turtles pulling their arms, legs and head into their shells.
Caterpillar/Butterfly – Children pretend to move like a caterpillar still in a cocoon, then stand up and spread their wings to fly.
Calm Breathing
Materials
Paper and drawing tools
Method
When children are having a disagreement and affect is high, introduce the idea of having a 'scribble war' together.
1. Provide each child with a pencil/pencil crayon/crayon and a piece of paper
2. Set a timer for one minute (or a time otherwise determined to be appropriate)
3. Say "go" and start the timer
4. The children should try to 'outscribble' one another in this time
This works within the high affect that children often display when getting upset. By channelling that energy into a neutral activity like scribbling, they have a venue to act out their high affect in a safe and often fun manner. This can allow them to expend energy in a non-violent or threatening way.
(James, 1994)
Mandalas
Aim
To help children relax and self-regulate
Materials
Pre-made drawing of mandalas
Pencil crayons, markers
Method
The process of coloring or drawing mandalas can provide a sense of centering or balance within.
(Sanders-Martin, 2008, pp. 127-29)
Mental Grounding Exercise
Aim
This activity brings awareness to the present
Method
- Describe objects, colours in environment
- Describe 5 objects you see
- Describe 5 sounds you hear
- Hand child 5 objects to feel
- Name 5 colours you see in the room
Aim
To help children become present and calm
Method
- Guide children to do a range of large motor movements (ie. touch toes, arm circles, reach up high, jump up and down, shake your hand, leap frog, etc).
- This activity promotes the use of higher-level brain functions such as attending, planning, and organizing.
- The physical movement may energize (up-regulate) and/or calm (down-regulate) children (The Australian Childhood Foundation, 2010)
Alternating Regulation States
Different Bubbles
Aim
To learn to alternate between states of high and low activity and affect
Materials
Bubble blowing supplies
Method
- The objective in this activity is for children to practice blowing bubbles of different sizes. Ask the children to try and blow large bubbles. They will soon discover that to do this they must
Treasure Hunt
Aim
This activity can help to create safety and ground children.
Method
- Ask children to look for certain objects around the classroom. Repeat the activity often.
- Repetition can help decrease hyper-arousal
- The physical movement may energize (up-regulate) and/or calm (down-regulate) children
(The Australian Childhood Foundation, 2010)
Simon Says
-
use a long, slow, soft breath. Next, ask children to try and blow small bubbles. In order to do this the children will have to use forceful quick breaths. Get the children to alternate between
blowing big bubbles and blowing small bubbles.
By using their breath to make the bubbles bigger or smaller, they are learning control over their physical state, which can be translated to using physicality in order to control their own affect.
By alternating these states, teachers and practitioners can assist in children learning how to go back and forth between physical and emotional states by modulating their own breath.
(Arvidson et. al., 2011)
Exploding Red Light, Green Light
Aim
To help children learn the concept of freezing and self-control. This game teaches children the idea of expressing emotion through sound and movement.
Method
- The game is played similarly to the game red light, green light. Players attempt to reach the leader, who calls out "green light" for players to begin moving and "red light" when they must stop. When the leader catches a child moving after red light has been called, the child must return to the starting line. The child is asked to "explode" while returning to the line. Explosions may include yelling, "Boom! Kapow! Crash!" letting out noises of frustration, or challenging the leader. Explosions directed towards the leader, gives the children permission and the context to express anger or resistance in a contained activity.
(Haen, 2008, p. 233)
Walk like a Turtle, Run like a Bear
Aim
To help children practice modulating different levels of affect.
Materials
A large space to move around
Method
1. Have children line up at one end of the room with enough space between them to move
around comfortably and safely.
2. Ask the children to travel to the other side of the room emulating an animal that you call out.
3. Call out an animal name for the children to act as (e.g. bear, tiger, snail, mouse)
4. When the children have all made it to the far side of the room, call out another animal name, trying to choose one that has an opposite type of movement
5. The idea in the animal selection is that you go between animals that run, are big, and are loud to animals that move slowly, are quiet and are small.
The idea behind this activity is to get children to practice modulating different levels of affect as they emulate each animal. By switching between a 'high affect' (e.g. bear) and 'low affect' (e.g. turtle) animal, the children are in essence controlling their own current level of arousal.
(Arvidson et al., 2011)
Slow Mo
Aim
To allow safe recognition and expression of aggressive or hyper-aroused behaviours
Materials
No materials required
Method
- This intervention involves getting children to act out their aggressive or hyper-aroused behaviour in an exaggeratedly slow manner. When a child is having difficulty controlling their aggressive actions, the teacher or practitioner asks the child to act out that feeling and state what is contributing to this state very slowly using deliberately drawn out language and actions (the practitioner can model this so it is clear to the child). The child then is able to express how they are feeling, but also get to practice controlling their own affect.
- When the child is asked to draw out his/her aggressive feelings, it inherently works against the ramping up of volatile affect. By slowing the aggressive process we are effectively asking the child to learn how to monitor and modulate their level of arousal. After learning the technique they themselves can monitor when they might need to use Slow-Mo and then be able to have control over their aggressive compulsions.
(James, 1994)
Assertiveness Skills
Giraffe talk: Non-violent communication
Aim
To teach assertiveness skills for secondary students
- Developed by Marshall Rosenburg (1990)
- Asserting ourselves non-violently requires that we stick our necks out
Method
Four parts to Giraffe Talk:
When I observe…
Describe events without using evaluative judgements, blaming, labelling, or name calling. Practice using "I" statements.
I feel…
Identify the feelings associated with the event (ie. "I feel angry and hurt" and NOT "You made me feel angry")
Because I imagine…
A statement of what I think the other person may be thinking or believe about me.
I want… (or) would you please…
This is a request for a specific action that the other person can do to help you meet your needs. The request should be framed positively without a demand, threat, or guilt-shaming manipulation. The listener to your giraffe talk has the right to say no to your request.
(The State of Washington, 2011)
DEAR MAN: Interpersonal Effectiveness
Aim
A technique used when making requests, asking for things, initiating discussions or saying no, resisting pressure, and maintaining a point of view. Not every step has to be followed.
Method
Describe the situation
Tell the person exactly what you are reacting to. Stick to the facts and avoid judgemental statements.
Express your feelings or opinions
Photo Scrapbooks
Aim
To improve social skills and communication
Method
Take classroom photos of the teacher, students, and any helpers. These can be dated and stored in a digital or paper scrapbook. The scrapbook can be used to help students review the history of their
relationship with the teacher and others. This can create opportunities to discuss how children were able to reconnect with others after disagreements or misunderstandings.
(Craig, 2008)
Listening with Empathy: An Exercise
Aim
To increase empathy and communication skills
Method
Older elementary and secondary students
- Divide children into groups of three or four. One student in each group is asked to be the teller and the other students will be listeners. Read the directions of the teller, the listener, and then discuss the five characteristics of a good listener.
- Teller: Describe an event from the past where you felt happy, sad, angry, scared, or confused. What happened? How did you feel at the time? Most important, give the listener details about your feelings.
- Listener: Practice the five characteristics of being a good listener. Listen for which emotion or emotions are being descried. When the teller is finished, use words from the feeling chart to describe the intensity of emotions you heard. How intense were the teller's emotions when the event happened? What are they like now?
- Five characteristics of a Good Listener
1. Acknowledge that you are listening (ie. "I hear you, [name])
2. Show empathy (ie. smile, nod head)
3. Face the person speaking and maintain good eye contact
4. Maintain open posture
5. Acknowledge what you heard and ask clarifying questions (ie. I heard you say that … by that do you mean …)
38
(The State of Washington, 2011)
Identity Webs
Aim
To enhance children's sense of identity
Method
Create a poster, asking children to draw or write the following:
- The thing I am best at
- Something I don’t like
- Something I did last week
- Something I will do next week
- A word I like to hear
- A memory I have
(The Australian Childhood Foundation, 2010)
Classroom Activities References:
Arvidson, J., Kinniburg, K., Howard, K., Spinazzola, J., Strothers, H., Evans, M., … Blaustein, M. E. (2011). Treatment of complex trauma in young children: Developmental and cultural considerations in application of the ARC model. Journal of Child & Adolescent Trauma, 4, 34-51.
Craig, S. E. (2008). Reaching and teaching children who hurt: Strategies for your classroom. Baltimore: Brookes Publishing Co.
Garland, T. (2014). Self-regulation intervention and strategies. Eau Claire, WI: PESI Publishing & Media.
Haen, C. (2008). Vanquishing monsters: Drama therapy for treating childhood trauma in the group setting. In C. A.
Hobday, A., & Ollier, K. (1999). Creative therapy with children and adolescents. Astascadero, CA: Impact Publishers, Inc.
James, B. (1994). Handbook for treating attachment-trauma problems in children. New York, NY: The Free Press.
Levine, P. A., & Kline, M. (2007). Trauma through a child's eyes. Berkeley, CA: North Atlantic Books.
Loumeux-May, L. V. (2008). Grieving in the public eye: Children who lost parents in the world trade center attacks. In C. A. Malchiodi (Ed.), Creative interventions with traumatized children (pp. 81-111). New York, N The Australian Childhood Foundation. (2010). Making SPACE for Learning: Trauma Informed Practice in Schools. Melbourne, Vic. Retrieved from: http://www.theactgroup.com.au/documents/makingspaceforlearning-traumainschools.pdf
Malchiodi (Ed.), Creative interventions with traumatized children (pp. 225-246). New York, NY: The Guilford Press.
Sanders Martin, E. (2008). Medical art and play therapy. In C.A. Malchiodi (Ed.), Creative interventions with traumatized children (pp. 112-131). New York, NY: The Guilford Press.
Y: The Guilford Press.
The State of Washington (2011): The Heart of Learning and Teaching Compassion, Resiliency and Academic Success. Washington, D.C. Retrieved from: http://k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Manual References
Arvidson, J., Kinniburg, K., Howard, K., Spinazzola, J., Strothers, H., Evans, M., … Blaustein, M. E. (2011). Treatment of complex trauma in young children: Developmental and cultural considerations in application of the ARC model. Journal of Child & Adolescent Trauma, 4, 3451.
Child Safety Commissioner. (2007). Calmer classrooms: A guide to working with traumatised children. Melbourne, Vic. Retrieved from: http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf
Craig, S. E. (2008). Reaching and teaching children who hurt: Strategies for your classroom. Baltimore: Brookes Publishing Co.
Garland, T. (2014). Self-regulation intervention and strategies. Eau Claire, WI: PESI Publishing & Media.
Haen, C. (2008). Vanquishing monsters: Drama therapy for treating childhood trauma in the group setting. In C. A. Malchiodi (Ed.), Creative interventions with traumatized children (pp. 225-246). New York, NY: The Guilford Press.
Health Federation of Philadelphia. (2010). Multiplying connections: Positive Development for all children. Philadelphia. Retrieved from: http://multiplyingconnections.org/sites/default/files/field_attachments/CAPPD%20%20A%20Pra ctical%20Guide%20to%20Interventions%20for%20Children%20Affected%20by%20Trauma% 20(rev%202-12)_0.pdf
Hobday, A., & Ollier, K. (1999). Creative therapy with children and adolescents. Astascadero, CA: Impact Publishers, Inc.
James, B. (1994). Handbook for treating attachment-trauma problems in children. New York, NY: The Free Press.
Kinniburgh, K., & Blaustein, M. (2005). Attachment, Self-regulation, and Competency (ARC): A treatment framework for intervention with complexly traumatized youth. Brookline, MA: The Trauma Center.
Levine, P. A., & Kline, M. (2007). Trauma through a child's eyes. Berkeley, CA: North Atlantic Books.
Loumeux-May, L. V. (2008). Grieving in the public eye: Children who lost parents in the world trade center attacks. In C. A. Malchiodi (Ed.), Creative interventions with traumatized children (pp. 81-111). New York, NY: The Guilford Press.
Massachusetts Advocates for Children (2009). Helping Traumatized Children Learn Pt. 2. Boston, MA. Retrieved from: http://www.traumainformedcareproject.org/resources/HTCL-Vol-2Creating-and-Advocating-for-TSS.pdf
Sanders Martin, E. (2008). Medical art and play therapy. In C.A. Malchiodi (Ed.), Creative interventions with traumatized children (pp. 112-131). New York, NY: The Guilford Press.
The Australian Childhood Foundation. (2010). Making SPACE for Learning: Trauma Informed Practice in Schools. Melbourne, Vic. Retrieved from: http://www.theactgroup.com.au/documents/makingspaceforlearning-traumainschools.pdf
The National Child Traumatic Stress Network (2008). Child Trauma Toolkit for Educators. Los
Angeles, California. Retrieved from: http://www.nctsnet.org/nctsn_assets/pdfs/Child_Trauma_Toolkit_Final.pdf
The State of Washington (2011): The Heart of Learning and Teaching Compassion, Resiliency and Academic Success. Washington, D.C. Retrieved from:
http://k12.wa.us/CompassionateSchools/HeartofLe
ar ning.aspx
Ziegler, D. Optimum learning environments for traumatized children: How abused children learn best in school. Jasper Mountain. Retrieved from:
http://www.jaspermountain.org/optimum_learning_enviro
nm ent.
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Shincliffe CE Primary School Home / School Links – Autumn 1
During this half term the children in Year One will be looking at the following areas:
| Curriculum Area | Content to be taught in school |
|---|---|
| English | In English we will be writing a recount of a familiar even. We will be identifying the main events and characters in stories. Children to retell stories, ordering events using story language. We will discuss familiar story themes and link to own experiences. Children to use a simple story structure to write in a same/similar form. Children to write simple sentences. We will explore the differences between non-fiction and story books and introduce the basic features which show us a book is an information book. |
| Maths | In Maths we will be counting, reading and writing numbers to 20 and identifying numbers one more and one less. Children will be encouraged to use language such as equal to, more than, less than, fewer, most and least to compare numbers. We will be developing addition and subtraction skills, interpreting and using the related mathematical symbols (+, -, =) and solving one-step problems. Children will be taught number bonds to 10 and will encouraged to recall the bonds quickly. |
| Science | In Science children will learn about the seasons and how the day length and weather changes. They will look for signs of Autumn in their environment and make daily observations of the weather. They will learn how animals and humans adapt to the different seasons. Through the topic of ‘Materials’ the children will be naming different materials and describing and sorting them in terms of their simple physical properties ie soft, hard, rough, smooth, shiny, waterproof, bendy. |
| Computing | This half term term children will learn what a simple algorithm is and how to input simple programs into a Beebot. They will use iPads to create sound and participate in making a class Photostory linked to the Geography topic. They will also build on previous learning about keeping safe online. |
| Geography | This half term children will be developing their geographical and fieldwork skills by using maps, photographs and plans to discover more about our school. They will learn to draw simple maps and plans and how these can be used. |
|---|---|
| PE | Children will be developing their games skills, particularly throwing, working to improve each week by completing various activities both by themselves, with a partner and as part of a group. |
| Music | This half term’s unit ‘Sounds interesting’ will develop the children’s ability to identify different sounds and to change and use sounds expressively in response to a stimulus |
| Art | Children will explore with colour, collage and printing to create pieces of art linked to the weather and the season of Autumn. They will experiment with mixing primary colours and making darker and lighter shades. They will look at the work of different artists and begin to use similar media, materials and colours to create their own piece of natural art. |
| French | Children will practise numbers to 10 in French. Their learning will be through practical activities, drama and songs. They will reinforce their knowledge of greetings, colours and classroom instructions. |
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Slide 1
Being able to read well is necessary to your child's success in school and in life. The North Carolina Department of Education recognized a need for improving early literacy skills in North Carolina.
The Read to Achieve law takes effect this school year, 2013-2014.
The law addresses early literacy in North Carolina schools and highlights reading achievement in third grade.
The expectation is that all third graders demonstrate reading proficiency before being promoted to fourth grade. Your child demonstrates reading proficiency by scoring a III or a IV on an End-of-Grade test, also known as the EOG.
Slide 2
During your third grader's journey, there will be multiple opportunities to show reading proficiency. Along the way, teachers, parents and administrators will be asked to make thoughtful decision to ensure your child's success.
Slide 3
Our ultimate goal is to provide excellent instruction that instills a love of reading.
Through effective and personalized instruction, we hope you child will be a thoughtful and independent reader who shows proficiency on a test.
Slide 4
Let's learn more about the possible paths to proficiency for your third grader.
Slide 5
Your child's success requires a strong school-home connection. Thoughtful communication between you and your child's school will help ensure your son or daughter's success. Ongoing communication about the Read to Achieve law will help everyone understand the process and how decisions will affect your child.
Slide 6
Each third grader in Charlotte-Mecklenburg Schools receives targeted and supportive instruction to meet the third grade expectations of the North Carolina Standard Course of Study, which includes the Common Core State Standards and the Essential Standards.
At the end of third grade, your child will have the opportunity to show reading proficiency on the third grade EOG.
If your third grader passes the reading EOG with a score of III or IV, he or she will be promoted to the fourth grade.
Slide 9
Your third grade son or daughter may qualify for some exemptions from showing proficiency on the Reading EOG. The specific exemptions identified by the state of North Carolina will allow a child to be promoted to 4 th grade without passing the Reading EOG.
Slide 10
If your child has an Individualized Education Program, or IEP, and takes the NCEXTEND1 alternative assessment, he or she is exempt from showing proficiency on the Reading EOG.
OR
If your child is an English Language Learner who has participated in English as a Second Language (ESL) instruction for less than two years by the end of their third-grade year, he or she is exempt from showing proficiency on the Reading EOG.
OR
If your child has been retained more than once before third grade, he or she is exempt from showing proficiency on the Reading EOG.
In Charlotte-Mecklenburg Schools, very few third graders overall qualify these exemptions. If you have any questions about these exemptions, please contact your child's school.
If you child is exempt, he or she will be promoted to the fourth grade. If you child is not exempt, he or she may show reading proficiency by completing the third grade reading portfolio.
Slide 12
The North Carolina Department of Education has developed a 3 rd grade reading portfolio as a way to show reading proficiency in grade 3. Later in this presentation, we will share information about the third grade reading portfolio and how it can impact your child.
Slide 13
If your child does not qualify for any of these exemptions and did not pass the first EOG, your son or daughter will have an opportunity to pass another Reading EOG test. If your child passes the second Reading EOG, he or she will be promoted to the 4 th grade.
If your third grader does not pass the second Reading EOG, you may request a third test. This Read to Achieve test is another opportunity for your child to show reading proficiency. If your son or daughter passes the Read to Achieve test, he or she will be promoted to the 4 th grade. All three tests described for the end of the year must occur during the last 10 days of school.
Slide 15
If you do not request for your child to take the Read to Achieve test, he or she has not passed the two previous Reading EOG tests, and is not exempt, you have two options for your child. Your son or daughter can repeat 3 rd grade or attend CMS Summer Reading Camp.
If your child does take the Read to Achieve test but does not pass, you will have two options. He or she can repeat 3 rd grade or attend CMS Summer Reading Camp.
If your child attends CMS Summer Reading Camp, he or she will receive reading and writing instruction and opportunities to apply their learning.
Slide 17
More information about CMS Summer Reading Camp will be available later in the school year. A few extra details will be shared at the end of the presentation.
Slide 18
During the CMS Summer Reading Camp, your child will have the opportunity to show proficiency by completing their reading portfolio or passing the Read to Achieve test. If your son or daughter shows proficiency by completing the portfolio or by passing the Read to Achieve test, he or she will be promoted to the 4 th grade.
If your child does not show proficiency by completing the portfolio or by passing the Read to Achieve test at the end of Summer Reading Camp, he or she will be placed in a 4 th grade classroom and have a third grade retained label on his or her record. Your child will be taught 4 th grade curriculum while receiving additional reading support. Reading support will be determined at each school to meet the individual needs of your son or daughter. You can expect regular communication from your child's teacher about your child's progress.
Slide 20
In November, if your child has a third grade retained label, he or she will have the opportunity to take another Read to Achieve test in November of his or her 4 th grade year.
Slide 21
If your child passes the Read to Achieve test in November, the 3 rd grade retained label will be removed from his or her record. If your son or daughter does not pass Read to Achieve test in November the 3 rd label remains. Regardless of whether or not your child passes the November Read to Achieve test, he or she will remain in his or her 4 th grade class and continue to work on 4 th grade standards.
Whether or not your child has a 3 rd grade retained label, he or she will take the 4 th grade Reading EOG in June of his or her 4 th grade year. If your son or daughter passes the 4 th grade EOG, he or she will be promoted to 5 th grade.
Slide 23
If your child does not pass the 4 th grade EOG, your child may be retained in 4 th grade or promoted to 5 th grade.
Slide 24
Throughout this entire process, thoughtful conversations with your child's teacher will help ensure that your son or daughter has the best opportunities to show reading proficiency and success. It is important for your and your child's teacher to work together to make the best decisions for your child.
The 3 rd grade reading portfolio has several parts. It is another option for your child to show proficiency in reading. The reading portfolio may be started in January and be continued through CMS Summer Reading Camp if necessary.
The Portfolio consists of three basic components:
The first component is a student summary from mCLASS Reading 3D. Reading 3D is the test required by the state for all 3 rd graders. Several reports from this state test must be included in the portfolio.
The second component is the copy of your child's Personal Education Plan, or PEP, if applicable. The PEP is evaluated and updated periodically throughout the year.
The third component is a series of tests, which include a short reading passage with five questions. These tests are provided by the North Carolina Department of Public Instruction and are given by the classroom teacher. Your son or daughter must pass 36 tests total in order to complete the portfolio.
Slide 26
The North Carolina Department of Public Instruction has selected 12 reading standards to demonstrate proficiency in reading.
In order to pass a portfolio test, your child must independently read a passage and answer correctly at least four out of five questions. For each of the 12 reading standards, your son or daughter must pass three tests. This means that your child will pass three tests for 12 standards totaling 36 passed tests.
Slide 28
The state is providing 10 tests for each of the 12 standards for a total of 120 tests. This provides your child with multiple opportunities to show proficiency on each standard. If you child fails 8 tests within one standard he or she will not be able to show proficiency on that particular standard. If your son or daughter does not show proficiency in any one standard the portfolio process cannot be completed.
Slide 29
As you work with your child's teacher to make decisions about the portfolio process, please keep in mind what is best for your son or daughter.
Your child may only take one test per day and a maximum of three tests per week. Schools may start giving the portfolio tests in January. From the start date of the portfolio to June when the EOG is given, there are 19 weeks to complete the portfolio process. If needed, your son or daughter will be able to continue towards portfolio completion during Summer Reading Camp.
Slide 31
The CMS Summer Reading Camp will provide your child with six weeks of additional reading and writing instruction. The Summer Reading Camp is designed to boost your child's reading achievement and provides another opportunity for 4 th grade promotion. It is important to communicate with your son or daughter's school to make the best decisions for your child. If you have questions, please contact your child's school. | <urn:uuid:e8cf20bc-37d4-4ef2-a2a0-51a3d4b5dee5> | CC-MAIN-2018-13 | http://literacy.cmswiki.wikispaces.net/file/view/Read%20to%20Achieve%20Overview%20Transcript%20.pdf/478736524/Read%20to%20Achieve%20Overview%20Transcript%20.pdf | 2018-03-23T20:49:28Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00465.warc.gz | 180,668,119 | 2,060 | eng_Latn | eng_Latn | 0.99901 | eng_Latn | 0.999263 | [
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This Power Point explains some of the names we give to types of words
NOUNS
The huge spider silently crept across its silvery web.
The words highlighted in yellow are NOUNS. They describe an object, thing or feeling.
To avoid repeating a noun, we often use a pronoun.
The huge spider silently crept across its silvery web. When it reached the fly, it stopped and looked around.
A pronoun takes the place of the noun in a sentence.
There are several different types of pronoun
Jane read the book then lent the book to Jane's friend.
it replaces the noun book
She read the book then lent it to her friend.
she replaces the noun Jane her replaces the noun Jane's
There are several different types of pronoun
Lionel wasn't sure if Lionel's brother should eat the sweets his replaces the noun Lionel's
He wasn't sure if his brother should eat them.
he replaces the noun Lionel them replaces the noun sweets.
The nouns in this sentence are SINGULAR
The huge spider silently crept across its silvery web.
There is only ONE spider and only ONE web.
The nouns in this sentence are PLURAL
The huge spiders silently crept across their silvery webs.
There is MORE THAN ONE spider and there is MORE THAN ONE web.
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
A robot puts the carrot into a box.
To change a SINGULAR noun into a PLURAL noun, we often add s or es
PLURAL
PLURAL
The robots put carrots into boxes.
(Notice how the verb, 'put' has to change so that it agrees with the noun)
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
The baby ate the potato.
To make the plural, sometimes we take off the y and add ies
PLURAL
PLURAL
The babies ate the potatoes.
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
The child's milk tooth fell out.
Some nouns have a different word as the plural
PLURAL
PLURAL
The children's milk teeth fell out.
You are learning about…
NAMES for WORDS
SYNONYMS
A synonym is a word with a similar meaning
SYNONYMS
The
huge
spider
silently
crept
across
its
silvery
web.
arachnid
massive
colossal
large
quietly
noiselessly
tip-toed
slunk
sneaked
onto
through
glittering
shiny
grey
net
snare
mesh
creature
ANTONYMS
An antonym is a word with an opposite meaning
ANTONYMS
The
huge
spider
silently
crept
across its
silvery
web.
tiny
small
minute
loudly
noisily
clumped
tramped
stomped
dull
SUMMARY
> Pronouns replace nouns to avoid repetition
> Singular nouns refer to ONE thing
> Plural nouns refer to MORE THAN ONE thing
> Synonyms are words with a SIMILAR meaning
> Antonyms are words with an OPPOSITE meaning | <urn:uuid:5b5a1ae5-e638-4a88-baf1-d99b45c5742f> | CC-MAIN-2018-13 | http://batheastonprimary.co.uk/sites/default/files/Names%20for%20Words.pdf | 2018-03-23T20:06:53Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00460.warc.gz | 33,616,111 | 681 | eng_Latn | eng_Latn | 0.990246 | eng_Latn | 0.994458 | [
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Castleknock Coach Education Program 2007 Session 2 - 1/2/07 Indoor Hurling Drills & Games
Dáire O'Neill
1. "Playtime"
When players arrive early for training it is common for coaches to warn the players off from taking the balls from the bag. Really we should be doing the opposite and encouraging them to be creative for the few minutes before the coaching begins.
Allow players to "play" before the session begins. As they arrive give them a ball each and challenge them to do the following:
o Solo with the ball
o Throw against wall and control on hurl
o Throw against wall and catch
o Bounce on ground and catch
o Ground strike against wall
2. "Dribbling"
Set out a grid 10m x 10m (depending on age). Each player has a ball and dribbles the ball inside the grid. To challenge the players, on the coaches whistle the players do –
o 5 roll lift
o 5 catches
o 5 solos
Introduce 2 players (or more depending on amount performing the exercise) to act as "tacklers". These players will try to dispossess the others and flick their ball out of the grid. 1 point for every ball dispossessed.
Duration – 30 seconds each.
3. Ball Control
Ball between 2. Players stand 5m apart. Player A rolls the ball to Player B who stops the ball on the ground and returns it to his partner. Repeat 5 times. Get players to gradually increase the speed of the delivery.
Variation:
o Introduce a goal where the player stopping the ball must move the left / right to ensure opponent won't score
o Change the delivery to a ground strike
B
A
Ensure players have the correct stance and technique for controlling the ball.
4. Ground Tussle
Ball between 2 and players tussle to keep / win possession from their partner. The player with possession when the whistle is blown is the winner.
Ensure players use their body to protect the ball.
Duration – 20 seconds each.
5. Ball Control and Dribbling
Set out cones as below. Distance may vary depending on age group.
5m
10m
A B
C
Players start at cone A and dribble to cone C. They then roll the ball back for the next player who must control it before it passes cone B.
This will ensure players come to meet the ball rather than standing still and waiting for it.
Variations:
o Player meeting the ball must control ball to hand
o When returning the ball the players throw it back for a high catch
o When returning the ball the players ground strike
o Players solo out to cone C
6. Roll Lift
Stationary
Ball between 2 and player A roll lifts while player B counts how many roll lifts in 30 seconds. Players then changeover.
On the move
Set up cones as shown below
10m 2m 2m 2m 5m
A
B C D E F
Player starts at A, roll lifts at B and places the ball at C. Repeat for D and E. Player then repeats task on way back.
7. Ground Striking
Ball between 2 and players stand the width of the hall apart. Players strike the ball to each other. Introduce a small goal in the middle for players to score.
Variations:
o First to 5 goals
o Players must knock cones in centre over.
8. Batting
Set up as below.
Player A – Goalkeeper (and thrower)
Player B – Attacker (batter)
Ball between 2. Player A throws the ball up for B who bats the ball and attempts to score.
A
B
Players switch rolls after 5 / 10 attempts. Set players targets such as first to 5 goals, most saves, goalkeeper vs attacker etc.
9. Four Team Dribble Game
Set up playing area as below
Place are sliators in the centre of the grid.
Divide players into 4 teams of equal numbers.
Each team gets a base / cone each.
On the coaches whistle players run to centre and dribble a ball back to their base (1 at a time)
When all balls are gone from the centre players may now rob From opposing teams
Play stops on the coach's whistle. The team with the most amount of balls at the end are the winners.
10. Hurling Tennis
Divide hall into grid as below. 2 courts and 4 teams
Team 1 Vs Team 2 Team 3 Vs Team 4 (2 separate games)
Team 1 ground strike the ball across into Team 2s zone. They must stop and return the ball. Teams score by hitting the ball off the back wall of the opposing team's zone.
Variations:
o Teams have only 5 seconds to return ball
o Penalty (score) for hitting ball out of court
o Ball is not allowed to stop in your zone
o Penalty (score) for kicking the ball or using your foot
o Penalty (score) for not striking ball on the side it comes to you at (i.e. Favouring the strong side)
o The player who stops the ball must pass to teammate who will strike the ball
N.B "All activities should be practiced on both left and right sides" | <urn:uuid:dbcfd9ac-3a8a-408c-8bd0-d634dd1756b1> | CC-MAIN-2018-13 | http://www.castleknock.net/_fileupload/Documents/Indoor%20Hurling%20Coaching2007.pdf | 2018-03-23T20:07:42Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00467.warc.gz | 331,709,298 | 1,126 | eng_Latn | eng_Latn | 0.990595 | eng_Latn | 0.994934 | [
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4 The Gas Laws
PRESSURE UNITS
1 atm = 760 mmHg = 760 torr = 101.3 kPa = 14.7 psi
Background:
Pressure is defined as Force / Area such as pounds per square inch (psi).
The weight of air pushing down per square inch is 14.7 pounds per square inch or 14.7 psi.
A barometer can be used to measure pressure. A column of mercury (Hg) that is 0.760 meter (760 mm) tall has the same weight as a column of air from sea level to the edge of the stratosphere. The height of this column is a good measure of air pressure… 760 mmHg.
Evangelista Torricelli did a lot of experiments with pressure and so 1 mmHg is also called 1 torr. So, air pressure has a value of 760 torr. This amount of pressure is also called 1 atm (one atmosphere) because it IS the atmosphere.
In metric units, pressure if Newtons (force) per square meter (area). One Newton is not very much pressure… about the weight of a small apple (get it… apple… Newton)… and if that force is exerted over a square meter, the amount of pressure is very small and called a pascal (Pa). It is more useful to talk of kilopascals (kPa) which would be the weight of 1000 small apples exerted over a square meter. Air pressure is equal to 101.3 kPa.
Since each of these values (see the top of the page) represent the same amount of pressure, any two of them can be used as a conversion factor. You can convert one pressure unit into another.
Example:
Problems:
1. 745 mmHg into psi
2. 727 mmHg into kPa
3. 52.5 kPa into atm
4. 0.729 atm into mmHg
5. 522 torr into kPa
6. 1.10 atm into psi
7. 800. mmHg into atm
8. 125 kPa into torr
4 The Gas Laws
BOYLE'S LAW
Boyle's Law states that the volume of a gas varies inversely with its pressure if temperature is held constant. (If one goes up, the other goes down.) We use the formula:
Solve the following problems (assuming constant temperature). Assume all number are 3 significant figures.
1. A sample of oxygen gas occupies a volume of 250 mL at 740 torr pressure. What volume will it occupy at 800 torr pressure?
2. A sample of carbon dioxide occupies a volume of 3.50 Liters at 125 kPa pressure. What pressure would the gas exert if the volume was decreased to 2.00 liters?
3. A 2.00-Liter container of nitrogen had a pressure of 3.20 atm. What volume would be necessary to decrease the pressure to 1.00 atm?
4. Ammonia gas occupies a volume of 450 mL as a pressure of 720 mmHg. What volume will it occupy at standard pressure (760 mmHg)?
5. A 175 mL sample of neon had its pressure changed from 75.0 kPa to 150 kPa. What is its new volume?
6. A sample of hydrogen at 1.50 atm had its pressure decreased to 0.50 atm producing a new volume of 750 mL. What was the sample's original volume?
7. Chlorine gas occupies a volume of 1.20 liters at 720 torr pressure. What volume will it occupy at 1 atm pressure?
8. Fluorine gas exerts a pressure of 900 torr. When the pressure is changed to 1.50 atm, its volume is 250 mL. What was the original volume?
CHARLES'S LAW
Charles' Law states the volume of a gas varies directly with the Kelvin temperature, assuming the pressure is constant. We use the following formulas:
Solve the following problems assuming a constant pressure. Assume all numbers are 3 significant figures.
1. A sample of nitrogen occupies a volume of 250 mL at 25 C. What volume will it occupy at 95 C?
2. Oxygen gas is at a temperature of 40 C when it occupies a volume of 2.30 Liters. To what temperature should it be raised to occupy a volume of 6.50 Liters?
3. Hydrogen gas was cooled from 150 C to 50 C. Its new volume is 75.0 mL. What was its original volume?
4. Chlorine gas occupies a volume of 25.0 mL at 300 K. What volume will it occupy at 600 K?
5. A sample of neon gas at 50 C and a volume of 2.50 Liters is cooled to 25 C. What is the new volume?
6. Fluorine gas at 300 K occupies a volume of 500 mL. To what temperature should it be lowered to bring the volume to 300 mL?
7. Helium occupies a volume of 3.80 Liters at –45 C. What volume will it occupy at 45 C?
8. A sample of argon gas is cooled and its volume went from 380 mL to 250 mL. If its final temperature was –55 C, what was its original temperature?
4 The Gas Laws
THE COMBINED GAS LAW
In practical terms, it is often difficult to hold any of the variables constant. When there is a change in pressure, volume and temperature, the combined gas law is used.
Complete the following chart.
| | P 1 | V 1 | T 1 | P 2 | V 2 | T 2 |
|---|---|---|---|---|---|---|
| 1 | 1.50 atm | 3.00 L | 20.0 C | 2.50 atm | | 30.0 C |
| 2 | 720. torr | 256. mL | 25.0 C | | 250. mL | 50.0 C |
| 3 | 600. mmHg | 2.50 L | 22.0 C | 760. mmHg | 1.80 L | |
| 4 | | 750. mL | 0.00 C | 2.00 atm | 500. mL | 25.0 C |
| 5 | 95.0 kPa | 4.00 L | | 101. kPa | 6.00 L | 471. K or 198. C |
| 6 | 650. torr | | 100. C | 900. torr | 225. mL | 150. C |
| 7 | 850. mmHg | 1.50 L | 15.0 C | | 2.50 L | 30.0 C |
4 The Gas Laws
PV = nRT where
P = pressure in atmosphere
V = volume in liters n = number of moles of gas
R = Universal Gas Constant = 0.0821 Latm/molK
T = Kelvin temperature
1. What is the pressure of 1.20 moles of SO2 gas in a 4.00 L container at 30°C?
2. How many moles of oxygen will occupy a volume of 2.50 liters at 1.20 atm and 25 C?
3. What is the volume of 0.60 moles of helium gas at 50 ° C if the pressure is 600 torr?
4. At what temperature will 1.80 moles of gas occupy 4.00 L if the pressure is 350 mmHg?
5. A balloon filled with helium has a volume of 1.30 L at 15 ° C when the atmospheric pressure is 700 torr. How many molecules of helium is in the balloon?
6. What is the mass of a 300 mL sample of gaseous hydrogen chloride at 2.0 atm and 30 ° C?
THE IDEAL GAS LAW
What is the density of this sample?
7. A 30.0 g sample of CH4 occupies 150 mL at 0 ° C. What is the pressure of this sample of gas?
8. What volume (in liters) does a 85.0-g sample of CO2 gas occupy at 1.40 atm and 80 ° C?
What is the density of this gas?
9. How many moles of an unknown diatomic gas are contained in a 500 mL container at 1.20 atm and 25 ° C?
If this unknown diatomic gas has a mass of 0.93 g, what is the molar mass of the gas? What is the gas?
4 Gases and Their Properties
1. Convert the following pressures to atm.
a. 726 torr
b. 2.31 bar
c. 98 kPa
d. 16.33 psi
2. Consider the following changes imposed upon a sample of gas, assuming the variables not mentioned remain constant:
a. What happens to the pressure if the temperature in K is doubled?
b. What happens to the volume if the pressure is tripled?
c. What happens to the volume if the temperature decreases from 300K to 200K?
d. What happens to the temperature if one-half of the gas is removed?
e. What happens to the pressure if volume decreases from 4 Liters to 2 Liters and the temperature increases from 25C to 323C? (Note: in the answers to 2.e., there is a wrong word (doubled should be "halved" for the volume.)
3. Methane burns in air to produce carbon dioxide and water:
What volume of carbon dioxide, at 1 atm pressure and 112C, will be produced when 80.0 grams of methane is burned?
4. What is the volume of 6 moles of helium gas at 0.34 atm pressure and 33C? What is the density of the helium gas under these conditions?
5. Jacques Charles used the reaction of hydrochloric acid on iron to produce the hydrogen for one of his balloons. For one flight in 1783 he used 1000 lbs of iron and excess acid. What volume of hydrogen gas (in cubic meters) did he produce for this flight? Assume the pressure is 1 atm and the temperature is 22C. Fe(s) + 2 HCl(aq) FeCl2(aq) + H2(g)
6. If 1.0 Liter of oxygen at 2.0 atm pressure, 2.00 Liters of nitrogen at 1.0 atm pressure, and 2.0 Liters of helium at 2.0 atm pressure, are all mixed in a 3.0 Liter vessel with no change in temperature, what is the final pressure of the mixture in the 3.0 Liter vessel?
STUDY QUESTIONS
7. What is the partial pressure of oxygen in the atmosphere at the top of Mt. Everest? Atmospheric pressure at the summit of Mt. Everest is 253 torr. The partial pressure of oxygen in air at 1 atm pressure is 0.20946 atm.
8. An ideal gas occupies a volume of 10 Liters at 27C. If the pressure on the gas is tripled at this temperature, the volume changes. To what value must the temperature change to restore the volume to the initial 10 Liters at the new pressure?
9. Using the Maxwell equation, calculate the root mean square speed of nitrogen gas at 25C. What happens to the rms speed if the temperature is doubled to 50C?
10. Imagine three automobiles traveling down the road at 20 mph, 34 mph, and 68 mph. Calculate the average speed and the rms speed. What is the significance of the rms speed?
11. A gas diffuses 5 /3 times faster than carbon dioxide. Which gas might it be?
a. O2
b. N2
c. CO d. He e. CH
4
12. For nitrogen, the van der Waals constants a and b have values of 1.39 and 0.0391 respectively. Calculate the pressure of 5 moles of nitrogen gas confined to a 1.0 Liter vessel at a temperature of 300K using the ideal gas equation and the van der Waals equation of state. Comment on the difference.
4• Gases and Their Properties
PRACTICE TEST
1. Which of the following represents the largest gas pressure?
a) 5.0 torr
d) 5.0 kPa
b) 5.0 mmHg
e) 5.0 psi
c) 5.0 atm
2. A mixture of the gases neon and krypton is in a 2.00 Liter container. The partial pressure of the neon is 0.40 atm and the partial pressure of the krypton is 1.20 atm. What is the mole fraction of neon?
a) 0.20
d) 0.60
b) 0.25
e) 0.80
c) 0.33
3. If the volume of a confined gas is doubled while the temperature remains constant, what change (if any) would be observed in the pressure?
a) It would be half as large.
b) It would double.
c) It would be four times as large.
d) It would be ¼ as large.
e) It would remain the same.
4. A given mass of a gas in a rigid container is heated from 100C to 500C. Which of the following responses best describes what will happen to the pressure of the gas? The pressure will
a) decrease by a factor of five.
b) increase by a factor of five.
c) increase by a factor of about two.
d) increase by a factor of about eight.
e) increase by a factor of about twenty-five.
5. A gas occupies a volume of 1.50 L at 400 mmHg and 100 C. Which mathematical expression gives the correct volume at 700 mmHg and 200C?
a) 1.50 x 700 400 x 473 373
b) 1.50 x 700 400 x 373 473
c) 1.50 x 400 700 x 473 373
d) 1.50 x 400 700 x 373 473
e) 1.50 x 700 400 x 100 200
6. A 4.50 L flask of Ar at 23C and 734 torr is heated to 55C. What is the new pressure?
a) 366 torr
d) 1.07 atm
b) 935 torr
e) 2.58 atm
c) 1.25 torr
7. At what temperature will 41.6 grams N2 exert a pressure of 815 torr in a 20.0 L cylinder?
a) 134 K
d) 337 K
b) 176 K
e) 400 K
c) 238 K
8. When 0.34 moles of He are mixed with 0.51 moles of Ar in a flask, the total pressure in the flask is found to be 5.0 atm. What is the partial pressure of Ar in this flask?
a) 0.85 atm
d) 3.0 atm
b) 1.5 atm
c) 2.0 atm
e) 5.0 atm
9. Which of the following gases has the greatest density at 0C and 1 atm?
a) N2
d) Ne
b) O2
e) CO
c) F2
10. What is the density of CH4 at 200C and 0.115 atm?
a) 0.0475 g/L
d) 0.870 g/L
b) 0.0716 g/L
e) 2.09 g/L
c) 0.542 g/L
11. What is the molar mass of a gas which has a density of 1.30 g/L measured at 27C and 0.400 atm?
a) 38.0 g/mol
d) 80.0 g/mol
b) 48.0 g/mol
e) 97.5 g/mol
c) 61.5 g/mol
12. Non-ideal behavior for a gas is most likely to be observed under conditions of
a) standard temperature and pressure.
b) low temperature and high pressure.
c) low temperature and low pressure.
d) high temperature and high pressure.
e) high temperature and low pressure.
13. Which of the following gases effuses at the highest rate?
a) N2
d) Ne
b) O2
e) CO
c) F2
14. The empirical formula of a certain hydrocarbon is CH2. When 0.125 moles of this hydrocarbon is completely burned with excess oxygen, it is observed that 8.40 Liters of CO2 gas are produced at STP. What is the molecular formula of the unknown hydrocarbon?
a) CH2
d) C3H6
b) C2H4
e) C4H8
c) C2H3
15. Carbon dioxide gas diffuses through a porous barrier at a rate of 0.20 mL/minute. If an unknown gas diffuses through the same barrier at a rate of 0.25 mL/minute, what is the molar mass of the unknown gas?
a) 28 g/mol
d) 68 g/mol
b) 35 g/mol
e) 84 g/mol
c) 39 g/mol
16. Which of the following statements is true?
a) All particles moving with the same velocity have the same kinetic energy.
b) All particles at the same temperature have the same kinetic energy.
c) All particles having the same kinetic energy
have the same mass.
d) As the kinetic energy of a particle is halved, the velocity is also halved.
e) As the velocity of a particle is doubled, the kinetic energy decreases by a factor of four.
Name __________________________________
Period ___ Date ___/___/___
12 • Gases and Their Properties
TEST ANSWERS
Please use CAPITAL letters:
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
11. _____
12. _____
13. _____
14. _____
15. _____
16. _____
Useful Information
STP = 0°C = 273 K and
1 atm = 760 torr = 760 mmHg
= 101.3 kPa = 14.7 psi
= 14.7
Fehler!
Ideal Gas Constant, R
= 62.4
Fehler!
= 0.0821
Fehler!
= 8.31
Fehler!
Boyle's Law
PV = constant
Charles' Law
Fehler!
= constant
Gay-
Lussac's Law
Fehler!
= constant
Combined Gas Law
Fehler!
= constant
Ideal Gas Law
PV = nRT
TOTAL
A
P
P
=
TOTAL
A
moles
moles
KE = 1 /2 m·v 2
Fehler! = Fehler! | <urn:uuid:283fbc8f-c5b8-4a72-ab10-254d5e68fe61> | CC-MAIN-2018-13 | http://efirds.weebly.com/uploads/3/2/0/2/32020073/unit4ws.pdf | 2018-03-23T20:37:49Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00464.warc.gz | 98,854,507 | 4,330 | eng_Latn | eng_Latn | 0.905657 | eng_Latn | 0.994592 | [
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Eating Guidelines for Irritable Bowel Syndrome
Information about Irritable Bowel Syndrome
Irritable Bowel Syndrome (IBS) affects your gastrointestinal tract (GI tract). The symptoms of IBS may include abdominal pain, bloating, constipation and diarrhea. These symptoms may come and go over time and can affect your quality of life.
Specific foods do not cause IBS, but some foods may make your symptoms worse. The foods that make symptoms worse are different for each person. Keep a food and symptom diary, and if a specific food causes you discomfort, try to avoid it. If your symptoms do not improve, add the food back into your diet. Avoiding many foods can make it hard to get the nutrition you need. If you are avoiding a lot of foods, talk with a registered dietitian.
To help you manage the symptoms of Irritable Bowel Syndrome (IBS):
G Eat a healthy diet by following "Eating Well with Canada's Food Guide" . www.healthcanada.gc.ca/foodguide.
G Eat regular meals. Be sure to eat breakfast every day. Do not skip meals.
G Eat slowly in a relaxed atmosphere.
G Drink plenty of fluids, especially if you have constipation or diarrhea.
G Chew your food well. Avoid chewing gum. Do not drink carbonated beverages such as soft drinks. These actions will help limit the amount of air that you swallow to help reduce gas and bloating.
G The foods or dietary substances that most commonly cause
© 2011 HealthLink BC. All rights reserved.
English Literature Title
© 2010 Dietitians of Canada. All rights reserved.
May be reproduced in its entirety provided source is acknowledged.
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
Updated: May 10, 2010
Updated: 2008-10-27
I PAGE
| PAGE 1
5
symptoms of IBS include fatty foods, gas-producing foods, wheat, red meats, eggs, alcohol, caffeine, lactose, and fibre (especially insoluble fibre - see dietary fibre section on the next page). If your symptoms do not improve when you avoid these you may add them back into your diet.
G Foods that contain large amounts of fructose may cause gas. Fructose is used to sweeten many soft drinks and fruit drinks. Fruit juice can also have high amounts of fructose. Try limiting the amount of juice you drink. Eat fruit instead.
G Foods sweetened with sorbitol may cause gas. Sorbitol is used as a sugar substitute in some candies and diet products. Sorbitol occurs naturally in some fruit juices.
G Although lactose intolerance can cause symptoms of loose stools, bloating, pain and gas, it is not more common in people with IBS than in the general population. Lactose intolerance is when a person cannot digest lactose (the natural sugar found in milk). Talk with your doctor if you think you have lactose intolerance.
G Limit the amount of caffeine you have because it may stimulate and irritate your GI tract. Health Canada suggests that adults have no more than 3 cups of coffee each day. For information about the effects of caffeine and the amounts of caffeine in foods, see Health Canada's "It's Your Health - Caffeine" . http://www.hcsc.gc.ca/hl-vs/iyh-vsv/food-aliment/caffeine-eng.php and "Caffeine in Food" . http://www.hc-sc.gc.ca/fn-an/securit/addit/caf/food-cafaliments-eng.php. You may wish to avoid caffeine completely to see if your symptoms improve.
Dietary fibre
It is unclear if increasing the amount of dietary fibre in your diet will help relieve IBS symptoms. Soluble fibre may provide symptom relief, while insoluble fibre does not appear to help and may actually make symptoms worse for some people.
G Soluble fibre is found in oats, oat bran, barley, rye, lentils and dried beans and psyllium.
G Insoluble fibre is found in wheat bran, bran cereals and whole grain products (whole wheat bread and pasta, and brown rice).
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
Updated: May 10, 2010
Updated: 2008-10-27
I PAGE
| PAGE 2
5
Other healthy lifestyle tips
G Reduce stress. If you have trouble handling the stress in your life, ask your doctor for help.
G Exercise regularly and get enough sleep.
Be sure to monitor your symptoms and discuss any concerns, discomfort or pain with your doctor.
G For more information on increasing fibre, see "What is Fibre and Why is it Good for Me?" . www.dietitians.ca/resources/resourcesearch.asp? fn=view&contentid=4999
G Canadian Society of Intestinal Research (CSIR) . www.badgut.com 1-866-600-4875.
These resources are provided as sources of additional information believed to be reliable and accurate at the time of publication and should not be considered an endorsement of any information, service, product or company.
Distributed by:
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
Updated: May 10, 2010
Updated: 2008-10-27
I PAGE
| PAGE 3
5 | <urn:uuid:45bdbda6-1d15-4332-bb61-30dfa6f07600> | CC-MAIN-2022-21 | https://www.healthstandnutrition.com/wp-content/uploads/2011/09/Eating-guidelines-for-IBS.pdf | 2022-05-20T23:49:05+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00238.warc.gz | 922,075,335 | 1,136 | eng_Latn | eng_Latn | 0.994437 | eng_Latn | 0.995999 | [
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Phone: 480-945-8484 / Fax: 480-945-8766
Hours: 24 Hours a day, 7 Days a Week!
Website: www.tsvcpets.com
Heatstroke: A Summertime Danger to All Pets in Arizona
Between 2000 and 2012, 1,535 humans died in AZ from exposure to excessive natural heat (per Arizona Department of Health Services). The risk of heatstroke is much greater for animals than humans because pets cannot control their own environment as well as we do.
Often the severity of heat stroke is not apparent to owners until the animal goes into shock. Signs include excessive panting or open mouth breathing, vomiting, bloody diarrhea, pale gums (gray color) and seizures.
If you suspect heatstroke in your pet:
* Move your animal into an air-conditioned area immediately, and apply room temperature water to the entire animal. Do not cool the animal too rapidly (such as with ice) as hypothermia can follow the heat stroke creating additional complications.
* Take a rectal temperature. Normal temperature is 99-103 degrees F. Most heat stroke temperatures are > 105 degrees F.
* Proceed immediately to your veterinarian or any emergency veterinary hospital!
Tips to help your pet avoid heatstroke:
* Make sure all animals kept outside have access to water and shade. The water dish should be stable so it does not accidentally tip over. If animals are outside for long periods of time, you might consider installing a misting system.
* NEVER LEAVE YOUR PETS IN AN UNATTENDED CAR. On a hot day the temperature inside a car can reach 215 degrees within 10 minutes – even with the windows cracked open!
* Try not to walk your animals during the heat of the day, 10:00 a.m. to 5:00 p.m. Neoprene booties will help prevent them from burning their feet on concrete and asphalt surfaces.
* Small animals (such as rabbits and guinea pigs) can die from heatstroke if they are left in the sun. This can happen in as little as 10 minutes in temperatures as low as 90 degrees.
* Two-liter bottles or five-gallon buckets of water can be frozen and left for your pets (homemade air conditioner)
* Animals with heart problems, diabetes, Cushing's disease, obesity, advanced age, and brachycephalic dog breeds (Pugs and Bulldogs) are much more susceptible to the heat than other breeds. | <urn:uuid:a8c09b14-fb58-4d90-9c69-400b0d295ac0> | CC-MAIN-2018-13 | http://scottsdaleveterinaryclinic.com/wp-content/uploads/sites/5/2018/02/Heat-Stroke-Information.pdf | 2018-03-23T20:41:01Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00473.warc.gz | 244,639,119 | 519 | eng_Latn | eng_Latn | 0.998116 | eng_Latn | 0.998116 | [
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Preventing Youth Suicide: Tips for Parents and Educators
Suicide is the third leading cause of death among youth between 10 and 19 years of age. However, suicide is preventable. Youth who are contemplating suicide frequently give warning signs of their distress. Parents, teachers, and friends are in a key position to pick up on these signs and get help. Most important is to never take these warning signs lightly or promise to keep them secret. When all adults and students in the school community are committed to making suicide prevention a priority—and are empowered to take the correct actions—we can help youth before they engage in behavior with irreversible consequences.
Suicide Risk Factors
Certain characteristics are associated with increased suicide risk. These include:
Mental illness including depression, conduct disorders, and substance abuse.
Family stress/dysfunction.
Environmental risks, including presence of a firearm in the home.
Situational crises (i.e., traumatic death of a loved one, physical or sexual abuse, family violence, etc.).
Suicide Warning Signs
Many suicidal youth demonstrate observable behaviors that signal their suicidal thinking. These include:
Suicidal threats in the form of direct and indirect statements.
Suicide notes and plans.
Prior suicidal behavior.
Making final arrangements (e.g., making funeral arrangements, writing a will, giving away prized possessions).
Preoccupation with death.
Changes in behavior, appearance, thoughts and/or feelings.
What to Do
Youth who feel suicidal are not likely to seek help directly; however, parents, school personnel, and peers can recognize the warning signs and take immediate action to keep the youth safe. When a youth gives signs that they may be considering suicide, the following actions should be taken:
Remain calm.
Ask the youth directly if he or she is thinking about suicide.
Focus on your concern for their wellbeing and avoid being accusatory.
Listen.
Reassure them that there is help and they will not feel like this forever.
Do not judge.
Provide constant supervision. Do not leave the youth alone.
Remove means for self-harm.
Get help: Peers should not agree to keep the suicidal thoughts a secret and instead should tell an adult, such as a parent, teacher, or school psychologist. Parents should seek help from school or community mental health resources as soon as possible. School staff should take the student to the designated school mental health professional or administrator.
THE ROLE OF THE SCHOOL IN SUICIDE PREVENTION: Children and adolescents spend a substantial part of their day in school under the supervision of school personnel. Effective suicide and violence prevention is integrated with supportive mental health services, engages the entire school community, and is imbedded in a positive school climate through student behavioral expectations and a trustful student/adult relationship. Therefore, it is crucial for all school staff to be familiar with and watchful for risk factors and warning signs of suicidal behavior. The entire school staff should work to create an environment where students feel safe sharing such information. School psychologists and other crisis team personnel, including the school counselor and school administrator, are trained to intervene when a student is identified at risk for suicide. These individuals conduct suicide risk assessment, warn/inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school.
Parental Notification and Participation
Parent notification is a vital part of suicide prevention. Parents need to be informed and actively involved in decisions regarding their child's welfare. Even if a child is judged to be at low risk for suicidal behavior, schools will ask parents to sign a Notification of Emergency Conference form to indicate that relevant information has been provided. These notifications must be documented. Additionally, parents are crucial members of a suicide risk assessment as they often have information critical to making an appropriate assessment of risk, including mental health history, family dynamics, recent traumatic events, and previous suicidal behaviors.
After a school notifies a parent of their child's risk for suicide and provides referral information, the responsibility falls upon the parent to seek mental health assistance for their child. Parents must:
Continue to take threats seriously: Follow through is important even after the child calms down or informs the parent “they didn’t mean it.” Avoid assuming behavior is attention seeking.
Access school supports: If parents are uncomfortable with following through on referrals, they can give the school psychologist permission to contact the referral agency, provide referral information, and follow up on the visit. The school can also assist in providing transportation to get the parent and child to the referral agency.
Maintain communication with the school. After such an intervention, the school will also provide follow-up supports. Your communication will be crucial to ensuring that the school is the safest, most comfortable place for your child.
Resiliency Factors
The presence of resiliency factors can lessen the potential of risk factors to lead to suicidal ideation and behaviors. Once a child or adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth. These include:
Family support and cohesion, including good communication.
Peer support and close social networks.
School and community connectedness.
Cultural or religious beliefs that discourage suicide and promote healthy living.
Adaptive coping and problem-solving skills, including conflict-resolution.
General life satisfaction, good self-esteem, sense of purpose.
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IS IT DISCRIMINATION?
Will Penner
"In the Habit" session for use with devozine meditations for July 1–6, 2014.
MAKING THE CONNECTION
"As a high school student, I loved pep rallies. We were in the gym instead of the classroom, we were told to stand up instead of being told to sit down, and we were encouraged to yell instead of being asked to be quiet. What could be better?
"After a couple of decades of church-based youth ministry, I went back into a public high school as a teacher. I found that my views on pep rallies had changed. First of all, I'm older and don't particularly like a room full of top-of-the-lungs screaming as much as I used to. Aside from the fact that pep rallies are basically an institutionally-driven promotion of mass hysteria, I am not particularly fond of their overall message.
"We bring out the mascot of the other team, mock it, ridicule it, and actively engender an usversus-them mentality. We play up all the stereotypes, using battle imagery and violence metaphors; and we give prizes to people who make the most noise or dress up in the most outlandish ways because they are demonstrating 'school spirit.' On the other hand, we ask kids to respect diversity, to avoid bullying behavior, and to demonstrate sportsmanship.
"In what other ways do we promote discrimination in our Sunday school classes, youth groups, denominational rallies, and other Christian events? I wonder." —Will
MEET THE WRITER
Will Penner has been in ministry with young people for more than two decades in Methodist, Baptist, and Presbyterian churches, in public and private schools, and as a popular speaker at youth retreats, camps, and conferences. He has served as the editor of both leading professional journals of youth ministry and has authored or edited a number of youth ministry curricula and books, the latest of which is It Happens: True Tales from the Trenches of Youth Ministry (http://www.amazon.com/It-Happens-Tales-Trenches-Ministry/dp/1937734048). Most important, he is the husband of his amazing wife, Christine, and the father of five children ranging in age from five to twenty-two.
STUFF YOU WILL NEED
* newsprint
* markers
PLUGGED IN
+
"The Effects of Prejudice and Discrimination" is a great introductory video.
(http://www.youtube.com/watch?v=0AtRk4tx13k)
CHECKING IN
Ask the youth to identify groups of people that don't tend to like each other and groups of people that are not accepted. Record their answers on newsprint. Encourage them to think both locally and globally. Some groups of people may be rivals; others may be negatively stereotyped. If people have trouble getting started, toss out some of these ideas:
* Serbs and Muslims in Bosnia
* Bloods and Crips in American cities
* Catholics and Protestants in Northern Ireland
*
Hatfields and McCoys in Kentucky and West Virginia
* Capulets and Montagues from Romeo and Juliet
* The United States and Al-Qaeda
* Whites and Blacks in the pre-Civil War South
* Axis and Allies during World War II
* jocks and geeks
* capitalists and communists
* preppies and goths
* drunk drivers
* pregnant teenagers
* drug dealers
* gang leaders
* prostitutes
* illegal immigrants
* people from other Christian denominations
* people from other schools
* people from other world faiths
* people of other races
* people from other countries
* girls
* boys
EXPLORING THE WORD
Scripture: Luke 10:25–37
The story of the good Samaritan is one of the most well-known parables, not only of the parables Jesus told, but of those anyone has ever told. It is such a common story that the term Samaritan has come to represent those who do good to other people. Most of Jesus' original audience would have been repulsed by the thought of Samaritans. Understanding a little of the JewishSamaritan animosity is helpful to a fuller interpretation of the parable.
The original tribes of Jacob separated into two kingdoms: Israel in the north and Judah in the south. As different people invaded cities in the regions, some Jews were taken into captivity or exiled from their homeland. Others were allowed to stay, and many married new Syrian and Mesopotamian settlers. As the Jews returned from the Babylonian exile, many of them hated their former neighbors, particularly those who had married people from other lands. The returning Jews considered them traitors to their faith and culture. All of this happened several hundred years before Jesus told the parable, during which time the hatred between Israel and Samaria solidified and grew stronger.
Invite group members to consider the context in which Jesus told the parable. While Jesus was trying to teach people how to live a godly life, a lawyer decided to test Jesus, to ask him which commandment was most important. Jesus responded not as he was expected to—not with one commandment, but with two. The lawyer continued the cross-examination by trying to pin him down: What does he mean by neighbor? Jesus again responded not as expected—not with an answer, but with a story. His story cast as the bad guys two people who were normally well thought of in the Jewish faith and community; he cast as the good guy a Samaritan, who would have been on the culture's most despised list.
Ask the group to think of some of the groups of people they identified earlier, people who hate each other with that kind of passion. Then invite them to imagine Jesus telling the same story to an audience consisting of mostly one side and using someone from the hated side as the story's hero. Take a few moments to let the idea sink in and to allow the youth to reflect on how the audience would feel. Then ask volunteers to talk about their reflections.
Why would the story be awkward for Jesus' audience? How would people in the audience respond to the story?
Invite the youth to take a moment to think about the people toward whom they react most negatively. Ask them to imagine that they are lying on the side of the road hurt and needing help. What would happen if one of "those people" came by and treated you like a neighbor? How would that change your perception of them?
In what ways do you perpetuate negative stereotypes about the groups of people you are a part of because you choose to walk by on the other side of the road?
SHARING IN PRAYER
Invite the youth to pray in silence as you say a closing prayer:
"Gracious Creator, thank you for fashioning all of us in your image. (Read aloud some of the names of people the youth listed earlier, and then speak the name of every person in the group.) Help us to remember that we are all your precious children and that you want us to get along. Give us strength to treat one another as brothers and sisters, neighbors, all people who bear your image. In Jesus' name, we pray. Amen.
TAKING IT FURTHER
* Consider coming up with an advertising campaign for the church, the school, or the youth room that would include messages to help people to look beyond their initial gut reactions and to see other people as they really are. Invite the youth to come up with catchy phrases and to include images or photographs that illustrate the text.
* Some of the more tech-savvy youth could work on a video-driven campaign that could be emailed to the church or shown during worship as a reminder to the adults in the congregation. The YouTube video "Anti-Discrimination Advert" is an example (http://www.youtube.com/watch?v=7wr3ujTt89A).
—from devozine In the Habit (July/August 2014). Copyright © 2014 by The Upper Room®. All rights reserved. | <urn:uuid:a2977826-2229-4b7c-8fe0-1dc29b9cce34> | CC-MAIN-2018-13 | http://devozine.upperroom.org/wp-content/uploads/2014/06/PDF-ja14-1-is-it-discrimination.pdf | 2018-03-23T20:09:58Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00477.warc.gz | 87,875,101 | 1,656 | eng_Latn | eng_Latn | 0.998014 | eng_Latn | 0.99835 | [
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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Module 1 - How People Reason
Workshop Materials - College Teaching and the Development of Reasoning
October 2007
The Mealworm Puzzle
Follow this and additional works at: http://digitalcommons.unl.edu/adaptworkshopmodule1 Part of the Curriculum and Instruction Commons
"The Mealworm Puzzle" (2007). Module 1 - How People Reason. 4.
http://digitalcommons.unl.edu/adaptworkshopmodule1/4
This Article is brought to you for free and open access by the Workshop Materials - College Teaching and the Development of Reasoning at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Module 1 - How People Reason by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
The Mealworm Puzzle
Some experimenters wanted to test the response of mealworms to light and moisture. To do this they set up four boxes as shown in the diagram below. They used lamps for light sources and constantly watered pieces of paper in the boxes for moisture. In the center of each box they placed 20 mealworms. One day later they returned to count the number of mealworms that had crawled to the different ends of the boxes.
What can you conclude from these diagrams? The diagrams show that mealworms respond to (response means move toward or away from):
A. light but not moisture
B) moisture but not light
C) both light and moisture
D) neither light nor moisture
Please explain your choice.
How did you think your way through the problem? Did you think at once of the way to do it, or did you first think of a way that had to be modified or abandoned?
_________________________________________________________________
When you are done, examine a collection of student responses, next page.
The following are typical student responses and their explanations to the Mealworm Puzzle. Read these responses and compare them with your own. Look for similarities and differences between type B and type A responses.
Student B1 (College Junior)
D. "No definite pattern was followed by the mealworms."
Student B2 (Norma Kuhn - Age 20)
D. "Because even though the light was moved in different places the mealworms didn't do the same things."
Student B3 (College Freshman)
A. "They usually went to the end of the box with the light."
Student B4 (High School Sophomore)
A. "Because there are 17 worms by the light and there are only 3 by the moisture."
Student B6 (Harold O'Keefe - Age 20)
A. "Because in all situations, the majority go where there's light.
Wetness doesn't seem to make a difference."
Student A1 (Barbara Downing - Age 21)
C. "Boxes I and II show they prefer dry and light to wet and dark, Box IV eliminates dryness as a factor, so they do respond to light only. Box III shows that wetness cancels the effect of the light, so it seems they prefer dry. (It would be clearer if one of the boxes was wet-dry with no light)."
Student A2 (David Kenting - Age 19)
C. "When the light was on the dry side they all crowded to the dry side. When it was on the wet side, an equal amount went to each side."
Student A3 (High School Freshman)
C. "In experiment 3 the mealworms split 1/2 wet, 1/2 dry. So it's safe to assume that light was not the only factor involved."
Student A4 (Delores Johnson - Age 19)
B. "I, II, and IV show that mealworms seem to like the light, but in III they seem to be equally spaced. This leads one to believe that mealworms like the dryness and the reason in pictures III and IV they are by the light is because of the heat that the light produces which gives a dryness effect."
Student A5 - (John Blake - Age 16)
C. "The mealworms in all cases respond to light. However, in box 3 the division is about 1:1. This shows that they worms are attracted to the light but do not like the situations where the dry area was next to the light. When there is no choice between wet and dry such as in case IV the worms turn to the light. Note: We might also test a box like this wet dry with no light to further verify the effect of moisture."
Now answer the questions on the following page.
Questions
1. What similarities did you find among the type A responses? Please record your analyses here.
2. What similarities did you find among the type B responses? Please record your analyses here.
3. Can you find features that distinguishes type A from type B responses?
4. Looking back, did your own solution resemble any of the above? If so, how?
Now proceed to another puzzle or the self-check on page Module 1, Page 2. | <urn:uuid:0979250b-69d2-4e52-9aa9-c20ca7575eea> | CC-MAIN-2018-13 | https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1003&context=adaptworkshopmodule1 | 2018-03-23T20:38:42Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00474.warc.gz | 590,681,463 | 1,076 | eng_Latn | eng_Latn | 0.978342 | eng_Latn | 0.998854 | [
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The Gifts of the Elderly
That the elderly, sustained by families and Christian communities, may apply their wisdom and experience to spreading the faith and forming new generations.
Greece is located along the Mediterranean Sea and has been called the birthplace of Western civilization and the cradle of the democratic form of government. Greek language and culture spread all around the Mediterranean and even into Europe during the Roman Empire.
The Gospel writers and St. Paul prepared their writings in Greek as Christianity spread through the Greek-speaking world.
In the 4th century, the eastern half of the Roman Empire broke off with the center established in Greek Constantinople.
This month we encourage our elders to share the gifts of their life lessons and hand on the Christian faith they have received to the next generations.
It eventually became the Byzantine Empire and in time, this fell to the Ottoman Empire. Greece gained independence in 1821.
God's Word for Mission
Today, the Greek Orthodox Church and Roman Catholic Church are not in full communion, but continue to dialogue about our shared faith that comes to us from the Apostles.
"Remember the days of old; consider the generations long past. Ask your father and he will tell you; your elders and they will explain it to you" (Deuteronomy 32:7).
"Is not wisdom found among the aged? Does not long life bring understanding" (Job12:12)?
"Elderly help us to see human affairs with greater wisdom... because they are the guardians of our collective memory...and common values" (Pope John Paul II, 1999).
A Saint for Mission: St. Jeanne Jugan
Jeanne Jugan was born in France in 1792 during the French Revolution. When she was a teenager, Jeanne worked as a maid and was led by the woman of the house to visit the sick and elderly of the village. There she learned how faith was practiced by loving her neighbor.
Eventually, Jeanne worked for an elderly woman. They prayed together and performed works of charity together. They also invited children into the home to teach them the Catholic faith. After the elderly woman died, Jeanne and two other women rented a small cottage where they devoted themselves to prayer and serving people in need, especially the elderly. Soon after, Jeanne invited a blind elderly widow into their home to live with them.
This act of living with and caring for the elderly led Jeanne and other women to form a religious community for that purpose. They became known as the Little Sisters of the Poor. Jeanne took the religious name of St. Mary of the Cross and became their first superior. She and her community would beg for money in the streets and go door to door. Jeanne spent her retirement in prayer and encouraged the young nuns to see Jesus in every needy person they met. She died in 1879 and the Church declared Jeanne a saint in October, 2009. Today she is the patron saint of the elderly, and her Little Sisters of the Poor serve more than 13,000 senior persons in 32 countries, including St. Paul, Minnesota. Her feast day is August 30th.
Human Dignity
The Catholic Church teaches that maintaining and enhancing the dignity of every person is the cornerstone of all the social justice teachings and principles. Every society is judged by how well it defends the rights and dignity of its most vulnerable citizens. Materialism and the need for economic success in a capitalist system cannot come at the expense of the dignity and right to food, shelter, education, health care and employment of all individuals.
The people of Greece have been suffering much hardship because of their economic crisis. Thousands have lost lost jobs, and many fathers have had to leave their families behind to seek work in other countries. There has been a substantial increase in people seeking assistance for food and clothing, let alone education and health care.
Many Syrian and Iraqi refugees have flooded into Greece to escape a brutal war. Yet when faced with the huge influx of refugees, many Greek citizens have opened their homes to help these desperate people.
They understand the need to provide for others, even when they themselves struggle. Many Greeks are providing what they can to uphold the dignity of the refugees. Watch the video below of Panayiota.
Promoting Dignity of Those in Need
Watch: Generous Greek grandmother opens home to Syrian refugees
Panayiota, an 82-year old, Greek grandmother who has experienced poverty herself, opens her home to refugee Syrians fleeing war. A remarkable story of compassion and solidarity.
1. Why does Panayiota help the struggling refugees? What has she experienced?
2. How does Panayiota promote the dignity of the refugees she meets?
3. What are some ways that the Syrians show their gratitude?
4. How do they communicate even though they do not speak each other's language?
5. What are some recent examples in our own country where disasters have challenged the human dignity of citizens and what are some things that Christians can do to help? alleviate the suffering?
Mission Petitions
Let us pray that the elderly may share their wisdom in spreading the faith and forming next generations.
Let us pray for a deeper appreciation for our elders and ancestors who handed on the faith to us by their words and witness.
Let us pray for the Greek people who first received the Gospel and handed it on to the world.
Loving God, I offer you myself this day and pray that I may love you and serve you in all I say and do. You gave us the gift of your Son, Jesus, as a sign of your love. Help us to receive the gift of Jesus into our lives this Christmas. May we seek his face in those we love and serve in your name; who live and reign for ever and ever. Amen
Let us pray that we may serve and see the face of Jesus in the poor, the sick, the elderly and the homeless. | <urn:uuid:c52738ae-257d-4d2e-8bca-7fd55ca64c67> | CC-MAIN-2018-13 | https://centerformission.org/wp-content/uploads/2014/12/December-Mission-Intention-2017.pdf | 2018-03-23T20:16:16Z | crawl-data/CC-MAIN-2018-13/segments/1521257648594.80/warc/CC-MAIN-20180323200519-20180323220519-00476.warc.gz | 561,580,046 | 1,197 | eng_Latn | eng_Latn | 0.997734 | eng_Latn | 0.997902 | [
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Derung
Location: More than 6,000 members of the Derung nationality live in some of the most isolated terrain in all of China. Ninety percent of the Derung live in the extreme northwestern part of Yunnan Province, along the Dulong River basin in Gongshan County. The Derung region is "highly mountainous and rainfall is abundant. Virgin forests cover the mountain slopes, and wild animals abound." 1 Twenty-one Derung live in Zayu County, Tibet. In addition, the Derung are also found in northern Myanmar.
Identity: The Derung are the fifth smallest of China's 55 official minority groups. Their self-name is Turung which the Chinese have transliterated as Derung. A visitor in the 1920s described them as "a primitive, harmless jungle people who live in trees like monkeys." 2 The Derung and Nu claim they were once brothers who were separated and forced to live
120 DERUNG
on different sides of the river.
Language: In addition to the ethnic Derung, 5,500 people belonging to the Nu nationality speak Derung as their mother tongue. 3 Derung is one dialect of the larger Rawang group in Myanmar, which contains an astonishing 75 to 100 dialects. 4 Four dialects are reportedly spoken in China. 5 Few Derung are able to speak Chinese. Because they did not have a script, the Derung formerly kept records by carving notches on wood or by tying knots.
History: Before 1949 there were 15 patriarchal clans called nile among the Derung. Each nile consisted of several family communes. Each commune possessed its own territory which was marked off by boundaries such as streams and mountain ridges. Each clan was further divided into keeng — villages where people lived in common long houses. The members of each ke-eng regarded themselves as descended from the same ancestor. The Derung gained notoriety for defeating a British military expedition in 1913.
Customs: The Derung are one of the most remote groups in China. There are no roads to their villages, many of which are only accessible by several days' walk over treacherous trails. 6 The Derung wear their hair down to their eyebrows in the front. Until recently, Derung girls tattooed their faces at the onset of puberty with designs according to their respective clans. The dead are buried in hollow logs, except when death is the result of a major disease. Then the corpse is cremated and the ashes disposed of in the river. 7
Religion: In the past, each Derung clan had its own shaman who directed warfare and healed the sick. Modern health clinics have put the shamans out of business.
Christianity: The first missionary among the Derung was a French Catholic priest in 1907. In 1935 the Morse family came to the Derung area. People from four villages accepted Christ and six churches were built. 8 Through the work of the Morse family, almost the entire Rawang tribe in Myanmar was converted. 9 Today the number of believers among the Derung in China is uncertain. One source states, "Some estimate that there are as many as 5,000 Derung Christians in China (85.97%) while 25% Christian (about 1,450) is estimated by one
Western worker close to the situation." 10
Population in China:
5,316 (1990)
6,850 (2000)
8,840 (2010)
Location: Yunnan, Tibet
Religion: Animism
Christians: 1,450
Overview of the Derung
Countries: Myanmar, China
Pronunciation: "Deh-rohng"
Other Names: Drung, Trung,
Tulung, Turung, Dulong, Khanung,
Kjutzu, Ch'utzu
Population Source:
5,816 (1990 census);
11
4,682 (1982 census);
3,090 (1964 census);
Also in Myanmar
Location: NW Yunnan:
90% live in the Derung River valley, in the
Gongshan Derung-Nu County;
SE Tibet: Zawa in Zayu County
Status:
An official minority of China
Language: Sino-Tibetan, Tibeto-
Burman, Nungish
Literacy: 38%
Dialects (4): Melam, Metu,
Tamalu, Tukiumu
Religion: Animism, Christianity,
Polytheism, Shamanism
Christians: 1,450
Scripture: Rawang Bible 1986;
New Testament 1974;
Portions 1952
Jesus film:
None
Gospel Recordings: None
Christian Broadcasting: None
ROPAL code: DUU00
A= Have never heard the gospel
B
= Were evangelized but did not become Christians
C = Are adherents to any form of Christianity | <urn:uuid:bea05654-6cfb-40e3-891f-d0725530cf44> | CC-MAIN-2022-21 | https://people-groups.asiaharvest.org/Myanmar/Derung.pdf | 2022-05-20T23:17:12+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00241.warc.gz | 538,695,912 | 1,028 | eng_Latn | eng_Latn | 0.991756 | eng_Latn | 0.991756 | [
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Sunday, May 20, 2016
Alumni Speaker-Natural Sciences
Dr. Teresa Munoz, MD
Good morning and congratulations to all of you. You have completed years of hard work, dedication and, for many of you, significant sacrifice.
Before I start, I would like to thank the College of Natural Science and the College of Communication and Education for asking me to speak to you today. It's an honor, and I stand before you very humbly.
This is quite emotional for me. I walked the halls of Chico State 15 years ago. This is where my love for science flourished. This is where I received the education that formed the foundation on which I have built my career as a doctor.
My life has been the culmination of the efforts and hard work of those around me. I stand here today because of the courage my parents had when they left their home in Mexico, crossed a border and started a life in a new country, because of the curiosity my high school biology teacher sparked in me, because of the passion I gained for science from my classes at Chico State and from hours spent in the lab.
I am here because my older sister left a path for me as she made her way through medical school. I am here because so many believed in me and this list could go on forever.
Each one of you has a list of people who have helped you get here, too. They are excited to see what you do as you go out into the workforce. I am excited.
Our world today is changing fast. We are in an era where technology is at the fingertips of almost everyone in the world.
Last month I met a woman whose son works in the tech industry, and she told me we will soon run out of broad band space. I don't even know what this means.
But I do know that the Internet is growing exponentially, and that there are almost 14.5 billion devices connected to the
World Wide Web, that's twice the number of people in the world.
There are predictions that by the year 2020 there will be six devices per person. We have driverless cars and socially intelligent robots around the corner. However, the problems of yesterday remain, and we cannot forget them.
The environmental crisis is worse than it has ever been, there are more people in the world than ever before, there continues to be hunger and poverty, violence plagues many communities, and the worse problem of all, human disconnection. People are now extremely disconnected from each other and from nature.
So what will you do? You have the power to change the course of our world.
In a recent article, I read that Millennials, your generation, think they can change the world; that was the top goal for most people in their twenties.
I agree you can change the world. In fact, I say you have to. I urge you to create a sustainable way of life, a world where no human is left behind, and to truly see the light inside every one of us.
We do not need a world or country, for that matter, where we all assimilate. We do not need to be a melting pot. We need to celebrate our differences and our strengths. Help each other feel comfortable enough to speak up and contribute, to face our fears and accept our power.
Now is the time to embrace peace and treat each other with honesty, respect and kindness. It is the time to create a world that praises all of us because for our cultural background, our religious beliefs, and our disabilities and helps us become the beings we are meant to be.
One of my favorite quotes says that the meaning of life is to find your gift and its purpose is to give it away.
So take the gifts you have developed here at Chico State and use them to solve the problems that really matter: Figure out how to distribute sustainable energy, water, education and health care to everyone on the planet.
Come up with innovative ways to help the planet deal with the 7 billion people living on it. Use your technology to connect people of different backgrounds and exchange ideas to solve these problems.
As you do this keep everyone in mind and see the world as others see it. Don't forget the Mayans in Guatemala, the Aborigines in Australia and all the other indigenous people still present today. Don't forget the men, women, and children still living in poverty. Let's be done with the idea that money and power are more important than being humans. Let's stop working for money and use it instead to help us create a lifestyle that is sustainable for everyone.
Let's connect and change the world. And let's demand this way of thinking from all, for there's no room for complacency if we are to meet the needs of tomorrow. I really believe we can do it; I believe you can do it.
Thank you and congratulations again. | <urn:uuid:e6bdbb8e-1ccf-428a-8981-f6b739ae82ae> | CC-MAIN-2022-21 | https://www.csuchico.edu/commencement/_assets/documents/2016_Sunday_Alumni_Speaker_Munoz.pdf | 2022-05-20T23:24:50+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00240.warc.gz | 835,969,423 | 998 | eng_Latn | eng_Latn | 0.998728 | eng_Latn | 0.99919 | [
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Agriculture and Natural Resources Publications
7-1988
Woody Plants Under Stress
Deborah B. Hill University of Kentucky, firstname.lastname@example.org
William M. Fountain University of Kentucky, email@example.com
Follow this and additional works at: https://uknowledge.uky.edu/anr_reports
Part of the Plant Sciences Commons
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Repository Citation
Hill, Deborah B. and Fountain, William M., "Woody Plants Under Stress" (1988). Agriculture and Natural Resources Publications. 36.
https://uknowledge.uky.edu/anr_reports/36
This Report is brought to you for free and open access by the Cooperative Extension Service at UKnowledge. It has been accepted for inclusion in Agriculture and Natural Resources Publications by an authorized administrator of UKnowledge. For more information, please contact firstname.lastname@example.org.
University of Kentucky
UKnowledge
Cooperative Extension Service
ID-71
WOODY PLANTS UNDER STRESS
ISSUED: 7-88
REVISED:
Deborah B. Hill and William M. Fountain
When people see their woody plants (shrubs and trees) decline, they often want a "magical" treatment to make them lush, green and healthy again. But no magic exists. This publication should help you understand some common causes of woody plant stress, how stress leads to decline and what measures, if any, can make the tree healthy again. Remember, however, that all trees and shrubs like every living organism, will eventually die.
What Causes Woody Plant Stress?
All living organisms exist in a world of stresses. Here we are emphasizing unusual stresses that negatively affect normal health and growth of woody plants in a home landscape. Because plant problems arise from physical, chemical, biological and climatic factors, this publication defines stress as visible effects on your woody plants of one or more of these factors. You may see abnormal color or color changes, unusually small leaves, fewer leaves than normal, or a variety of other symptoms. (See also Cooperative Extension Publication, ID-52, Environmental Stresses on Woody Ornamentals).
Plant Ecology and Physiology
First, let's review a woody plant's structure by looking at a tree. Each section of the tree performs unique functions but all are necessary for it to grow in a healthy manner.
Photosynthesis or food-production takes place in the crown. Foliage utilizes water and nutrients taken by roots and combines them with carbon dioxide from the air and energy from the sun to produce carbohydrates that fuel life processes of a tree. When something interferes with normal photosynthesis, the tree produces less food for ongoing life and less reserves for the future. The time of year when photosynthesis is disturbed determines whether this year's or next year's growth is affected. Early season problems tend to affect the current year's growth, while late season problems tend to affect the next year's reserves.
The trunk (or bole) physically supports the crown, conducts nutrients and water up from the roots to the crown and conducts food down from the crown to the roots. Protected by bark, it serves as the tree's vital circulatory system. Inner bark is where new woody material is formed each year and also is where the transport system is located.
The roots support the plant, absorb water and nutrients from the soil for photosynthesis and "breathe." Their location is important. Because 90% of a tree's small feeder roots are in the top 6 inches of soil, the root system often extends outward from the trunk much farther than the branches. Many people mistakenly think that roots end at the dripline (the farthest edge of the branches), but they usually extend much farther. Therefore, fertilizing and other cultural practices should start within the dripline and extend outward at least half again as far as the distance from trunk to dripline.
Note: Since roots do not observe property lines, you may need to water and fertilize your neighbor's property to help one of your stressed plants.
Physical Stresses
The Wrong Place
Consider a plant's native environment. Species of plants have adapted to specific conditions over millions of years. Take the dogwood: in its native habitat it grows under forest trees or near the forest edge, always in partial or full shade. Leaves and stems die when the tree grows in full sun, because of heat and the wind's drying effects. Such constant stress may also make the tree more susceptible to insect and disease attack.
Any time you place a plant into an environment where it is not native, you are removing it from conditions where it has thrived and are placing it in a stressful situation. In a new location it may be attacked by new insects or diseases or it may affect or be affected by other plants. Imported plants put in areas with soil types and/or climatic conditions similar to their native environment will probably have a better chance of surviving than ones not so well located. Follow these guidelines as you plant:
*Don't put plants into locations that they will outgrow. Be sure to ask how big your tree or shrub will be when mature before you buy it from a nursery. How far will its crown spread? How tall will it be? How big around will the trunk be? Because tree roots extend far beyond the spread of the crown, you should expect the root system to expand twice as far as the expected mature crown spread.
*Avoid physical barriers such as building foundations and paved roadways. They inhibit the root system's expansion and therefore shorten a tree's life span.
*Avoid planting large woody plants in shallow soils with solid bedrock underneath. Such soils will force the root system to stay abnormally close to the soil surface where it may be more prone to drought and may require more regular watering during dry periods. This situation also makes trees more prone to windthrow.
Soil Compaction
Good soil for plant growth must be loose enough to provide spaces for air and water. Compaction is compression of soil so that these spaces are reduced in size and number. Factors affecting soil looseness include:
*Foot traffic from people and/or animals (either livestock or pets);
*Vehicles;
*Paved driveways, sidewalks and roads, that limit the effective functioning of tree roots beneath them;
*Construction, that often compacts soil with heavy equipment;
Further construction problems include:
* Removing soil from the root zone, which causes exposure and root mortality;
* Adding soil to the root zone which causes overfilling and reduces the oxygen essential for root respiration (breathing). If fill is unavoidable, use tile drainage with a tree well. Consult a certified arborist or landscape contractor before beginning construction.
Pruning
Poor pruning practices, especially topping of trees, harm trees and shrubs. Aside from being unsightly, topping removes all normal leaf-bearing woody material and causes heartrot. Trees are weakened because they must take extra energy from their reserves to produce new foliage-bearing branches. Topping trees to avoid power lines simply aggravates the problem. Trees will form many fast-growing water sprouts that grow vertically and soon interfere again with the lines. Careful directional pruning, done by a trained arborist, encourages branches to grow primarily away from lines and can permanently solve the problem.
Not only is the method of pruning important but the time of year can also be critical to the plant's continued good health. Know what methods are appropriate for the woody plants you have. (For more detailed information see Cooperative Extension publications HO-59, Pruning Landscape Shrubs, and ID-55, Warning: Topping is Hazardous to Your Tree's Health.)
*Some deciduous trees are best pruned during the dormant season (winter, early spring).
*Certain flowering shrubs and trees should be pruned only after flowering.
*Pines, spruces, maples, elms, beech, birches and yellowwood may "bleed" excessively if pruned in late winter or spring.
*Many shrubs and trees benefit from shearing or trimming during the growing season, but usually not in early spring when buds first break.
Bark and wood on tree trunks are often inadvertently damaged by bicycles chained to trees, automobile collisions and carelessly operated lawn mowers or weed trimmers. Every nick on the bark provides a potential entry site for insects and disease organisms that are constantly present in the environment but normally excluded by the physical barrier of intact bark. Further, removal of bark not only interrupts circulatory activity at that point, but inhibits the tree's ability to make new woody material for that year. If the wound is not fatal (e.g. complete girdling of the tree) energy will go into its healing. Interruption of the two-way transport of carbohydrates, nutrients and water disrupts the ability of either crown or roots to perform effectively.
Chemical Stresses
Plants can also be seriously damaged by toxic materials in the atmosphere or soil. Air pollutants, such as sulfur and nitrous oxides from fossil fuel combustion (e.g. vehicles, power plants, industries) can cause localized problems such as "burn" on roadside plantings of trees or shrubs constantly exposed to vehicular exhaust. Ozone, another atmospheric factor that occurs naturally at low levels, damages leaf tissue at high concentrations. Studies indicate that acid deposition, whether as solid particles, fog, dew or other precipitation, does affect acidity of soil, but it is still unclear whether such acidification is enough to be harmful to roots or tree growth.
Salt applied to roads for snow or ice control can infiltrate soil around woody plant roots. Salt can change the soil pH and damage roots, in turn affecting leaves and branches dependent on those roots for water and nutrients. Spray that cars whip up off salted streets can float like fog for up to 100 yards, killing or damaging stems and buds on nearby dormant plants. Evergreens suffer even more severe damage from salt than broadleaved trees because they carry live foliage during winter months. Likewise, excessive application of fertilizer or injection of fertilizer into soil in localized spots can also kill roots they contact.
Biological Stresses
Some obvious problems for woody plants are insects and diseases. Such stresses often create holes in leaf tissue, obvious discoloration, or distortion of leaf shape in one form or another. Defoliating insects, such as gypsy moth, are capable of completely removing live foliage in spring and early summer. Often trees and shrubs can produce a second set of leaves after such defoliation, but repeated defoliations weaken plants considerably. Once weakened by such activity, trees and shrubs often become more susceptible to secondary invaders such as boring insects and canker fungi. (Several Cooperative Extension publications are available on insects and diseases of shrubs and trees. Contact your county Extension agents for details.)
Climatic Stresses
Weather patterns are never stable. Extremes in heat and cold or sudden temperature changes have occurred when, normally, a slow warming or cooling trend might have been expected. Also, long periods when the soil has been excessively dry have been followed immediately by periods when the soil has been saturated. These stresses have killed many established plants and badly damaged others. The interaction of wide swings in weather causes the greatest plant damage. For example, in 1983 Kentucky experienced the second worst drought of the century and many trees and shrubs were forced into dormancy during the growing season. Fall brought rains and unseasonably warm temperatures. Instead of beginning the normal process of hardening off for winter, many plants began putting on growth. When all-time record lows were experienced in December and January these plants were killed or severely damaged. For example, southern magnolia (at the northernmost edge of its natural range in Kentucky) was severely damaged, in most cases losing its evergreen foliage and dying. Many trees and shrubs continued to show symptoms of decline in years following the 1983 drought. Long term effects of severe climatic conditions are not unusual in woody plants.
Periods of saturating rains in spring when trees and shrubs are beginning their new shoot and leaf growth are particularly damaging. Water excludes oxygen from soil and can result in "suffocation" and death of the lower root system. This lower root system is necessary for uptake of water and nutrients during dry periods when feeder roots close to the soil surface may dry out and die. If drought damages feeder roots after saturating rains have damaged the deep root system, woody plants will suffer.
Too little water can be equally, if not more, damaging. Although you cannot remove excess water from the soil, you can water trees and shrubs during dry periods. One to 2 inches of water must enter the soil each week during spring, summer and early fall. If the 1-2 inches does not occur as natural precipitation, you must supplement it. A little sprinkle each day (for example, a tenth of an inch or less) will be more harmful than helpful and results in the formation of surface roots.
Spotting Symptoms
How can you tell your plants are declining from stress? Careful observation and common sense are the keys. Look for dead limbs, leaves that are off-color (pale green or yellowish in summer), leaves drying out or margins (edges) of leaves turning brown, premature leaf drop, premature fall coloration in late summer, holes in leaves or skeletonized leaves (no green part, just veins), very short areas of new twig growth, and the presence of insects and/or diseases.
You can be organized about your observations.
*Watch newly established woody plants carefully throughout the first two growing seasons.
*Take pictures of valuable trees and shrubs annually to help you detect changes from year to year.
*Ask for help from your county extension service. Submit samples (including branches, twigs and several leaves) through your county extension office when the problem first occurs.
*If necessary, your county agent may consult the Plant Disease Diagnostic Lab or one of the Extension specialists in Horticulture or Forestry at the University of Kentucky. Careful and frequent observation is important because once the problem is easily visible, it has already become serious, if not irreversible.
Treatment
What can you do once you know that a plant is suffering from severe stress? The following list includes some very practical steps. If you do not yet have serious problems, these suggestions may be preventive medicine.
Avoid Drought Stress
If your plants have suffered from drought stress, make sure they do not suffer that stress again. Landscape plants should receive at least the equivalent of 1 ½ inch of rainfall per week during the growing season. If there are dry spells, water with hose or sprinkler until enough water has collected in a pan. If this level of watering causes runoff, three shorter periods of 1/2 inch of water each time during the day may be necessary. When watering, remember that tree roots extend well beyond the dripline. Use a soaker hose or some other slow-release method of watering, and move it around the tree area during the soaking period.
Mulching 2 or 3 inches deep with some organic material (compost, sawdust, woodchips, etc.) around newly planted shrubs and trees will help retain moisture for roots and provide protection to the trunk from lawn equipment.
Prune
Get the advice or services of a trained certified arborist or qualified landscape contractor for corrective pruning on your tree. You should remove dead limbs from the affected tree because of potential liability from falling branches, and selectively remove other limbs to improve the plant's form or health. Removing some live material will reduce the demand on the root system and allow the whole tree to renew itself. Never top the tree or remove more than a quarter of the live crown.
Fertilization
When deciduous plants go into dormancy in the fall, apply fertilizer to improve their vigor the following growing season. If you already fertilize your lawn around trees, additional fertilization should not be necessary. Otherwise, you can apply (at normal lawn application rates) ammonium nitrate or a complete fertilizer (e.g. 10-10-10) divided into equal parts two or three times during fall or winter (November to January). The ground should not be frozen and it should be free of snow cover when applying fertilizer. Most woody plants will show better summer and fall color, fuller growth and greater hardiness following this treatment. Fertilization can be repeated annually or biennially for as long as rapid growth is desired or the stress continues.
Some plants may be too old or severely damaged to show positive results from the addition of fertilizer. Nitrogen added to trees under severe stress may actually increase the rate of decline. These severely stressed plants may put on more top growth than the root system is able to support resulting in depletion of stored carbohydrates. However, these severely stressed plants may recover on their own if watered and protected from other injurious factors. Making a decision is a judgment call in which you should consult a certified arborist or other green industry professional who has had extensive experience in saving declining trees.
Conclusion
Good management of your valuable woody plants may involve both "preventive" and "curative"
medicine. Tips to remember for maintaining healthy plants in your home or farm landscape include:
*Plant species that are adapted to Kentucky's climate and plant them in situations that mimic their natural environment.
*Monitor woody plants during the growing season for signs of abnormal growth or general poor health, as well as for signs of harmful insects or diseases.
*Be very careful with equipment such as mowers and weed trimmers so that you do not damage tree bark.
*Keep trees and shrubs adequately watered during dry periods.
*Fertilize lightly during late fall or early winter to improve growth for the following year.
*If you are unsure how to prune trees and shrubs correctly, have a trained arborist or landscape contractor do corrective pruning of dead or dying limbs. | <urn:uuid:bc0860d8-6157-4cdd-bfe0-88bcec7ecc76> | CC-MAIN-2022-21 | https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1039&context=anr_reports | 2022-05-21T00:35:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00244.warc.gz | 655,093,098 | 3,664 | eng_Latn | eng_Latn | 0.987114 | eng_Latn | 0.997996 | [
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River Otter
The North American river otter (Lutra canadensis) ranges over most of North America north of Mexico. The river (or land) otter is found throughout Alaska with the exception of the Aleutian Islands, the offshore islands of the Bering Sea, and the area adjacent to the arctic coast east of Point Lay.
River otters, or other otter species, inhabit most of the rest of the world. All are amphibious members of the family Mustelidae along with mink and sea otter. Animals in this family produce a strong, sometimes disagreeable scent, which is discharged from a pair of anal glands.
General description: The North American river otter is a thickset mammal with short legs, a neck no smaller than its head, inconspicuous ears, and a muscular body that is broadest at the hips. Its tail is powerful and a little more than a third as long as its head and body. Only the hind feet are webbed. Adults weigh 15 to 35 pounds (6.8-15 kg) and are 40 to 60 inches (102-152 cm) in length. On the average, females are about 25 percent smaller than males.
When prime, river otter fur appears black-brown, with the belly slightly lighter in color than its back. The chin and throat are grayish. Otter fur consists of a very dense undercoat overlaid with longer guard hairs, which are usually removed by furriers.
River otters appear to have well-developed senses of smell and hearing. Their vision is not especially good but may be better underwater than above. Several sets strong whiskers are used by the animal in hunting and avoiding obstructions.
of
Life history: River otters in Alaska breed in spring, usually in May. Mating can take place in or out of the water. One to six pups (usually two or three) are born the next year any time from late January to June following a gestation period of 9 to 13 months. Delayed implantation (a period of arrested embryonic growth) accounts for this variation in the length of gestation.
The pups are born toothless and blind in a den that is usually a subterranean burrow. Their eyes open 7 weeks later. When about 2 months old, they begin to leave the den and shortly thereafter start to swim and eat solid food. They are taught to swim by the female who must coax or drag them into the water. Pups are weaned when about 5 months old. They will stay with their mother until shortly before her next litter is born.
River otters are sexually mature when 2 years old. A female will then mate with the male of her choice and produce one litter each year. Otters can live and breed for more than 20 years.
Behavior: Otters are graceful swimmers and propel themselves in the water by paddling or vertically flexing their hindquarters and thick tails. They can swim at about 6 miles per hour and can go faster for short distances by "porpoising" along the surface. River otters dive to depths of at least 60 feet (18 m) and can stay submerged for more than 4 minutes. They can run as fast as a man and on hard snow or ice reach speeds of more than 15 miles per hour (24 km/hr) by alternately running and sliding.
About half of a river otter's time is spent sleeping. Both young and adults are fond of play. They manipulate rocks or sticks, play tag and hide-and-seek, dunk each other, wrestle, and slide on mud or snow.
Signs of river otter activity are seen more often than the animals themselves. They travel several miles overland between bodies of water and develop well-defined trails that are used year after year. They may flatten and dig up the vegetation or snow over an area of several square yards. Scats, twisted tufts of grass, and small piles of dirt and vegetation are commonly found in such areas. Urine and scent deposited on these piles serve as "scent posts" that are used for communication and territorial marking.
During the winter, otters dig elaborate tunnels and feeding dens within the snow over a frozen lake or bay where fluctuations in water levels leave cracks for them come and go.
to
Food habits: River otters in Alaska hunt on land and in fresh and salt water. They eat snails, mussels, clams, sea urchins, insects, crabs, shrimp, octopi, frogs, variety of fish, and occasionally birds, mammals, and vegetable matter. Aquatic organisms no bigger than a man's finger are usually eaten at the surface of the water; larger food is taken ashore.
a
If a fish or other animal is too big to be eaten at one meal, the remains are abandoned and become available to other flesh-eating mammals and birds. Scraps out of the water may be a significant source of food available to some scavengers when snow and ice are present.
left her
Social habits: River otters are often found in groups. A family unit is made up of a female and her pups, with or without an adult male. The family usually travels over an area of only a few square miles. The female appears to dominate the rest and may drive other animals away from a small area around the den where pups are living.
Other groups may consist of an adult male and female, a litter of pups that remain together after the family separates, or a group of bachelor males. Male groups usually consist of fewer than 10 individuals. Larger numbers that are occasionally seen together may represent a temporary association of neighboring groups. The groups have no apparent leader. Otters travel together and operate as a social unit but do not cooperate in hunting or share what is caught. They travel over a wide area, and apparently there are no exclusive territories. Fighting among otters is extremely rare, although they are wary of strange individuals.
Vocalizations: River otters produce a variety of noises. They growl, caterwaul, and whine. When alarmed, individuals emit an explosive "hah!" When two or more are together, they often produce a mumbling noise that seems to be a form of conversation. A good imitation of this is made by closing the lips and rapidly uttering "hm" several times in a deep voice. A bird-like chirp apparently expresses anxiety and is most often heard when members of a group become separated.
Human uses: River otters have no significant predators except man. They are occasionally killed unintentionally when they become entangled in fish nets or trapped in crab pots. For the last 10 years, between about 1,200 and 2,400 otters have been harvested annually in Alaska for their pelts. They are usually taken in steep traps. Natives in Prince William Sound once hunted otters with the aid of dogs of a nondescript type that were small enough to enter an otter den. The dogs could usually drive out the otter without a fight.
Text: J.D.
Solf and
Howard
Arthur
Sue
Illustration:
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Understanding the
Impact of Covid-19
How to use:
Open this document in PowerPoint (not Teams preview).
Navigate in slide show mode then click on the menu above.
How might people behave as restrictions ease? What will people be looking for as they return to activities? April 2021
Key insight
The vaccine rollout is having a progressively positive impact on attitudes towards taking part in physical activity
Some people will return straight away, and others will take longer – especially to indoor settings
For some people, a sense of reduced fitness is impacting motivation
The onset of spring brings a sense of optimism and renewed motivation
Outdoor settings will continue to be important to support physical activity
People may prioritise flexible memberships, trials and one-off payments
Why this is important
Summary Insight Resources Intention
Why this is important
This matters because research shows being active has huge benefits for our physical and mental health.
It has huge value to the nation's economy – directly through productivity and by supporting the health of the population.
Those who are active are happier, and being active equips us with essential life skills and also connects and strengthens communities.
Reduction in activity levels
* Coronavirus has caused a drop in the activity levels of both adults and children.
People are keen to be active, with 58% 1 saying they would like to do more physical activity once Covid-19 restrictions are removed. However, since the outbreak:
* This is owing to restrictions in what has been permitted (opportunity) and also a drop in people's motivation and sense of capability to be active.
2021 lockdown has been tough for many people
* The cumulative impact of multiple changes has reduced people's headspace, mental bandwidth and motivation to make the choice to be active.
* Research indicates that the 2021 lockdown has been extremely tough for people, because opportunities to be active have been restricted, and the timing of the lockdown coincided with colder, darker months.
No guarantee that people will return
* Affordability may be a challenge, with people continuing to be financially impacted longer-term.
* Even when society opens up and activities are offered / become available there is no guarantee that people will return.
* Changes to working patterns, caring responsibilities, personal management of risk, worries about contracting / spreading the virus or anxieties about social mixing could continue to impact behaviour.
Resources Intention
How are people currently feeling?
People are switching into a 'planning mindset' as restrictions ease with almost half (46% 2 ) of people agreeing that the plan to relax lockdown restrictions has got the balance about right.
Whilst autumn and winter took their toll on mood and motivation, the vaccine roll out and easing of restrictions is creating a growing sense of cautious optimism.
Many people are looking forward to seeing family and friends again as well as re-connecting with themselves in simple ways. People say they are most looking forward to going to a restaurant, getting a haircut and going shopping 3 .
Some people are cautious about returning to organised physical activity as soon as the rules allow (particularly indoor settings).
Activity is high on the list of importance and overall, people are showing a growing appetite to do more physical activity and exercise.
There is a hope that the easing of restrictions, coupled with improving weather conditions, will support people to be able to increase activity levels over time.
I am confident that our gym will do their utmost to make it feel as safe as possible.
I'm obviously quietly conscious about my own personal space, as well as the space of those around me, and so think that whilst that continues to be adhered to, I'll be happy to return to reduced number classes.
- Male, 35 - 54
Spring feels like a new chapter
The availability of more social opportunities outdoors as a result of easing restrictions, could play a key role in helping people to maintain and initiate physical activity habits.
Seven in 10 adults* 5 say that they have used exercise to manage their mental health during the pandemic highlighting its important link to wellbeing, and the opportunity afforded by the arrival of better weather and relaxation of restrictions.
Finer weather and longer, lighter days are motivation for people to get moving.
The onset of spring and the easing of restrictions provides an opportunity for extrinsic motivations to also play a role in supporting people's physical activity habits. Examples include:
The turn of the season is prompting a new-found motivation for people to be active. The appetite to undertake more activity has grown significantly since summer 2020, with approaching three quarters of adults (excluding those who aren't sure) saying they would like to be doing more physical activity 4 .
Barriers such as colder weather, not being able to see loved ones and not doing their 'usual' activities during the winter period meant that people had to rely heavily on intrinsic motivation - i.e. their own willingness, emotional connection or personal goals to maintain physical activity habits and routines.
* Excluding those who responded 'don't know'
* Enjoying springtime sights, sounds and smells
* Warmer weather and lighter evenings
* Opportunities to meet up with friends and family
Whilst many people are still cautious, the vaccine programme is prompting a general sense that things are starting to improve.
* Making plans for holidays or trips away
Just went for a stretch in the garden – it's chilly but lovely signs of spring with the daffodils and birdsong. Life in lockdown has really made me appreciate little things like this – the little things nature gives us every day.
- Female, 35 - 54
Impact of the vaccine
The rollout of the vaccine is steadily having a positive impact on people's attitudes towards taking part in physical activity. It is not, however, viewed as a silver bullet.
The number of adults agreeing that they feel less worried about doing sport and physical activity now the vaccine is being distributed, increased between January and March. Most recently, over half of adults agreed that they felt less worried (51% in March 2021 compared to 40% in January 2021 7 ).
Positively, two fifths (41%) 6 of adults agree that the rollout of the vaccine will make them more likely to participate in sport and physical activity.
People aged 16 – 34, those in higher socioeconomic groups and people who have children are amongst the most likely to agree the vaccine roll out has made them feel less worried.
Noticeably, some of the groups who have been most worried and/or anxious throughout the pandemic are expressing a greater degree of caution.
People from Asian, Chinese and Mixed backgrounds are more likely to agree that they worry about leaving their homes to be active. As such, people within these groups might continue to be cautious about the activities they participate in.
People aged 55+ and those with longstanding illness and/or conditions (in particular physical conditions) are significantly less likely to agree that the vaccine rollout has made them feel less worried.
The vaccine rollout is really boosting my confidence but I will still need to wait and see how I feel in the Summer.
Reduced fitness is impacting motivation
Fewer opportunities to be active, coupled with more time spent indoors during the winter, has led to many people feeling as if their fitness has reduced and, as such, has driven down motivation to maintain physical activity habits.
Negative cycle
Lower motivation
The very cold weather we had in winter stopped me doing all outside exercise. I tried to continue exercise classes indoors but wasn't really enjoyable and I lost all motivation to do this.
- Male, 35 – 54
Really looking forward to the gyms opening as I am planning on going there four times a week…I think for a lot of people including myself, motivation is low.
- Female, 35 - 54
Presently, the biggest reported challenge to being physically active is feeling 'too tired or lacking energy'. In addition to this 'I'm not fit enough', also features amongst the top four challenges 8 .
This is particularly affecting young and middle-aged women and those who care for others, including children and vulnerable family members.
People tell us they've drifted into less healthy patterns of behaviour, such as being more sedentary and snacking, which understandably makes their starting point feel harder.
Gradually build fitness levels up
Restrictions easing and greater opportunities to be active along with better weather will help to increase motivation.
Simply promoting the idea that 'physical health is good for mental health' in isolation could be ineffective.
People told us that they felt optimistic that the next few months would provide them with the chance to make small changes to their daily lives and build their fitness levels back up.
For those who are already aware of the benefits, this message may act as a further barrier by provoking feelings of guilt.
In order to break negative cycles, support should place an emphasis on:
* Acknowledging and sharing struggles with others
* Self-compassion
* Building confidence and fitness up gradually
When restrictions lift in April and May I will again have a purpose in walking into town to the shops, and things like craft fairs will start up again, so I will hopefully get back to the physical activity levels I would usually be at.
- Female, 55+
Our walking football sessions resume in a couple of weeks too, but we've already spoken about that and we're going to ease our way back in with light training sessions.
- Male, 55+
The importance of being active is well understood
A barrier to being more active is not lack of understanding of its importance - this is well understood.
Some people feel guilty about their lack of motivation; they need to feel as if they are not alone, that it is normal / ok to feel like this in order to feel less alone, and empowered to make positive changes.
Feeling lethargic, low energy or down in the dumps
Getting outside or
short indoor activity
to cope
Having a lazy day or not meeting their expectations of themselves
Breaking the cycle:
Compassionate messaging that does not talk about the benefits of physical activity in isolation.
Normalise the ‘slow’ days by sharing these along with the ‘wins’; prioritising small and easy lifestyle changes
Using physical activity as a means to cope while building strength, leading to greater motivation and self-confidence
Feeling guilty, disempowered, leading to low confidence & struggling to maintain habits
Research continues to highlight the need to tackle emotional barriers which have been exacerbated by the pandemic.
Flexible memberships, trials and one-off payments
There is a tendency to want to avoid financially committing to memberships, with many prioritising flexibility, new trials and oneoff payments and services, or finding free resources online.
Drivers for paying for subscriptions and memberships
The main viewpoint expressed is the need for paid services to be low cost and flexible.
People aged 16 to 24, women, low paid workers, disabled people and people from Black, Pakistani, Bangladeshi and Mixed backgrounds are more likely to have been affected financially as a result of the coronavirus outbreak 9 .
There are a variety of perceptions linked to affordability. For many, Covid-19 restrictions have disproportionality affected household incomes, straining finances.
Others have told us that they have saved money during the pandemic, meaning that it is not necessarily cost which is always the main barrier; rather, people tend to be unwilling to sign into long-term contracts.
Key drivers to encourage the return to paid memberships, are either the equipment; social and community benefits; and the access to expert instructors and coaches.
Free trial and cost offers
Pay as you
go options
Short-term contract options
Ensuring it is
easy to
cancel
Access to equipment
Access to a social network
Access to expertise
How might people behave as sport and physical activity reopens?
Nearly two fifths (39%) 10 of adults say they have found new ways to be active since the start of the pandemic. An 11
overwhelming majority (84%) intend to continue with these activities as restrictions ease. It's expected that the initial phase of easing restrictions will follow a similar pattern to summer 2020:
Some people will return to the gym, leisure centres and organised sport straight away; others will take their time
Outdoor activity will remain increasingly important – especially to those groups who are more worried and anxious
The ability to do more socially will allow people to lead more active lives
Some people will continue with their lockdown routines because of safety concerns or changes in preference
Intention to return
At least two thirds of adults who took part in activity before the pandemic intend to return to it. Of those who do intend to take part in activities, at least two thirds say they will delay their return 12 .
People who took part in swimming and indoor gym/fitness classes are indicating the highest intention to return.
50% 45% A similar picture is emerging for volunteers, with around seven in ten adults who volunteered before the pandemic saying that they intend to do so again. However, two out of three who intend to resume say they are not planning on doing so immediately as restrictions ease 13 .
59% 53% 52% Some people have expressed that they feel hesitant and struggle to imagine using sports or exercise facilities straight away, even with a vaccine, and as such will continue to avoid crowded or enclosed spaces for a while.
Numerous people expressed the fact that, by generally having more freedom, they will naturally weave more movement into their everyday lives – for instance, travelling to work or school, visiting new places and going to the shops in their local area.
People aged 55 and over have tended to give examples of where they will try to build more activity into their daily routines, such as climbing the stairs, doing housework and gardening.
22%
How might people behave as sport and physical activity reopens
As restrictions ease initially it's expected that people will generally feel more comfortable being outdoors than indoors. Our data indicates that, of those who use indoor leisure facilities, there will be differences between how soon people will return. Broadly it is expected that people will fall into the following camps:
Eager to return
Outdoor activity will become increasingly important – Not straight away
Cautious returners
Most worried and anxious are worried and anxious to return
especially to those groups who
Most likely to return straight away
Ready and eager to return to activities as soon as they are available.
Least likely to return straight away
The rate of cases is a key focus. Many of this group have been vaccinated but are cynical about whether this is enough to prevent the virus.
This group is very cautious, even about the prospect of groups mingling in outdoor public spaces.
Have doubts about using indoor facilities linked to contributing to further waves, but are likely to trade this off for their wellbeing
Intend to return first
There's likely to be a great degree of variation in likelihood to return indoor facilities but there is a group waiting in the wings to use facilities as they open, especially gyms and classes.
Sport and physical activity being extremely important for physical and mental health will be a key driver for those people who return to activities as soon as they are permitted.
Eager to return
It's expected that this group will largely comprise of men and women who are aged between 16 and 34 years, in higher socioeconomic groups.
Lack of available booking slots and flexibility of sessions could present as barriers to this group being active.
This group trust activity providers and had good experiences when facilities reopened in 2020. They have a lower perception of risk compared to other groups and whilst the vaccine rollout provides some additional reassurance it is not a major factor in their willingness to return.
What will help them to return?
Easy to use booking systems and maintenance of Covid-secure measures.
I consider this safe and feel the right precautions are placed and carried out through hand gel, tissues to clean equipment and sprays to ensure cleanliness around the gym.
I am not refraining from physical activity and feel it is beneficial in terms of health overall especially with the current climate.
- Male, 18 - 34
Intend to return
Cautious returners
Mentally, for this group the decision to return is based less upon their individual safety and more around a moral dilemma. Hesitancy stems from feeling unsure whether their attendance will contribute towards another spike in Covid-19 cases.
Most likely to include parents and men and women aged 1834 in higher socioeconomic groups, this group have their doubts about using indoor facilities but can probably be convinced to return if they feel the level of risk is low.
They will consider the trade-offs with the benefits to their wellbeing likely to trump the perceived risk.
Based upon past experiences they tend to trust facilities to maintain good hygiene and Covid-secure procedures.
What will help them to return?
Evidence of low virus transmission rates in facilities and active promotion of steps being taken to minimise risk.
At this moment, I am rather pessimistic. I do think with the vaccine rollout I would feel a little better, but I would have to make a decision once I judge the transmission numbers.
- Female, 18 – 34, parent
May return but not straight away
Not straight away
This group are missing their pre-pandemic activities and routines and many are aware that they are less active than usual owing to a loss of opportunities to be active as a result of restrictions.
The rate of cases is a key focus for this group, many of whom have been vaccinated.
Whilst the vaccine rollout provides some reassurance, they want to see lower rates of cases for a sustained period of time before they return.
On account of the barriers in existence, this group may take longer, contemplating their return before taking action. As such, multiple touchpoints and messages are likely to be required to build reassurance before they return.
In addition to this, there is some scepticism about exercising indoors from this group centred around ventilated spaces.
What will help them to return?
Outdoor offers from providers, low case rates of Covid-19 and reassurance through ongoing promotion of Covid-secure procedures.
I am refraining from doing this due to concerns about contracting the virus. I am not sure this is safe at the moment especially when I think about how quickly the virus spread late last year once we were allowed to mix freely.
- Female, 18 – 34
Not returning any time soon
Most worried and anxious
People in this group have been amongst the most worried and anxious throughout the pandemic. They're against the prospect of mingling indoors or in crowded spaces outdoors owing to a moral responsibility they feel for others.
Men and women aged 55+ and people with long-term health conditions are most likely to be among the groups of people who do not intend to return in the near future.
As they have been following the rules closely, this group are really missing socialising with others.
Feeling in control of their personal space will be important as restrictions ease, as they are more likely to be scared of crowded or closed indoor spaces.
What will help them to return?
* Ability to participate in outdoor activities with lots of social distancing.
* Reassurances around the vaccine and how it contributes to lower risk.
* Timely communication to keep them connected and sustained digital offers.
Thinking about gathering indoors I am scared, due to the enclosed areas, close contact and not wearing face coverings. Outdoors is a lot better with fresh air and wide spaces
- Female, 55+
Delay in the return of some people to indoor settings such as gyms and leisure centres may create a sense of "in-group out-groupness". People could feel left behind and even less like they belong.
What will help people to return?
For those who intend to take part in activities, most would welcome a combination of Covid-secure measures and knowing that they and others have been vaccinated.
Showcase your Covid-19 safety measures 1
4
Provide flexible membership offers
2 Emphasise enjoyment and help people ease back in gradually
3 Mental and physical health matters – but show the benefits, small victories and avoid telling
5 Make booking sessions easy & as hassle free as possible
Reopening Summary
Step 1a - 8 March
Face to face learning for children and young people.
Step 2 – 12 April
Wrap around childcare and supervised activities are permitted.
Step 1b – 29 March
Outdoor gatherings for 6 x people or 2 x households.
Outdoor sports facilities open and formally organised sport permitted outdoors
Indoor leisure facilities open for use with people within their own household.
Non-essential retail, personal care, libraries etc open.
Most outdoor open.
attractions e.g. zoos
Hospitality venues can serve outdoors.
Self-contained accommodation reopens.
Step 3 – date TBC
Most restrictions on meeting others outdoors will be lifted, however gatherings of 30+ will remain illegal. Indoors, the rule of six or two households will apply (the government will keep under review if it's safe to increase this).
Indoor hospitality will re-open.
Larger sporting events allowed indoors and outdoors – with caps on spectator numbers.
Step 4 – date TBC
Most legal limits are lifted
Tools and resources
Return to Play
Latest Government Guidance
Covid-19 physical activity tracker and dashboard
Active Lives Adult May 19/20
Sources
[1] [6] [7] [8] Physical Attitudes and Behaviours Survey, Savanta ComRes, Waves 14, 15 and 16. Wave 14 carried out over 27.11.2020 – 30.11.2020, wave 15 carried out over 15.01.2021 - 18.01.2021 and wave 16 carried out over 26.02.201 - 01.03.2021. c. 2000 16+ adults.
[2] YouGov. Snap Poll: English people tend to back pace of lockdown lifting. Fieldwork 22.02.2021. Published 22.02.2021.
[3] YouGov. What are people looking forward to most as lockdown in England relaxes? Fieldwork 07.04.2021 – 08.04.2021. Published 12.04.2021. 1,705 GB adults.
[4] [5] [10] [11] [12] [13] Join the Movement Campaign Evaluation: Lot 1 Wave 2 & Lot 2 Wave 3. Online Survey: 2,503 adults (16+) interviewed between 26.02.2021 – 05.03.2021. Community carried out over 08.03.2021 - 12.03.2021. 63 participants.
[9] Coronavirus: Impact on the labour market. Briefing paper number 8898, 25.03.2021. House of Commons Library. 25.03.2021.
Summary
Intention Resources
Current restrictions
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PLAN DE ESTUDIOS/SYLLABUS 2020-2021
SECUNDARIA/ SECONDARY SCHOOL
9no GRADO
GEOMETRY
9 A - Mrs. Ana María Perla - email@example.com
9 B – Mr. David Argueta -firstname.lastname@example.org
LIFE AHEAD METHODOLOGY
The School is following life´s ahead methodology in the classroom.
1. The teacher explains and the students pay attention.
2. The students work independently to see if they have understood the topic.
3. The students work in groups to solve doubts and help other students.
4. The students have feedback of the work they did.
COURSE DESCRIPTION
Geometry is a course that opens the vision to the world and the Universe.
Learning about patterns, triangles, polygons, area, perimeter, surface area of 3D figures and volume of solids. It is a course where the students face the shapes in everything around them. Almost at the end of the year the students will learn about trigonometric ratios to find the length of an apothem to find the area of any polygon.
OBJECTIVES
Identify the different shapes that we see in our environment. To learn how to find the perimeter and area of flat shapes and their applications. To identify the 3D figures, their surface area and volume. To realize that if we understand geometry, we can understand our world and apply it to our daily lives.
CONTENT
Patterns.
- Building blocks of Geometry (points, lines, planes.)
- Angle relationships. Adjacent, complementary, supplementary, and
- Angles between parallel lines. Slopes, equations of lines.
- Coordinate Plane. Distance between two points and midpoint of a segment.
- Triangles: Congruence, Especial segments, area and perimeter. Trigonometric ratios. Especial triangles.
- Circle: Area and circumference
- Quadrilaterals: Properties, diagonals, sides, area and perimeter
- Polygons. Properties, angles inside a polygon, area and perimeter.
- Solids: Surface area and Volume.
SKILL STRANDS
The students need:
- To use order of operations from their algebra I.
- To solve linear equations, Pythagorean Theorem and simultaneous equations for application problems.
TEXT BOOK
- Geometry Mc Dougal Littell.
- Reference Book: Geometry Pearson Prentice Hall.
EXPECTATIONS
The student must:
- Be able to work during class time.
- Be able to respect the teacher and classmates.
- Be able to take notes during class time following special format
- Be able to catch up all the work done in class when absent.
- Be able to remain quite when the teacher is explaining.
- Be able to wait for his/ her turn to ask and answer question.
- At the end of the year the student must
- Be able to Identify triangles and find the area and perimeter.
- Be able to work with angles and identify angle´s relationship.
- Be able to identify quadrilaterals , angles inside them , area and perimeter.
- Be able to identify and work with any polygon, finding its area and perimeter.
- Be able to find area and perimeter of composite functions.
- Be able to find the surface area , and volume of 3D figures.
ASSESSMENT
60% Tests and Quizzes.
40% Homework and Quizzes
50 % Midterm.
50% Final.
Midterm and Final Exam are the fifth period.
WEEKLY FOLDER
Every week each student is taking home a folder with quizzes and tests done in one or two week's ´s period.
CITAS
Si necesita consultar o expresar alguna inquietud sobre el desarrollo o evaluación de la materia, puede solicitar una entrevista con el (la) docente en recepción al 2316-7800 o enviar correo electrónico a email@example.com
INFORMACIÓN
Para mayor información lo invitamos a visitarnos en:
www.colegiomaya.edu.sv /colegiomayadeelsalvador
colegio.maya
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St Anthony's VC Academy
RE Policy
Live, Learn, Serve
September 2021
Policy reviewed and updated: September 2021
Policy due to be reviewed: September 2024
Page 1
Page 2
Page 2
Rationale of Religious Education:
* We believe Religious Education to be 'the core of the core curriculum.'
* We believe Religious Education is central to the educative mission of the Church.
* Aware that evangelisation and catechesis are happening in our school for some pupils, we are clear that the specific contribution Religious Education makes to the Catholic Life of the school is primarily educational and will be planned, taught, assessed and monitored with the same rigour as other curriculum subjects.
* We understand Religious Education to be the systematic study of the teaching of the Church and the mystery of Christ.
'At the heart of Catholic education lies the Christian vision of the human person. This vision is expressed and explored in religious education. Therefore religious education is never simply one subject among many, but the foundation of the entire educational process. The beliefs and values studied in Catholic religious education inspire and draw together every aspect of the life of a Catholic school…..
All pupils have the right to receive an overall education which will enable them, in the light of the faith of the Church, to engage with the deepest questions of life and find reasons for the hope which is within them. Religious
Education is, then, the core subject in a Catholic school.' (Statement on Religious Education in Catholic Schools – Bishops' Conference 2000)
'Religious Education…is a rigorous academic discipline, and as such it is to be taught, developed and resourced with the same commitment as any other subject.' (Curriculum Directory. p10)
' The outcome of Religious Education is religiously literate young people who have the knowledge, understanding and skills – appropriate to their age and capacity – to think spiritually, ethically and theologically, who are aware of the demands of religious commitment in everyday life.' (Curriculum Directory p10)
1 Religious Education in Catholic Schools, Bishops' Conference of England and Wales, 2000, para. 7
The Aims of Religious Education as stated in the Curriculum Directory are:
- To present engagingly a comprehensive content which is the basis of knowledge and understanding of the Catholic faith;
- To enable pupils continually to deepen their religious and theological understanding and be able to communicate this effectively;
- To present an authentic vision of the Church's moral and social teaching so that pupils can make a critique of the underlying trends in contemporary culture and society;
- To raise pupils' awareness of the faith and traditions of other religious communities in order to respect and understand them;
- To develop the critical faculties of pupils so that they can relate their Catholic faith to daily life;
- To stimulate pupils' imagination and provoke a desire for personal meaning as revealed in the truth of the Catholic faith;
- To enable pupils to relate the knowledge gained through Religious Education to their understanding of other subjects in the curriculum;
To bring clarity to the relationship between faith and life, and between faith and culture.⁵
Religious Education in the Classroom and Curriculum Time Allocation:
Since the total curriculum in our school is based on the values of the Gospel and because we see all education as revealing the mystery of God, we recognise two aspects of Religious Education in the school:
- (a) Implicit, or unstructured Religious Education – those opportunities which arise in the course of a school day to lead pupils through curriculum content or through relationships to a religious understanding of their implications. It is the policy of this school to use such opportunities as they arise.
- (b) Explicit, or Curriculum Religious Education – those time tabled or planned periods of time given to an explicit consideration of Religious Education in the classroom. It is the policy of this school to allocate 10 % of curriculum time to Religious Education. This does not include Collective Worship.
For much of the school day the classroom is the children's world and it stresses the fact that God is a vital part of that world the classroom should have reminders of the presence of God and those close to him. Each class should have a clearly defined permanent and prominent area of religious focus. Its form will depend on the space and object/pictures, drapes in the current liturgical colours, flowers, leaves etc., bibles and other religious books.
Programme of Study:
To fulfil the above aims and to address the four areas of study outlined in the Curriculum Directory – Revelation, Church, Celebration and Life in Christ - the 'Come and See' programme is used as recommended by the Diocese.
Process
We teach Religious Education through the process of Explore, Reveal, Respond. This follows the pattern of: the human search for meaning, God's initiative in Revelation and the response in faith. This pattern is outlined both in the Catechism of the Catholic Church and in the Curriculum Directory. As the Directory states: 'Teaching in Religious Education … should help people be attentive to the meaning of their experiences, illumined by the light of the Gospel, so that they may respond to God more fully. Experience can also make the Christian message more intelligible.'⁶
2 ibid, para. 4
3 Religious Education Curriculum Directory, Department of Catholic Education and Formation, Bishops' Conference of England and Wales, 2012, p.3 3
4 Religious Education Curriculum Directory, Department of Catholic Education and Formation, Bishops' Conference of England and Wales, 2012, p.10 5 Ibid p.6 4
Methodology
A variety of teaching and learning strategies will be used from across the curriculum adapted appropriately to the needs and learning styles of pupils.
Inclusion
All pupils in our school, irrespective of ability, faith and background will have appropriate differentiated access to the Religious Education programme.
Other Religions
Two other religions are taught from EYFS to Year 6 following the programme of study in 'Come and See'. These are Judaism, which is taught in the Autumn and Islam which is taught either in the Spring or Summer. One week's teaching and learning time per year is given to each.
Assessment, Monitoring, Recording and Reporting
* Assessment of standards is carried out according to Diocesan guidelines and using the Age Related Expectations. This has been adapted to be year group specific by the St Cuthbert's MAT.
* Each teacher keeps a class record of pupils' progress.
* An in - house moderation meeting is held every term.
* Summative assessments are submitted by class teachers at the end of each term.
The 'Come and See' Religious Education Programme
The Come and See programme asks that three topic are taught each term. Every year follows the same overarching themes but the topic names are unique to each year group.
| Autumn Term | Domestic church Baptism and Confirmation Advent and Christmas |
|---|---|
| Spring Term | Local Church Eucharist Lent/Easter |
It also involves the study of a number of other world faiths, Judaism, Islam, Hinduism, Sikhism (of which we study Judaism and Islam).
Page 5
6 Religious Education Curriculum Directory, Department of Catholic Education and Formation, Bishops' Conference of England and Wales, 2012, p.7 5
Staff Development
Staff are encouraged to use the Come and See programme but to also adapt the curriculum to the needs of the children, with a particular emphasis on a creative and engaging approach. New staff are supported by the RE coordinator and their phase leader, as seen in our induction support sheet. As a core subject, RE is a standard item at staff meetings and this ensures that the subject is seen as 'high profile'.
Staff also participate in 'Catholic Foundation Stones' termly to support their spiritual development and deepen their understanding of the Catholic Faith (provided by the Trust Chaplaincy Team).
Management of The Subject.
David Barwick, the RE coordinator has responsibility for leading, managing and supporting the delivery of and training in Religious Education. The RE Co-ordinator works closely with the Executive Head, Head of School and School chaplain as part of the school's RE team.
Policy Review.
This policy will be monitored, evaluated and reviewed by the RE team including the Chaplaincy Coordinator and the Trust Directors and will be reviewed in three years (2024).
September 2021
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Building Character and Resilience
| Approved by: | Governing Body |
|---|---|
| Last reviewed on: | |
| Next review due by: | |
Our Philosophy
Character and resilience are defined by many features including:
* Caring about other people
* Responsibility
* Honesty
* Being good citizens
* Saying no to bullies
* Being true to ourselves
* Resilience
This is integral to everything we do at Belle Vue. Photographs around our school show us engaging in many activities which demonstrates our approach in building character and resilience.
How do we do this?
Our character-building activities build both positive values and self-esteem. We model our values and work on them throughout the day in school. However, our pupils also need explicit teaching so we do this through many different activities.
Some of the activities include;
* Showing acts of kindness to others
- Recognising strengths and positive attributes, we show others acts of kindness.
* Being a good friend
- Being taught social skills and friendship skills. We teach getting on with each other and tolerance. Adults model this through all of their relationships in school.
* Charity events and helping others
- We have engaged in fundraising for the cat sanctuary, the British Legion and Children in Need.
* Show and Tell
- Pupils share items conveying their culture, individuality, and unique interests and experience. Students learn both diversity and empathy as well as what is truly important to them and to their classmates.
* This Is Me
- Pupils demonstrate their individual strengths in a positive manner. They learn about themselves and others.
* We take them out into the real world
- Pupils learn to interact with the world around them, how to conduct themselves and how to enjoy their surroundings.
Bullying
Any incidence of a bullying nature is dealt with as soon as it is identified and we routinely engage in appropriate discussions on the topic in school. As a school we also actively engage in the anti-bullying week which reinforces our zero tolerance to bullying. Pupils know who to speak to if they feel they are being bullied and our Head boy and Head girl take a proactive peer to peer approach in identifying and reporting any issues.
Make a Difference
We take pride in our environment and pupils take responsibility for keeping the garden and play spaces tidy. Pupils openly speak about this being 'their school'.
Do the Right Thing
We teach pupils how to keep safe and help pupils learn to navigate situations using role playing in various scenarios. We also help them identify wrongs, know when to report matters and who to report to.
Character Building Games
We play games with the pupils where they learn to take turns and to share. Importantly, they learn to both win and lose.
Resilience
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Teachers, thank you for ALL of your efforts this school year, it has been an unprecedented time and it would not have been possible without your diligence and dedication. For that, we thank you.
Right now, there is a lot of buzz about the Covid-19 vaccine. There are opinions being shared on social media, on the news, on the radio, people compare this vaccine to the flu shot and their past experiences, and more. I'm sure your students will ask you if you are planning to be vaccinated against Covid-19 and I want to ensure that we are sharing correct information as incorrect information is so easy to locate. At the link you will find a series of videos intended to educate students about the immune system, the history of vaccines, and how they work to protect us from disease. For older students, in middle and high school, I have taken some screenshots of the data tables in Pfizer report to the FDA and developed questions to go along with them. Please use these items to help educate your students with vetted information about the Covid-19 vaccine so that they (and their family) will make informed decisions. KGM
https://www.sciencerockhill.com/covid-19.html
Place a check in the box for each statement you believe is TRUE.
Give this as a pretest then discuss with students, again, after they have watched the videos to see if their minds have changed.
Video Link: https://www.youtube.com/watch?v=vkEZiHBTXyY
1. Vaccines originated in ancient Asia and Africa as people sought to stop the spread of smallpox.
2. A technique called variolation was performed by placing fluid from an infected person's smallpox bumps under the skin of a healthy person. This method did cause a smallpox infection, but it was not as serious as a full smallpox infection AND it gave the person lifelong immunity.
3. This technique was viewed with much skepticism, although smallpox killed 400,000 Europeans per year.
4. In 1796, Dr. Edward Jenner showed that cowpox could prevent smallpox because the human immune system couldn't tell the difference. Jenner intentionally exposed a child to cowpox, but he didn't develop a major infection. Jenner later exposed the boy to smallpox and he didn't get very sick.
5. The word vaccine comes from the word vacca which means cow.
6. Other vaccines now prevent Polio, Measles, Mumps, and Rubella, Vaccines have dramatically reduced the number of cases of these illnesses.
7. What questions do you now have about vaccines?
* Engage your class in a discussion about what they viewed.
* Has anyone in the class ever had smallpox? Have they ever known anyone to have smallpox? Introduce the term irradicate.
* Many teachers, due to their age, had the chickenpox - tell about that experience. It was commonly known that a person could only get chicken pox once - explain this in light of the video. In 1995 a chicken pox vaccine became available. Read more .
Video Link: https://www.youtube.com/watch?v=lXMc15dA-vw/rel=0
1. What is the Immune System? The immune system is the body system that protects us from infectious agents such as bacteria, viruses, and other germs (pathogens).
2. Which body cells make up the immune system? The white blood cells are a major part of this system.
3. If a virus, such as the flu (influenza) enters the body, the immune cells get "armed" and replicate (make copies of themselves) to release germ-killing agents called antibodies that mark the germs for disposal.
4. Once the germ is gone, the immune response stops, but leaves behind memory cells that remember the invader in case it appears again.
5. The first immune response can take a week , but the next time, the immune response can happen in 1 day . As the immune cells mount their defense, you may feel the effects (fever, body aches, tiredness, etc.) but because the threat is low, you don't get sick from a full scale infection.
Relate what you learned in this video to the previous video.
6. A bit of fluid from a smallpox bump can trigger the immune cells to get armed and ready to fight releasing germ-killing agents called antibodies that mark the smallpox virus particles for disposal . Once the immune system has rid the body of the smallpox virus, memory cells remain in case smallpox viruses try to invade the body again.
7. Why might someone opt for a vaccine rather than the actual virus? WIth a vaccine an immune response happens without you having to be sick.
8. Some viruses change their configuration regularly preventing the immune system from recognizing it. The different configurations of the same virus are called strains. For this reason, a vaccine may only protect against a single strain. A different strain of the virus could still infect the person. This is why we must get a flu shot (influenza vaccine) each year to be protected against that year's flu. If you were vaccinated against the flu in 2016, are you still immune to that strain of the flu? Explain. No, the flu changes, it even changes by the end of flu season. Someone who gets a flu shot in September may get the flu in April (a different strain).
Video Link: https://www.youtube.com/watch?v=LK-QG5XXgjQ/rel=0
1. There are 2 main goals of a Covid-19 Vaccine:
a. It must be safe to administer.
b. It must protect against the pathogen (virus).
-Does it produce a significant immune response?
-Does it reduce the chance of getting the disease it's supposed to protect against?
2. Once a potential vaccine is developed, lab mice are the first organisms to be injected with it. Scientists observe the mice for side effects, including death.
-Blood samples are taken that measure the number of antibodies (which will result in immunity).
-Mice are also tested to see if they get the disease if they are exposed.
-If efficacy is shown, the vaccine moves on to clinical trials which involve injecting humans.
-Healthy adults are typically chosen for clinical trials.
3. There are 3 phases of clinical trials.
-Phase I - a few dozen people are injected with the vaccine at different dosages. This helps to determine the best dose to generate the desired immune response, and any side effects that may occur.
-Phase II - a few hundred people are injected with the vaccine. The goal is to determine if the vaccine produces a significant immune response.
-Phase III - a few thousand people are injected with the vaccine. Phase III data can take months or years to compile.
-Two big questions the trials seek to answer are: Did anyone who was vaccinated get Covid-19 ? If so, how severe were the symptoms?
-If the vaccine data shows significant efficacy, it can be submitted for approval and distribution.
4. On December 10, 2020, a panel of doctors representing the US Food and Drug Administration voted to authorize the use of the Covid-19 vaccine for individuals 16 and over, produced by Pfizer Pharmaceuticals. Based on what you know about how the trials work, what are your thoughts about this vaccine? See article for more information. Have an informed discussion with your students.
For middle and high school students:
Teachers, feel free to add questions! :-)
Pfizer report to the FDA
1. What is an EUA? Emergency Use Authorization - permission from the FDA to begin administering this vaccine based on the current Phase 3 vaccine data.
2. We say "Coronavirus" and "Covid-19," and "the rona," but what is the scientific name of the virus? SARS-CoV-2
3. How much of the vaccine serum is recommended? (be specific) 2 doses, 30 µg each (this measurement is micrograms or 30 millionths of a gram)
4. Did this vaccine undergo 3 phases of clinical trials? How many people were tested? approximately 44,000 participants
Note: "double-blinded and placebo-controlled trial of BNT162b2" In this report, the vaccine is abbreviated as BNT162b2. Double Blind and placebo-controlled means...44,000 people were injected, but not all of them were injected with the actual vaccine. Some were injected with a saltwater solution, but none of the 44,000 know which they were injected with. This is done because some people, if they know they have been vaccinated will behave differently putting themselves at greater risk of infection which could cause the results to have bias.
5. The phase 3 clinical trial data showed that 7 days after the 2 doses of vaccine 8 of those who received BNT162b2 tested positive for Covid-19. Of those who received the placebo 162 tested positive for Covid-19.
6. Approximately how much time was there between the doses of vaccine? 21 days
7. What were the most common side effects? Was death a side effect for any of the participants? injection site reactions (84.1%), fatigue (62.9%), headache (55.1%), muscle pain (38.3%), chills (31.9%), joint pain (23.6%), fever (14.2%); severe adverse reactions occurred in 0.0% to 4.6% of participants
8. What are your thoughts about the vaccine after reading this? Discuss with students.
Video Link https://www.youtube.com/watch?v=XTLYXmgG8DU/rel=0
Teachers, consider pausing the video to review RNA and the process of translation
1. What are the benefits of mRNA vaccines? Why are mRNA vaccines potentially safer than conventional vaccines? They contain viral elements, but not the actual virus, weakened or otherwise. Less risk of contamination. The sequence can be changed if the virus mutates.
2. SInce this is an mRNA vaccine, some people worry that it could change their DNA. According to the video, is this a valid fear? No. It is a complex process that requires enzymes cells don't have.
3. What is herd immunity? Herd immunity is having enough of the community protected against the pathogen that an outbreak could not occur.
4. What people tend to rely on herd immunity? Very young or very old people, and immunocompromised people cannot be vaccinated
5. Are you planning to be vaccinated against Covid-19? Why or why not? Answers may vary.
Demographics chart
1. 44,000 people signed up for the phase 2/3 clinical trial, but only 37,586 received a shot. How many (n) received BNT162b2? 18,801 How many received the placebo? 18765
2. Of the people in the BNT162n2 group who ranged in age from 18 to 65 years old, what was the average (mean) age? 44.9
3. Of the people in the placebo group who ranged in age from 16 to 18 years old, how many were female? 26
4. Of the people in the phase 2/3 trials how many were Hispanic or Latino? What percent of the people were Hispanic or Latino? 10,522 (28%)
5. How many of the 37,586 people did not answer the question about ethnicity? 221
6. What percent of the people in the phase 2/3 trials were obese or overweight (combined)? 35.0+34.6=69.6%
bottom chart
7. How many of the people who received BNT162b2 tested positive for the virus prior to the clinical trial? 3
Final Analysis of Efficacy
1.What is efficacy? Efficacy is the ability of the vaccine to provide/cause immunity to Covid-19 without serious adverse reactions.
2. How many of the participants from 16-55 years old who were given the BNT162b2 shot tested positive for Covid-19? 5 How about those over 55 years old? 3
3. How many of the participants from 16-55 years old who were given the placebo shot tested positive for Covid-19? 114 How about those over 55 years old? 48
4. What efficacy percentage does this data mean for the BNT162b2 vaccine? 95.0%
Cumulative Incidence Curves
1. At a glance, were there more positive tests from those who received the vaccine or those who received the placebo? More who received the placebo tested positive.
-Why does this make sense? Those who received the placebo were given a saline shot, not the vaccine, so we should expect them to still be susceptible to the virus.
2. By day 70, how many severe cases of Covid had occurred in the placebo group? 7 In the vaccine group? 1
3. How would this type of data have been obtained? How does this data make you feel about the efficacy of the vaccine? Answers may vary. I didn't see this in the report, but to get this data all would have had to be tested for Covid-19 each day for 119 days...I think! This data tells me that the vaccine is effective.
Frequency of Solicited Systemic Adverse Events
1. In layman's terms, we say "side effects," but the report calls those occurrences that may be attributed to the vaccine adverse events and abbreviates them as AEs.
2. Normal human body temperature is 98.6 degrees Fahrenheit. Convert this temperature to Celsius. Use this formula. (F -32) x.55 = C 37.0 o C
3. What is 38 o C Celsius in degrees Fahrenheit? 100.4 o F Use this formula. C x1.8 +32 =F
4. How many people experienced a fever less than or equal to of 38.0 degrees Celsius in the vaccine group after dose 1? 28 In the placebo group? 7 after dose 2 181 In the placebo group? 4
(Fever is a sign of an immune system response. It appears that there was a more widespread immune response after the second dose, which may help us to understand why two doses are recommended. If we only take one dose, we should not consider ourselves protected. Why would people in the placebo group have reported a fever? Chance? Other factors?)
5. List, in order, from the most to least adverse events for the vaccine group after dose
2. Fatigue, Muscle Pain, Headache, Chills, Joint Pain, Feve, Diarrhea, Vomiting
6. List, in order, from the most to least, adverse events for the placebo group after dose
2. Fatigue, Headache, Diarrhea, Muscle Pain, Join Pain, Vomiting, Fever
7. Overall, did more participants experience adverse events following dose 1 or dose 2? Dose 2
8. Why do you think the placebo group experienced adverse events? How does this data compared with the vaccine group help scientists to analyze this data? Answers may vary. Other ailments, in their mind, expecting side effects, etc.
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Series
STUDENT'S CORNER
The Magic Tea Kettle
ONCE upon a time there lived a poor man who had an antique store. One day he found a tanuki (raccoon dog) caught in a trap. Feeling sorry for the creature, he set it free. The tanuki visited the man that night. "Thank you very much for your kindness," he said. "As a token of my gratitude, I will tell you something valuable. The priest at the temple is looking for a tea kettle. I will disguise myself as a tea kettle so that you can sell it to him." The tanuki then somersaulted into the air and transformed himself into a splendid gold tea kettle.
After the priest brought the tea kettle back with him to the temple, he ordered a novice priest to wash it. The novice priest promptly went to the river behind the temple and began to scrub the tea kettle hard. Suddenly the tea kettle cried, "You're hurting my bottom! Please wash me a bit more gently." The novice priest was astounded, and told the priest, "The tea kettle spoke!" But the priest did not believe him. "Nonsense! It is not possible for a tea kettle to speak," he said.
The man took the tea kettle to the temple priest the next day, who said, "What a beautiful tea kettle!" The priest was very pleased with the kettle, and paid a high price for it.
The priest then decided to boil some water. He filled the tea kettle and placed it on the fire. The tanuki, disguised as the tea kettle, was shocked. "It's hot!" he screamed. Unable to stand the flames, the tanuki half-transformed
|
back into his true form and ran back to the poor man's home.
That night, the tanuki offered an idea to the man. "Let's go into town together," he suggested. "I will remain in this tea kettle form and perform a tightrope walk, so please gather some people to watch me."
The Temple Associated with "The Magic Tea Kettle"
So the man and the tanuki went into town the next day, and the man set up a show tent. "Come one, come all, and see the amazing tea kettle tightrope walking show!" he loudly announced at the entrance. Inside, the tanuki tea kettle nimbly walked across the rope, drummed his belly and sang.
Word spread quickly that there was an amazing tea kettle that performs stunts. The tightrope-walking tea kettle became very popular, and day after day the show drew enthusiastic crowds.
And so, thanks to the tanuki's help, the man became very wealthy. The tanuki remained in the form of the little tea kettle, and eventually lost its ability to move. Eventually it was returned to the priest at the temple, where it was safely stored as a valuable temple treasure.
Morinji, a Buddhist temple of the Soto School located in Horikucho, Tatebayashi City in Gunma Prefecture, is closely associated with the legend of "The Magic Tea Kettle." Various tanuki-themed goods from all over Japan as well as stuffed tanuki are on display at the temple. Throughout the temple grounds are Shigaraki stoneware tanuki, and the magic tea kettle owned by the temple can be viewed by the public.
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DSC Hansa (Access) 303W Racing Rules 2021-2024 v.1.4
Note: These Rules are adapted from the World Sailing (ISAF) Introductory Rules for Sailing Version 1.01 (February 2008) and the NZIODA Green Fleet Rules for Racing (May 2010) with some language copied verbatim. They are intended to facilitate racing for sailors new to the sport on The DSC home waters. The corresponding rule in the official World Sailing Racing Rules of Sailing are listed in grey in parentheses ( ).
Basic Rules
1. Do what you can to keep yourself and others safe (1.1).
2. Comply with the principles of good sportsmanship (2).
3. Avoid crashing and bumping into other boats (14).
4. Keep trash out of our waters (Basic Principle & Fundamental Rules).
5. The point of the race is to get around the racecourse as quickly as possible without fouling other boats. "Go Fast Turn Left!"
Rules When Boats Meet
6. When you and the other boat are on opposite tacks, if the wind is blowing over your left (port) side you must avoid the other (starboard tack) boat (10).
7. When you and the other boat are on the same tack, you must steer to avoid the other boat
a. If it is downwind (to leeward) of you (11).
b. If it is in front of you (even if it is going slower) (12)
.
8. Do not steer in a manner that causes another boat to crash into other boats (15, 16, 19).
9. If you are on starboard tack (wind on your right side) and on a collision course with a port tack boat, maintain course so the port tack boat can steer to avoid you (16).
a. If the port tack boat does not see you, shout your presence and turn the boat to avoid crashing (14).
10. If you are close to another boat and either of you needs to avoid an object to avoid crashing, work together to avoid crashing. (19).
Rules At Marks
11. When rounding or passing a mark:
a. Try not to hit the mark (you might get stuck on it if you do) (31)
.
b. The boat closest to the mark gets to round it first (18).
c. Try to sail so that all boats can get around the mark and keep racing to the next mark.
DSC Hansa (Access) 303W Racing Rules 2021-2024 v.1.4
Rules When Starting
12. At the start of the race, your boat must be behind the starting line.
a. If you over the starting line too early, you must avoid other boats and restart correctly.
i. The Race Committee will call you back if you are "over early" (21).
13. When starting:
a. Make your final approach to the starting line on starboard tack (wind on your right side) (10). This is not a rule but a very strong recommendation.
b. Avoid tacking too close to other boats (13).
Taking Penalties
14. If you foul someone, your penalty is one of the following:
a. If you can do it safely without fouling more boats, spin the boat in a circle and keep sailing (44 - this modifies RRS 44.1).
b. If you are close to other boats, or if you can't do the penalty turn for any reason (21), the race committee will give you a "go slow" penalty that has a similar result to a penalty turn.
Other Rules
15. You shall sail your boat using the sails and by steering normally. No paddling, getting towed by a powerboat, etc. (42). | <urn:uuid:6750c705-a566-4b9b-81e9-d8908b6dbf42> | CC-MAIN-2022-21 | https://downtownsailing.org/resources/Documents/DSC%20Hansa%20303%20Racing%20Rules%202021-2024%20v.1.4.pdf | 2022-05-21T00:33:14+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00248.warc.gz | 269,182,737 | 791 | eng_Latn | eng_Latn | 0.998564 | eng_Latn | 0.998479 | [
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White-Nose Syndrome
BASICS
White-nose syndrome (WNS) is caused by the FUNGUS Pseudogymnoascus destructans. The fungus thrives in the cold, humid conditions characteristic of hibernacula, underground caves or mines where bats overwinter. The fungus grows on the nose, wings, and ears of bats during HIBERNATION in the winter months. The mortality rate is often as high as 90-100%.
MILLIONS of bats have died from WNS since 2006. There are now 37 states and 7 Canadian provinces with confirmed cases of WNS in bats. The fungus has also been detected in three additional states and one more province.
CLINICAL SIGNS of the growth of P. destructans on hibernating bats is typically seen as a WHITE FUZZ on the bat's nose. The fungus may also be visible on the bat's wings, ears, or tail. Lesions and scarring found on bat wings may be the result of exposure to the fungus.
The fungus is SPREAD from bat-to-bat and from the environment to bats. The fungus can SURVIVE in cave sediment leaving the potential for new infections the following winters.
DIAGNOSIS of WNS involves laboratory identification of the white fungus and tissue lesions consistent with an infection. Methods to identify the fungus include fungal culture, histopathological examination (tissue analysis under a microscope), and PCR (testing for fungal DNA).
There is no practical TREATMENT for colonies affected with WNS.
A partnership between NYS Dept. of Environmental Conservation and Cornell Wildlife Health Lab
HOW
2022
NEARLY
DETAILS
White-nose syndrome was first documented in Scoharie County, New York in 2006. It almost exclusively affects HIBERNATING BATS and about half of the 47 bat species in North America hibernate during the winter.
White-nose syndrome has been CONFIRMED in 12 species of bats: big brown bat (Eptesicus fuscus), little brown bat (Myotis lucifugus), eastern small-footed bat (Myotis leibii), the threatened northern long-eared bat (Myotis septentrionalis), tri-colored bat (Perimyotis subflavus), cave bat (Myotis velifer), fringed bat (Myotis thysanodes), long-legged bat (Myotis volans), western long-eared bat (Myotis evotis), Yuma bat (Myotis yumanensis), the endangered gray bat (Myotis grisescens), and the Indiana bat (Myotis sodalis).
An additional six species, including the endangered Virginia big-eared bat (Corynorhinus townsendii virginianus) and Ozark big-eared bat (Corynorhinus townsendii ingens), have had P. destructans detected but did not have signs of WNS disease. In New York, little brown bats were the first to be affected and have sustained the most number of deaths, resulting in POPULATION DECLINES of 90-100% in caves. Half of the endangered Indiana bats that hibernate in New York are located in a former mine which is now contaminated with the fungus. The fungus is not known to affect humans.
CLINICAL SIGNS While bats hibernate, their body temperature drops and fat reserves are utilized during the winter. The wing membranes provide a particularly favorable cold and high humidity substrate for the growth of the fungus.
ABNORMAL BEHAVIOR during the winter is a sign of illness. Bats may fly outside during the day at below freezing temperatures or may be found clustered near entrances of hibernacula. Groups of dead or dying bats may be found at other locations.
Bats are thought to die of WNS because of STARVATION and loss of fluids and electrolytes across damaged wing membranes. They arouse more often and earlier than normal while hibernating because of the fungus, which burns vital fat reserves. They may also leave their hibernacula during the winter in search of food. The insect-eating bats are UNABLE TO FIND FOOD to replenish their reserves and die. Although the majority of deaths occur during the winter, deaths can occur year round. Wing damage may contribute to deaths throughout the year.
TRANSMISSION In addition to bat-to-bat and environment-to-bat, HUMANS are believed to have contributed to the spread of the fungus from cave to cave by carrying fungal spores on their clothes and recreational caving and research equipment.
TREATMENT Research is underway involving vaccines, antifungal chemicals, and modifying hibernation habitats.
ToMINIMIZE SPREADof the fungus, people should
not handle bats, avoid entering caves and mines with bat colonies, and should decontaminate all equipment and clothing between caves and bat roosts (see the National White-Nose Syndrome Decontamination Protocol).
A North American Bat Monitoring Program was started in 2015 to track changes in bat populations. For a live map, please visit https://www. whitenosesyndrome.org/where-is-wns. | <urn:uuid:dec17afe-2b9a-4ae8-91cf-9fd4531c8f93> | CC-MAIN-2022-21 | https://cwhl.vet.cornell.edu/system/files/public/cwhl-fact-sheetswns.pdf | 2022-05-20T23:57:21+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00249.warc.gz | 238,566,498 | 1,060 | eng_Latn | eng_Latn | 0.996138 | eng_Latn | 0.996091 | [
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What Are Federal or Tribal Reserved Water Rights?
Italicized terms are defined in Fact Sheet #10
Water Fact Sheet #9
The rights to use water on federal and tribal reservations of land within Montana are known as federal or tribal reserved water rights, or Winters rights, named for the U.S. Supreme Court case that established the existence of these rights in 1908. The landmark Winters v. United States involved a dispute between the Fort Belknap Indian Community in north central Montana and upstream farmers on the Milk River. When farmers began diverting water upstream from the reservation, this diminished water supplies for agriculture on the reservation. The dispute eventually made it to the U.S. Supreme Court. The Court sided with the tribal nations, holding that the 1855 treaty establishing the reservation had implicitly reserved an amount of water necessary to fulfill the purposes for which the reservation was established.
April 2015
Although the principle of implied rights was originally established in the context of an Indian reservation, the rule of the case, known as the Winters Doctrine, has since been applied to any federal reservation of land requiring water to accomplish the purpose of the reservation. The Doctrine holds that with the withdrawal of land from the public domain, whether by executive order, treaty, or Act of Congress, there is an implied reservation of water sufficient to accomplish the purpose(s) for which the land was reserved. Such rights have a priority date of the date the reservation was established. Because the amount of water reserved is determined by the purpose(s) of the reservation, these rights are not established or determined by beneficial use, as state-based rights are. In addition, federal and tribal reserved water rights cannot be abandoned through non-use.
In Montana, reserved water rights have been claimed for seven Indian reservations, for national parks, forests, monuments, and wildlife refuges, and for federally designated wild and scenic rivers.
office. The Commission negotiates on behalf of the Governor's Office and represents the interests of Montana water users. The DNRC staff supports the Commission.
The requirement to file claims with the Montana Water Court in statewide general stream adjudication process is suspended for the tribal nations and the federal agencies pending the resolution of all negotiations by the Commission. This suspension ends June 30, 2015. Tribes and federal agencies for which no compact has been ratified must file their claims by that date.
Settlements negotiated by the Commission on behalf of Montana must be ratified by the Montana Legislature, appropriate federal authorities and also Tribal Councils in the case of settlements. In cases where federal appropriations are needed to implement provisions of the settlement, congressional approval is required. Once approved, the compacts are sent to the Water Court to be decreed.
Montana's Reserved Water Rights Compact Commission (Commission) was established by the Montana Legislature in 1979 as part of the state-wide general stream adjudication process. The Commission is authorized to negotiate settlements with federal agencies and Indian tribes claiming federal reserved water rights within the state of Montana. The Commission includes nine members, each serving a fouryear term. Two are appointed by the Speaker of the House, two by the President of the Senate, one by the Attorney General's office and four by the Governor's
Citizen participation is an essential element of each settlement negotiation. It ensures that the Commission's deliberations on behalf of Montana address the concerns of the public.
So far, there have been 18 compacts negotiated by the Commission and approved by the Legislature. The Legislature has approved compacts for seven Indian reservations in Montana, as well as for five federal agencies administering federal lands in the state.
April 2015 | <urn:uuid:17fdc56a-0fd1-4f86-ad93-c0c83bcc61a9> | CC-MAIN-2022-21 | http://dnrc.mt.gov/divisions/water/management/docs/training-and-education/9_what_are_federal_reserved_water_rights.pdf | 2022-05-21T00:33:27+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00249.warc.gz | 16,471,675 | 731 | eng_Latn | eng_Latn | 0.994779 | eng_Latn | 0.997274 | [
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Archaeology in the Classroom Fort Osage National Historic Landmark July 18-22, 2022
Workshop for Teachers, Interpreters, Museum Docents
Jackson County Parks + Rec invites you to take an exciting trip back in time!
Schedule: *
Practice the basics of scientific inquiry using archaeological data. Learn how archaeologists investigate and interpret past cultures and peoples. Finally, learn how to incorporate all of this into your classroom or other settings. Archaeology is an excellent tool for engaging youth in STEM education.
Participants will receive full instruction in archaeological science and complete curriculum guide and materials.
school students will use geography, history, and archaeology to learn about a Pawnee earthlodge, the Pawnee ancestors, and the tribe today. Photographs, artifacts, and maps are used in historical inquiry. Students meet a Pawnee tribal member through reading a biography. Then they "uncover" a real archaeological site, classify artifacts, and infer how the Pawnee lived in their environment.
In this investigation upper elementary and middle
Participants in this workshop can also engage in archaeological fieldwork (optional) at the Cave Hotel near the site of the Lone Jack Civil War Battlefield.
***Optional: up to 2 graduate credit hours can be taken from Lindenwood University. Tuition is $75 per hour.***
July 18-19 (8:30-4:00): Fort Osage Education Center Fort Osage National Historic Landmark 105 Osage Street, Sibley, MO 64088 July 20 (8:30-4:00) (optional) Truman Home and Presidential Library, Independence Courthouse July 21-22 (8:30-4:00) (optional) Cave Hotel, 301 S. Bynum Rd., Lone Jack, MO
Instructors:
Virginia Wulfkuhle, Kansas Project Archaeology Facilitator
Gail Lundeen, Missouri Project Archaeology Coordinator
Sally Bell, Missouri Project Archaeology Facilitator
Patrick Salland,
Mark Adams, Truman Library Education Director
Jordan Malhiot,Fort Osage National Historic
Missouri Town
Landmark
*This schedule and list of places to visit is subject to change due to the public health regulations at the time of the class.
Thanks to a generous grant from the Institute for Heritage Education, the first ten people to sign up will receive free registration and a $50 stipend for attendance on Monday and Tuesday of the workshop. The registration fee for all other participants will be $45.
For more information contact Gail Lundeen email@example.com To register contact Stephenie Thompson firstname.lastname@example.org
Deadline to register is June 1, 2022. | <urn:uuid:4bbeac22-2a7a-4f58-a0cb-b5bb0b315e41> | CC-MAIN-2022-21 | https://projectarchaeology.org/wp-content/uploads/dlm_uploads/2022/03/Project-Archaeology-Registration-Ft-Osage-2022.pdf | 2022-05-21T00:22:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00247.warc.gz | 534,433,285 | 558 | eng_Latn | eng_Latn | 0.991681 | eng_Latn | 0.991681 | [
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Reading Policy
| Approved by: | Governing Body |
|---|---|
| Last reviewed on: | |
| Next review due by: | |
ALL STAFF ARE RESPONSIBLE FOR DEVELOPING OUR WHOLE SCHOOL APPROACH TO READING. READING IS PRIORITISED AND AT THE HEART OF OUR CURRICULUM
RATIONALE
Many pupils arrive at Belle Vue with reading skills significantly below age-related. This is often due to lack of engagement in their previous school/specific learning difficulties. As a result, we sometimes inherit pupils who are at the very early stages of reading instruction and who inevitably, have a very negative view of reading. We recognise that having a 'functional reading age' (age 8.0years+) is pivotal in enabling our pupils to access a broader and richer curriculum. We address social disadvantage by ensuring our pupils have every opportunity to achieve this 'functional reading age', thus improving life chances. On entry, many of our pupils have rapidly fallen behind their peers, therefore we act quickly to close the gap and work towards accelerated progress.
Reading and disadvantage 'By the final year of compulsory schooling, the reading skills of English pupils from disadvantaged backgrounds are on average two and a half years behind those from affluent homes.' -The socio-economic gradient in teenagers' literacy skills (Jerrim-2012)
Educational impacts on reading 'Reading for pleasure is more important for pupils's cognitive development than their parents' level of education and is a more powerful factor in life achievement than socio-economic background.' -Social inequalities in cognitive scores at age 16: The role of reading (Sullivan and Brown2013)
Health and wellbeing impacts of reading 'Literacy has been found to have a relationship with depression:36% of those with low literacy were found to have depressive symptoms,' -UK Survey of Adult Skills (OECD-2013)
We aim for all our pupils, regardless of their difficulties/barriers to learning, to achieve a reading age of at least 8.0 years - many of our pupils will exceed this. Our intent is for all pupils to read at an age-appropriate level through rigorous and sequential assessments so that new knowledge and skills build on what has been taught before and retained. These assessments identify barriers to learning and gaps. From this starting point we implement a bespoke programme, using high quality multi-sensory/dyslexia friendly resources. Weaknesses are addressed quickly so that potential can be unlocked. Pupils are encouraged to adopt a problem-solving mindset and in doing so, build resilience and independence.
ASSESSMENT FIRST
Assessment is an imperative part of reading instruction at Belle Vue, as it determines whether or not the goals of education are being met. Assessment affects decisions about planning, intervention, resourcing and tracking progress. Assessment inspires us to ask the hard questions: "Are we teaching what we think we are teaching?" "Are pupils learning what they are supposed to be learning?" "Is there a way to teach Reading more effectively/differently, thereby promoting better learning?"
On entry all pupils are assessed using the PM Benchmark Kit. This is designed to explicitly assess students' instructional and independent reading levels, using accurately levelled fiction and non-fiction texts. The Running Record gives an invaluable insight into existing skills, knowledge, strategies and comprehension. The PM Assessment tool also dovetails with book bands for guided/individual reading and is designed to provide reliable levelling information from emergent levels through to reading age 12. Through this in-depth assessment process we can also identify any potential specific learning difficulties/speech and language difficulties.
Alongside the PM Benchmark assessment, pupils at or below Purple Level (Year 2 Standards) will undergo an in-depth assessment of their skills and knowledge in relation to 'Letters and Sounds'. Each pupil will have an individual record book to record ongoing progress. Pupils will make use of the many multi-sensory/dyslexia friendly phonics resources and methods supplied/delivered by The Reading Doctor. Our individualised assessment and teaching of phonics correlates directly with 'Letters and Sounds' and provides a sharp focus to enable us to sort out any confusions, target gaps in learning and evaluate impact. PM Benchmark running records are carried out by a specialist teacher (The Reading Doctor). Barriers to learning are identified in order to implement tailormade programmes with appropriate coverage, content, structure and sequencing, to unlock the potential of our struggling readers.
1:1 Readers (Yr.2 Standards and below)
* Ongoing assessments during reading sessions
* Termly assessments of high frequency words and phonic checks
* Phonic Screening
* Comprehension checks
Group Readers (Yr.3 Standards and above)
* Ongoing assessments during reading sessions
* Termly assessments of high frequency words and phonic checks
* Comprehension checks
Monitoring and evaluation
* English subject leader and SLT analyse.
* Planning for reading is amended according to identified areas of weakness.
* Progress in intervention programs monitored each term.
* Targeted support provided to specific groups linked to analysis of performance data.
* Subject Leader monitors planning, quality of teaching and learning and assessments.
* Class teachers monitor pupil's reading records.
* Reading lesson observations.
* Initial Placement tests for new pupils
AIMS
Belle Vue School aims to develop literate pupils who:
* Read for pleasure
* Develop a critical appreciation of the work of authors, poets and Illustrators in order to emulate these skills in their own writing
* Have the skills and strategies necessary to become competent and fluent readers
* Read to acquire knowledge
* Read a wide range of quality texts
* Make close links between reading and writing
* Read fluently with confidence
* Read to develop vocabulary
* Select own choice of texts
* Read in all subjects
* Develop research skills, using library, class and ICT based texts.
* Care for and want to own books
PROGRESSION OF SKILLS AND KNOWLEDGE THROUGH THE BOOKBANDS
Pink book band (Reading age 5.0) – For pupils just starting to read. They are getting used to reading from left to right and matching spoken words to written words. Usually no more than 10 pages with up to 5 words on a page. Pink is Working towards Year 1 Standards of the National Curriculum and aligned to Phase 2 Letters and Sounds
Red book band (Reading age 5.3)- Pupils gain a little more confidence and may know some words by sight. Usually no more than 15 pages with 1 sentence per page. Working within Year 1 Standards of the National Curriculum Aligned approximately with Phase 3 Letters and Sounds
Yellow book band (Reading age 5.6) – Pupils are beginning to read more varied sentence structures and taking some note of punctuation. Usually no more than 15 pages with 1 or 2 sentences per page. Working within Year 1 Standards of the National Curriculum and aligned with Phases 3/ 4 of Letters and Sounds
Blue book band (Reading age 5.9) – Pupils are becoming more confident at reading longer and more varied sentences. Usually no more than 15 pages with 2 or 3 sentences per page. Working within Year 1 Standards of the National Curriculum and aligned with Phases 4/ 5 of Letters and Sounds
Green book band (Reading age 6.2)– Pupils are starting to read quite fluently and take note of punctuation. Usually about 20 pages with 3 or 4 sentences per page. Working within Year 1 Standards of the National Curriculum Aligned with Phase 5 of Letters and Sounds
Orange book band (Reading age 6.5-7.0) – Pupils are starting to read longer and more complex sentences and can understand a range of punctuation. Usually about 20 pages with 4 or 5 sentences per page. Working within Year 2 Standards and aligned with Phases 5 of Letters and Sounds
Turquoise book band (Reading age 7.0-7.5) – Pupils can read complex sentences fairly fluently, taking note of punctuation. They use expression and do not rely on illustrations to help them. Usually about 20 pages with 4 or 5 sentences per page. Working within Year 2 Standards of the National Curriculum. Aligned with Phases 5/ 6 of Letters and Sounds
Purple book band (Reading age 7.5-8.0) – Pupils might read silently or quietly at quite a rapid pace, taking note of punctuation. Usually about 25 pages with 5 to 10 sentences per page. Working at Year 2 Standards of the National Curriculum and aligned with Phase 6 of Letters and Sounds.
Gold book band (Reading age 8.0-8.5) – Pupils might read silently or quietly at quite a rapid pace, taking note of punctuation. Usually about 25 pages with 5 to 10 sentences per page. Working within Year 3 Standards of the National Curriculum and aligned with Phase 6 of Letters and Sounds
White/Silver band (Reading age 8.5-9.0) Books might have chapters. pupils will read silently most of the time. Pupils are interested in longer texts which they can return to easily after a break. Usually no more than 30 pages and about 10 sentences per page. Working within Year 4 Standards. Letters and Sounds Phases cease to be relevant
Lime book band (Reading age 9.0-10.0) – Books might have chapters. pupils will read silently most of the time. They are interested in longer texts which they can return to easily after a break. Usually more than 30 pages. Working within Year 5 Standards of the National Curriculum
Brown/Ruby book band (Reading age 10.0-11.0)- Year 6 standards of the National Curriculum AND Grey/Sapphire book band (11.0-12.0) - Year 6 embedded of the National Curriculum Book might have chapters. Pupils read silently with confidence and perseverance. A wide variety of longer, demanding texts, usually with around 30 - 50 pages.
The Programmes of Study for Reading at key stages 1 and 2 consist of 2 dimensions:
* word reading
* comprehension
It is essential that teaching focuses on developing pupils' competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils' experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils' vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils' imagination and opens up a treasure house of wonder and joy for curious young minds.
National Curriculum for England 2014
Reading in Key Stages 3 and 4 follow the National Curriculum Programme of Study for English:
https://www.gov.uk/government/publications/national-curriculum-in-englandenglish-programmes-of-study
As reading is at the core of accessing all areas of the curriculum, it is essential that at Belle Vue, focused and dedicated time is given to the teaching of reading. Reading is promoted as an independent, problem-solving activity where adults prompt rather than tell. Our assessment and teaching ensure pupils learn at pace, ensuring academic
HOW WE TEACH READING –
We use a variety of high-quality reading schemes that adhere to the colour book banding system. This allows pupils to be flexible in their approach -reading a variety of genres across different publishers. It also provides us with an accurate tracking system and assessment tool for measuring impact. It enables the evaluation of pupils' knowledge and skills against those expectations for each colour band and National Curriculum standards, as these are made explicit in The Reading Doctor support materials. The texts we use provide opportunities for speaking, listening and writing and connect closely to pupils' phonics knowledge. Our systems, methods and resources facilitate reciprocal links between reading and writing and ensure all pupils have every opportunity to gain the phonics knowledge and language comprehension necessary to read for meaning and the skills to communicate, giving them the foundations for future learning and better outcomes in life.
No pupil gets left behind. At Belle Vue School we teach reading through a combination of approaches:
One- to-one Reading intervention- for pupils at/below Year 2 Standards:
This is carried out/overseen by The Reading Doctor. A variety of schemes are used to ensure the needs/interests of the pupils are met. The teacher uses the in-depth PM Benchmark Reading Assessment as a starting point. Any gaps in learning, negative attitude towards Reading and barriers are addressed.
Guided Reading - for pupils at/above Year 3 standards:
This is for pupils on Gold Level (Year 3 Standards) and above- Using Pearsons dyslexia friendly, high interest, lower ability, Rapid Reader books. These are an ideal 'next step' for emerging out of one-to one support. The scheme allows for opportunities to develop reading skills such as sophisticated decoding and inferential comprehension. There are also opportunities to improve vocabulary, spelling, punctuation and grammar.
Shared Reading:
Shared reading is a whole class activity using a common text. Across key stages, teachers will focus on comprehension of the text, the layout, purpose, structure and organisation. Particular aspects of spelling, grammar and punctuation work may provide an additional focus, depending on the objectives being worked on at that time.
Individual Reading:
This is carried out in our daily reading sessions. Pupils are encouraged to choose an independent reading text from a wide variety of genres. Pupils record the date, title and page number in their Reading Record Books. Comments by adults are directly linked to the skills/knowledge for each colour book band criteria. These comments are informative, positive and identify next steps. A copy of the skills and knowledge for each book band is attached to pupils' individual reading records. National Curriculum 'I can…' stickers are also placed in the Reading Records when a pupil is secure with a particular standard. The combination of comments and stickers provides an accurate judgement of each pupil's current reading ability.
Paired Reading
Pupils work in pairs; they may be of the same age or from different year groups. The emphasis during these sessions is on reading for enjoyment and the developing the ability to respond appropriately to a text.
Performance Reading:
This will come from reading a performance poem, a play script or text which provides a stimulus for drama activities e.g. reading a performance poem and acting it out.
Modelling Reading:
Access to novels, newspapers, recipe books, instruction manuals, poetry, forms, greetings cards and textbooks allow daily opportunities for pupils to hear and see adults read. Teachers model reading to students to motivate pupils to read a wide range of texts themselves. It also helps them to extend their vocabulary. Reading is promoted as a life skill and this is made explicit as adults give many examples of the importance of reading in everyday life.
Pupils:
* develop an understanding of story structures
* make connections between print elements
* have high levels of understanding
* understand the reading process in a meaningful context
* hear fluency
* ask/answer questions about texts
* have ´next steps´ in learning identifies through robust assessment processes
* read carefully selected texts to match their reading level, learning style and interests
TEACHING SEQUENCE
Book Introduction
This provides the context for the reading. The teacher will activate prior knowledge and/or discuss the main themes of the text, including some prediction of the contents.
Strategy Check
Just prior to independent reading the teacher guides the pupils to focus on and apply key strategies while reading independently.
Independent Reading
Pupils will read independently, whilst the teacher gives focused attention to support, prompt, monitor and assess individuals as they read.
Returning to the Text
The teacher asks questions, promotes discussion and interacts with the pupils to extend their thinking and develop their responses to the text.
TEACHER PROMPTS
Reading prompts are strategies that Pupils learn to use in order to help them read and make sense of words that are challenging or unfamiliar. For successful readers these prompts become second nature and an integral part of their reading skills toolkit. Less successful readers need encouragement to use reading prompts whenever they read. By reinforcing the importance of the reading prompts, we can help readers to feel more confident an ultimately more independent when accessing a text. They develop a problem-solving approach and are taught how to become resilient and cope with setbacks.
Adult talk is positive. It values, praises and promotes positive reader behaviour. Teachers use prompts, such as:
* Were there enough/too many words? (one spoken word to one printed word)
* Check it. Does it make sense and sound right to you? (meaning)
* You said___ Does that look right? (graphophonic)
* Try that again and get your mouth ready to start the tricky word. (graphophonic)
* You made a mistake. Can you find it? (self-correction)
* How did you know you were right? (self-monitoring)
* Do we say______________? (language structure)
* I liked the way you went back to the beginning of the sentence when you realised you had made a mistake. (self-monitoring/authentic praise for self- belief/risk taking)
PLANNING
Teachers plan using a range of texts for whole class teaching from the 2014 National Curriculum in England.
* Objectives are taken from The 2014 National Curriculum and used as success criteria to inform assessment
* Planning identifies links with other curriculum areas, computing opportunities and opportunities to teach spelling, punctuation and grammar within the unit.
* The Reading Intervention Teacher plans a bespoke program for those at the very early stages of Reading Intervention
* The Guided/Group Reading Teacher follows the plans laid out in the Pearsons Rapid Reader teacher handbook.
READING STRATEGIES
To establish a common approach throughout the school, the pupils will learn phrases to help them remember key reading strategies. Picture cards will be displayed and used as prompts.
BOOK CHOICE
There are 3 'levels' of reading.
* Independent level (95% + accuracy): The level at which the child can understand all of the text and all of the words. Here the child is reading for pleasure.
* Instructional level (90-95% accuracy): This is the level at which the child is learning how to read without losing comprehension. This is the level that the child should be reading when sharing a book with an adult. The adult can support the child with a variety of strategies to improve and become more fluent.
* Frustration level (less than 90% accuracy): At this level, comprehension and fluency are lost and errors become too many to correct and support effectively.
Reading books should be selected that are 'instructional'. At this level the child should be able to read and understand about 9 out of 10 of the words without difficulty.
Story time is a special time without the need for technology. Pupils in all classes listen to stories read by the teacher. Belle Vue has an attractive reading area where pupils can select and read high quality literature, across a range of genres, which captures and motivates the desire to learn to read.
INDEPENDENT FROM THE START
To get the pupils into good reading habits, they are encouraged from the outset to use positive reader behaviours:
* To take out their book ready for reading
* To select books which capture their interests
* To hold the book independently
* To turn the pages independently
* To follow the words with their own finger
Reading, writing and speaking are taught as reciprocal. Pupils at Belle Vue are taught to make connections to writing when reading. Opportunities are taken to rehearse writing, spelling, letter formation etc. during guided, shared and individual reading sessions.
In order to support and enhance pupils' reading skills, it is essential that teachers across the curriculum provide opportunities for learners to do the following:
* read and engage with a variety of different texts both in print and on screen
* follow up their interests and read texts of varying lengths
* learn how to sift and select information appropriate to the task
* question and challenge printed information and views
* Use reading to research and investigate.
READING ACTIVITIES
Pupils will have the opportunities to:
* Use the library and ICT to support subject learning
* Use reading to research the subject area
* Be as independent as possible through reading to learn
* Read a range of non-fiction text types
* Read for pleasure
* Read texts in different media
* To locate and retrieve information
* Read narratives of events
* To select and make notes from a text
* To read fiction texts which will support their learning in a subject area
* To use a range of reading skills such as skimming, scanning, reading for meaning
APPROACHES
Teachers will aim to:
* facilitate reading development through their subject
* draw pupils' attention to structure, layout, format, print and other signposts
* present reading tasks at a suitable level
* help pupils to skim, scan or read intensively according to the task
* help pupils to question, challenge and recognise bias in a range of texts
* teach pupils to select or note only what is relevant
* support pupils who are at the early stages of reading
* teach pupils to read identified subject vocabulary
MATERIALS
Pupils will be provided with:
* a range of ability matched materials to support the subject topic
* texts at appropriate readability levels which cater for the range of pupils' reading needs
* materials which are up-to-date and attractive
* materials reflecting a balance of culture and gender
* resources / reference materials which enable all pupils to be independent
* many materials used are dyslexia friendly
STRATEGIES FOR SUPPORTING READING IN THE CLASSROOM
Pre-read the selected text: This is essential in enabling you to spot any problems that your pupils may have accessing the text. Is the text suitable for all your pupils? What are the issues? (Vocabulary, layout, density of text, etc.)
Give regular reminders: During any reading activities, remind your pupils about the reading prompts and strategies they can use to access the text.
Create a context: When we read any new text we use our prior knowledge from the texts we have already read and the world around us to help us to make sense of the information. By creating a context using group discussion, diagrams, charts and summaries you help to support learners with limited prior knowledge and experience of reading a wide range of texts.
Model reading skills: This is a crucial strategy and helps to make the skills of effective readers explicit. Modelling reading demystifies the reading process. When modelling reading, share with your pupils what you are doing and thinking as you read. Explore the key features of the text. What do you notice about the text? Is it written in a particular style? What kind of text is it? (Instructional, descriptive, evaluative, etc.) Share the reading strategies you are using. What do you do when something does not make sense or you meet a new word or phrase?
Check pupils' understanding through questioning: It is essential to check that all your pupils understand what they are reading. Try to use a range of questions to check the level of comprehension. What is the text about? What do we learn from reading the text? How can we relate the information in this text to others we have previously read?
Never underestimate the power of talk: Effective collaboration/talk and questioning are essential strategies to help pupils engage with texts. Give pupils opportunities to talk to each other about what they have read.
Provide a range of reading opportunities: In order to widen the reading repertoire, it is essential that we provide opportunities for pupils to read a variety of different texts both in print and on screen.
Check the presentation of your own resources: This is particularly important for struggling readers and pupils with dyslexia.
Consider the following when presenting text:
* Use clear, dyslexia friendly fonts.
* Use short sentences where possible.
* Select font size 12 or 14.
* Bulleted or numbered points are easier to interpret
* Leave spaces between lines.
* Use headings and sub-headings.
* Print on pastel-coloured paper, e.g. cream.
* Use bold font to highlight words (italics and underlining can make words run together).
* Avoid light text on dark backgrounds.
(Additional information on supporting pupils with dyslexia can be found on the British Dyslexia Association website: www.bdadyslexia.org.uk)
Provide glossaries/displays: Glossaries and displays provide useful support for unfamiliar vocabulary and key words. Try to include a visual representation alongside the selected word definition and provide a context for using the word, e.g. within a sentence.
LINKS WITH PARENTS/CARERS/COMMUNITY
Home school links play an important role in reading success. At Belle Vue We provide:
* Letters to parents on guidance for reading at home.
* Book folders, so pupils can take pride in and care for their books.
* Reading record sheets to note down reading at home and for teachers to write in.
* Access to the online reading program 'readingeggs.com'.
At Belle Vue, we welcome, train and support reading volunteers from the community, to work with our pupils. We aim to match pupils and volunteers who share certain skills/interests. The consistency in the assessment, teaching and tracking across the school ensure that pupils feel that they belong to a community.
DRAMA AND READING
Drama techniques are used to enhance the teaching of reading. These include roleplay, hot seating, improvisation and group performance to:
* Explore familiar themes and characters.
* Consider character, motive and story development.
* Respond to issues and dilemmas.
* Consider alternative courses of action.
* Empathise with characters and situations.
* Analyse, discuss and review a variety of texts.
DIFFERENTIATION-Differentiation is planned by:
* guided reading ability groups
* organisation of pupils e.g. for paired reading
* selection of texts
* use of additional adults
* planning for differentiated outcomes
* intervention groups/individuals
* time allowed for tasks
ADDITIONAL SUPPORT
* Performance of specific groups is monitored
* Whole class planning addresses specific needs e.g.:choice of texts to motivate both boys and girls. differentiated questioning to challenge gifted and talented and draws upon different cultural experiences
* Targeted support is provided for specific underachieving groups
Texts are chosen to:
* engage reluctant readers
* reflect multi-cultural society
* provide positive role models
* provide high interest but low skills
Dyslexia
* dyslexia friendly books
* coloured overlays
* time to process
* dyslexia friendly phonics resources
Equal Opportunities
All pupils at Belle Vue have equal access to the curriculum regardless of their ethnicity, gender, disability or ability. No child gets left behind in terms of reading… We aim for all our pupils to leave us with at least a 'functional reading age' (age 8.0 years) thus preparing them for life as citizens in modern Britain.
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INNOVATIVE ARTISTS
Series
Designer Risa Kojo brings a deep understand- ing of the history of her art to the intricate, age-old craft of Ise-katagami pattern making.
Risa Kojo Photo: Ryu Kodama
TOSHIO MATSUBARA
Cutting-Edge Kimono
Kimono fabric design traditionally draws on the skills of a designer, who creates the patterns, a stencil carver, who cuts the patterns into paper stencils, and a dyer, who uses the stencils to dye the fabric.
Risa Kojo is a pattern designer who has received a great deal of attention in recent years for the contemporary flair she brings to kimono design.
Kojo moved to Boston in the United States with her family when she was a high school student, and studied graphic design at the School of Visual Arts in New York. After graduating in 2004, she began working as a freelance graphic designer. However, she returned to Japan in 2010.
"Without exception, every skillful creator has an understanding of his or her background. And they incorporate it into their expression as their original style," says Kojo. "I therefore asked myself, 'What is my background?' If I did not face this question, I would become stuck one day. I therefore decided to return to Japan."
Shortly after Kojo returned to Japan, she stayed in Mie Prefecture for business during the period of preparation for the Shikinen Sengu of Ise Shrine. The Shikinen Sengu is a ceremony that takes place every
A papercut work by Risa Kojo titled "Forest of Deer" Photo: Ryu Kodama
twenty years, when all the shrine buildings are rebuilt. The ritual has been repeated at Ise Shrine for 1,300 years. In addition to Ise Shrine, Mie Prefecture and neighboring Wakayama and Nara Prefectures are home to a number of age-old sacred sites including the World Heritage Kumano Kodo Pilgrimage Routes.
Ise-katagami is distinguished by its fine-cut, intricate patterns.
While designing kimono patterns as a pattern designer for Isekatagami stencils, Kojo also organizes events such as papercutting workshops and exhibitions of her own artwork produced by the techniques used in creating Isekatagami stencils.
"During my stay in Mie Prefecture, I experienced culture shock in so many situations. One of these was when I visited a shrine sacred to a big rock called Hana no Iwaya, where I was overwhelmed by the energy of the place," Kojo says. "The people living there had a strong sense of being protected and guarded by the gods. I realized that in Japan, a sense of awe for unseen power has been passed down from ancient times to the present day. At that moment, I felt that I had approached the background I was seeking."
In Mie Prefecture, Kojo encountered the traditional craft of Ise-katagami, which has a history of over 1,000 years. Ise-katagami is stencil paper used in the pattern-dyeing of kimono fabric.
"I am convinced that nothing but what is created by hand will enrich people," says Kojo. "My art-making is based on communicating with people through artwork."
Kimono titled "Wasarasa with Tachiwaku pattern" designed by Risa Kojo Photo: Mayumi Ishii
|
Ise-katagami stencils are produced by highly skilled carvers who cut patterns into traditional Japanese paper with a stencil carving knife based on the pattern designs created by designers. Kojo, who had been making papercutting artwork as a form of art expression while working as a graphic designer, was fascinated by the stunning patterns of Isekatagami and its craftsmanship.
While learning patternmaking for katagami stencils, Kojo deepened her exchanges with the craftspeople. Soon, one of the Isekatagami carving masters advised her to become a pattern designer, saying, "To pass down the tradition of kimono in the future, we need new patterns just like those you create."
"I always draw patterns by hand, because the differences in pen pressure and strokes create pauses and inconstancy unique to handwork," says Kojo. "Not only pattern design, but also the craftspersonship of the kimono involves this beauty of inconstancy." | <urn:uuid:870fbde2-6bfb-4d6f-99af-385d62900e68> | CC-MAIN-2022-21 | https://dwl.gov-online.go.jp/video/cao/dl/public_html/gov/pdf/hlj/20170101/26-27.pdf | 2022-05-21T00:38:42+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662534693.28/warc/CC-MAIN-20220520223029-20220521013029-00249.warc.gz | 264,760,081 | 916 | eng_Latn | eng_Latn | 0.9978 | eng_Latn | 0.997888 | [
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These notes accompany the England Athletic training days that have taken place in Keswick, Cumbria throughout 2011. They will be ongoing in 2012. For more information contact Sam Ayers (details above) or Emma Williams (England Athletics Club and Coach Support Officer on email@example.com Over time, further videos will be added to supplement this information. Videos will be available via www.bodyfitpersonaltraining.co.uk
Speed, Agility and Quickness
SAQ definitions according to Coachwise Education:
Speed: Athlete who maximises speed will be at an advantage. Simply put, speed is the time taken to travel from A to B but in all but shortest of sprints, this is really speed endurance. Speed endurance is when straight line speed is exhibited and maintained over time. This is the man focus for endurance runners.
Agility: Agility is the result of combining mental and physical ability to perform a series of pre-determined power movements one after another in opposing directions e.g. forwards, backwards, sideways or diagonally.
Quickness: Speed of movement of a limb in a given direction or predetermined manner.
Benefits: SAQ drills can lead to improved performance because they help to improve the economy of the athlete. An athlete who is more economical will travel the same distance with less energy expenditure.
Technique plays an important part in improving speed, agility and quickness by focusing on:
- Body posture
- Neuromuscular co-ordination
SAQ: Focus identified by relevant letter, i.e. S = Speed
Ladders
a. Health and safety (slips/trips)
b. Note alternatives (e.g. kitchen floor tiles, chalk on floor)
c. Being aware that different surfaces present different challenges, e.g. grass more difficult to perform drills than tarmac or sports hall
Focus on good form throughout:
- Good posture, i.e. run tall – imagine a helium balloon attached to the top of your head, gently lifting up
- Light on feet (keep the volume down) but with rapid fire foot action
- Slow controlled movements to gain correct technique, i.e. walk, then slow jog, then running pace
- Build speed once technique has been established
- Shorten ladder to begin with to encourage success
- Powerful arm drive
Coaching…
1. Consider group size and ability
2. Is it best to split the group and if so how?
3. Break down of skills/drills…
a. Introduce the movement pattern off/away from the ladder
b. Start slowly focusing on technique
c. Half length of ladder to encourage success
d. Add speed after correct movement patterns have been achieved
e. Lots of praise
f. Perfect practice makes perfect
Drill examples:
1. Facing forward, basic drills, e.g.
a. Basic run through (one foot tap) S,Q
b. Two foot tap (right and left leg lead) S,Q
c. Ladder break runs, i.e. change of speed e.g. 1 foot tap to predetermined point (marked with cone) followed by two foot tap S,Q
d. Two forward one back (right and left leg lead) A
e. Ladder skips - concentrate of foot speed, not height S,Q
f. Ladder scissor skip (straight lead leg) S,Q
g. Butt flick, knee forward of hip, heel to butt S,Q
h. Adding lateral movement e.g. step to side, both feet in A
2. Adding jumps, e.g.
a. Jumping (straight through or two forwards, one back) S,Q, adding change of direction = A
i. Concentrate of foot speed, not height
b. Hopping (straight through or two forwards, one back) S,Q, adding change of direction = A i. Concentrate of foot speed, not height
c. Jumping jack A (slow and fast progressions along ladder)
d. Hop scotch (alternating hopping leg) A
e. Combinations e.g. hop, hop scotch or jump hop scotch or jump and floor touch A
3. Lateral movements (not specific to endurance running but good for overall conditioning)
a. Side-stepping A
b. 'Slow' ladder step up drill (straight in, diagonally out) A
c. 'Fast' ladder step up drill (zig-zag in and out) A
d. 'Slow' Cross-Country ski drill (slow progression down ladder – both feet in each square) A e. 'Fast' Cross-Country ski drill (slow progression down ladder – both feet in each square) A
f. Jumping A
g. Hopping A
Seated (non ladder):
a. Seated stationary arm swings (seated on floor, legs out in front) Q
Standing (non ladder):
a. Standing stationary arm swings (feet hip width apart) Q
These are just a sample of some of the SAQ drills which can be performed with ladders, most of them can be varied in some way to produce a different outcome.
Hurdles
a. Health and safety (correct direction for hurdles)
b. Note alternatives (e.g. lines on floor, cones)
c. Being aware that different surfaces present different challenges, e.g. grass more difficult to perform drills than tarmac
Focus on good form throughout:
- Good posture, i.e. run tall – imagine a helium balloon attached to the top of your head, gently lifting up
- Light on feet (keep the volume down) but with rapid fire foot action
- Build speed once technique has been established
- Slow controlled movements to gain correct technique, i.e. walk, then slow jog, then running pace
- Start with one or two hurdles then add more as athlete progresses or start with lines on floor or cones before progressing to hurdles
- Powerful arm drive
Coaching…
1. Consider group size and ability
2. Is it best to split the group and if so how?
3. Break down of skills/drills…
a. Introduce the movement pattern off the hurdles, then with lines on floor, then cones, then hurdles
b. Start slowly focusing on technique i.e. walking pace
c. Introduce 2 hurdles to begin with, focussing on quality, then add more as athlete progresses in ability
d. Add speed after correct movement patterns have been achieved
e. As ever, perfect practice makes perfect
Drill examples:
1. Facing forward, basic drills, e.g.
a. Basic run through (one foot between each hurdle) S,Q
b. Two foot tap (both feet between each hurdle, right and left lead) S,Q
c. Hurdle break runs, i.e. change of speed e.g. 1 foot tap to predetermined point (marked with cone) followed by two foot tap S,Q
d. Dead leg drill S,Q
e. Butt flick S,Q
f. Skipping S,Q
1. Adding jumps, e.g.
a. Jumping (straight through or multidirectional e.g. 'mad rabbit') S,Q, adding change of direction = A
i. Concentrate of foot speed, not height
b. Hopping (straight through or multidirectional e.g. 'mad rabbit') S,Q, adding change of direction = A
i. Concentrate of foot speed, not height
2. Lateral movements (not specific to endurance running but good for overall conditioning)
a. Side-stepping high knees A
b. Scissor kicks A
c. Jumping A
d. Hopping A
These are just a sample of some of the SAQ drills which can be performed with hurdles, most of them can be varied in some way to produce a different outcome.
Resources/Bibliography
1. Core Stability on the Ball
Available at the course
Samantha Ayers
Contact 01900 825974 for a copy, £6
2. Flexibility Workshop Booklet
Available at the course
Samantha Ayers
Contact 01900 825974 for a copy, £2
3. Agility Training Drills (DVD) st
Published by Coachwise 1 4sport
www.1st4sport.com
4. Speed Training Drills (DVD) st
Published by Coachwise 1 4sport
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DISV IB PYP HANDBOOK 2017‐18
"
striving for excellence
by engaging
minds, exciting
CONTENTS
Exhibition
14
INTRODUCTION
DISV is proud to offer the International Baccalaureate programmes to all our students from 3 to 18 years old. This dynamic and demanding academic framework is, we believe, best designed to prepare internationally‐minded students for the 21 st century world.
Fully authorized to deliver three IB programmes, DISV offers consistency and continuity throughout our education structure. We are one of only 3 schools in Austria fully authorized to offer this.
Led by teachers from over twenty different nations, and with low student‐teacher ratios, our classrooms provide a safe environment for students to become fully engaged in learning and inquiry. Our academic rigour is based on world‐class standards for learning and delivered in an atmosphere of individual support and care. DISV enables all students to grow academically, socially, emotionally, physically, creatively and ethically whilst striving to achieve their academic and personal potential.
Our curriculum provides opportunities for students from the very youngest to develop attitudes and skills essential for life‐long learning, whilst at the same time encouraging them to try new things, to stretch themselves and to strive for the highest achievements. The IB Primary Years Programme brings together all the aspects of our school motto and offers the best possible environment to grow into responsible and thoughtful citizens of the twenty‐first century.
This booklet is designed to give you detailed information about the IB PYP curriculum and how it functions here at DISV. Please contact the school should you have further questions.
Sarah Ford IB PYP Leader"
striving for excellence
by engaging
minds, exciting
THE IB LEARNER PROFILE
The IB learner profile is the IB mission statement translated into a set of attributes demonstrated by an internationally minded person. The learner profile provides a long‐ term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose towards international‐ mindedness.
IB learners strive to be:
Inquirers:They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable:They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in‐depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers:They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators:They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled:They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open‐minded:They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring:They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk‐takers:They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced:They understand the importance of intellectual, physical and emotional balance to achieve personal well‐being for themselves and others.
Reflective:They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
"striving for excellence
by engaging
minds, exciting
IB PYP OVERVIEW
The IB Primary Years Programme, for students aged 3 to 11, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
The programme:
encourages international‐mindedness in IB students
encourages a positive attitude to learning by engaging students in inquiries and developing their awareness of the process of learning so that they become lifelong learners
reflects real life by encouraging learning beyond traditional subjects with meaningful, in‐depth inquiries into real issues
emphasizes, through the learner profile, the development of the whole student – physically, intellectually, emotionally and ethically.
IB PYP CURRICULUM FRAMEWORK
The most significant and distinctive feature of the IB Primary Years Programme is the six trans disciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. They offer a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a trans disciplinary framework that allows students to "step up" beyond the confines of learning within subject areas. They are:
Who we are:
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; and what it means to be human.
Where we are in time and place:
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; and the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
"
striving for excellence
by engaging
minds, exciting
How we express ourselves:
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works:
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; and the impact of scientific and technological advances on society and on the environment.
How we organise ourselves:
An inquiry into the interconnectedness of human‐made systems and communities; the structure and function of organizations; societal decision‐making; economic activities and their impact on humankind and the environment.
Sharing the planet:
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
The programme puts great emphasis on learning through these trans disciplinary themes. All students, with the exception of students aged 3 to 5, who engage explicitly with four of the themes each year, address each theme each year. The themes, also importantly, provide the opportunity to incorporate local and global issues into the curriculum.
In addition to the trans disciplinary themes, the traditional subject disciplines retain a role in the IB Primary Years Programme. The specified subjects include languages, mathematics, social studies, arts, science, personal, social and physical education. The overall expectations for each subject area are defined for each year of the programme.
The Taught Curriculum
The six trans disciplinary themes help teachers to develop units of inquiry which are in‐ depth investigations into important ideas that require a high level of involvement on the part of the students. These inquiries are substantial, in‐depth and usually last for several weeks.
For example, in an inquiry about 'Sharing the planet', we might look at 'finite resources and infinite demands'. In order to understand better the central idea that 'our planet has limited resources that are unevenly distributed' and using water as an example, we would inquire into where water comes from, how different people and countries use water, how much water we use, what happens after we have used it, the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. To support this inquiry, students would gain knowledge and acquire skills derived from science and social studies. In addition, they would develop trans disciplinary skills such as critical thinking, communication and time management.
"striving for excellence
by engaging
minds, exciting
Since these ideas are related to the world beyond the school but are also an important part of their lives, the students see the relevance of the content and connect with it in ways that are engaging and challenging. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their learning.
Students discover that a unit of inquiry will involve them in exploration of an important idea, and that the teacher will be collecting evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, including on their own and in groups, to allow them to learn to their best advantage.
The IB PYP Curriculum Model
Concepts: What do we want students to understand?
The following key concepts are used to support and structure the inquiries. The exploration of concepts leads to a deeper understanding and allows students to transfer knowledge learned in one area of the curriculum to another. The concepts are: form, function, causation, change, connection, perspective, responsibility and reflection.
Attitudes: What do we want students to feel, value and demonstrate?
The Elementary School encourages attitudes that contribute to the well‐being of the individual and of the group. We help students to develop positive personal attitudes towards people, the environment and learning. At DISV we encourage: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
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Approaches to Learning: What do we want students to be able to do?
Throughout their learning in the Elementary School, students acquire and apply a set of skills which are valuable not only for the learning that goes on within a classroom but also for life outside school. The five sets of trans disciplinary skills we particularly focus upon and seek to develop with our students are thinking, social, communication, self‐ management and research skills.
Approaches to Teaching: The 3 components of the PYP curriculum cycle
The three components of the PYP curriculum cycle (written, taught and assessed) are embodied in Approaches to Teaching. The design of the Programme of Inquiry allows students to learn in authentic ways, with emphasis on inquiry and experiences. It reinforces the PYP pedagogy of authentic learning that is inquiry‐based and conceptually driven.
Action: How do we want the students to act?
Students are encouraged to take action as a result of their learning. Action can be a demonstration of a sense of responsibility and respect for themselves, others and the environment. Examples of action may include helping a friend when they have fallen over, taking care of new students, looking after the environment, watering the plants and running a bake sale to raise money for others less fortunate than themselves.
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ASSESSMENT
Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher's feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.
Students in the Primary Years Programme are required to create a portfolio from a range of experiences and curriculum areas. The portfolio is a collection of work selected by the students and teachers and is a record of students' involvement in learning. It is designed to demonstrate success, growth, thinking skills, creativity, assessment strategies and reflection. It is a celebration of each student's active mind at work and provides a picture of progress and development over a period of time. Portfolios enable students to reflect with teachers, parents and peers in order to identify their strengths and growth, as well as their areas for development.
Assessment is integral to the whole learning process and all assessment activities are designed to help students feel positive about their learning, as well as help them understand where they are and where they need to go next.
To assist the growth and development of the school and the learning that takes place, we administer some external assessment tools to help us benchmark our students' achievement against like students around the world. These assessments are used to ensure we provide a high quality education for our students and are used appropriately and sensitively with our children.
SUBJECT AREAS
A summary of the content of subject areas is found below. However, as a school, we are committed to continually explore ways to improve and develop our curriculum. Therefore, our curriculum is constantly reviewed and up‐dated. Grade level curriculum guides are also available for parents.
Language (English):
Language is fundamental to learning and permeates our entire curriculum. Language is arranged into three main communication strands:
Oral communication: listening and speaking ‐ skills that are essential for language development, for learning and for relating to others.
Written communication: reading and writing ‐ for enjoyment, instruction, information; to learn to recognise, appreciate and apply a variety of literary styles, genres and structures .
Visual communication: viewing and presenting ‐ to understand the ways in which images and language interact to convey ideas, values and beliefs. The many aspects of language teaching will be integrated into all areas of the curriculum.
While the communication strands of listening, speaking, reading, writing, viewing and presenting can be observed separately, they are also interrelated and interactive. At Danube, all teachers are considered language teachers – with a special responsibility to recognise and support each and every aspect of language development.
Language (German):
Acquisition of more than one language enriches intellectual and personal growth and helps facilitate international understanding. We therefore also provide the opportunity for all elementary students to learn an additional language, the language of our host country, German. For some of our students, German may be their first language and German classes are therefore differentiated to meet their needs.
Mother tongue languages can also be studied through the Privately Taught Language programme.
Mathematics:
The study of maths is split into five inter‐related strands:
Number (Studying the number system looking at operations of division, subtraction, addition and multiplication in order to solve problems.)
Pattern and Function (Identifying patterns in the world as a foundation for future algebra.)
Data Handling (Recording, organisation and summarisation of data and probability.)
Measurement (With accuracy using a variety of standard and non‐standard units.)
Shape and space (Characteristics of 2D and 3D shapes, angles, tessellation and symmetry.)
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Mathematics is taught both within and outside the Programme of Inquiry. Number, Pattern and Function are generally not taught within units of inquiry, whereas the other strands are authentically incorporated into the Units of Inquiry.
For example, in a unit on 'Construction & Structures', students would spend time looking at angles and 3D shapes. In another unit exploring pollution, students might collect and analyse data on pollution within the local area and make different types of graphs to display this information.
Social Studies:
The subject Social Studies is essentially about people:
* how they think, feel and act
*
* their beliefs, aspirations and pleasures •
* how and where they live (or lived) •
how they interact with others the problems they have to face
the work they do
* how they interact with their environment •
how they organise themselves.
The students will think about human behaviour realistically, objectively and with sensitivity. They will develop a deeper understanding of themselves, others and of their place in an increasingly global society. Social Studies aims to promote a sense of responsibility towards caring for and protecting the environment.
Science:
Science is the exploration of the natural, physical and material worlds. Students use inquiry to investigate and understand the world around them. It is taught and explored through the units of inquiry. They will experience what it is to think and act like a scientist. Science study is split into four main strands which overlap each other and with other disciplines such as mathematics, social studies, and personal, social and physical education.
Living Things: (The study of humans and other animals, plants, and the environment and the interactions between them.) Earth and Space: (The study of the planet Earth and its relationship to the universe.) Materials and Matter: (The study of the origins, properties and uses of natural and human‐made solids, liquids and gases.) Forces and Energy: (The study of energy, its origins and transfer, and its effects.)
Personal, Social and Physical Education (PSPE):
PSPE is divided into 3 strands, all of which work together to develop the well‐being of the students. Identity, Active Living and Interactions are all important for our students to gain a sense of their individual place within the community. The issues of beliefs, values and attitudes help form an understanding of personal identity and the ability to cope with change. The Active Living strand incorporates the different forms of Physical Education, while also considering the need to develop a healthy and balanced lifestyle. In the Interactions strand students build up an awareness of others around them, a consciousness of sharing the environment with others and the rights and responsibilities of being human.
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minds, exciting
The Arts:
Visual arts, music, dance and drama are powerful means of communication and expression. Through the arts, students can construct a sense of self, engaging in a creative cycle of experimentation, action and reflection. They are stimulated to think and articulate their thoughts in new ways and through a variety of media and technologies. Whenever possible the arts are taught within a unit of inquiry. They are also taught through independent inquiry, with the focus on developing students' individual creative talents.
Information Communication Technology (ICT):
We recognise that today's students develop and grow as digital natives in a technology rich environment, so ICT at DISV is not only viewed as a discrete subject area. It is also embedded and integrated in all areas of the curriculum and is seen as a tool to enhance and extend students' learning.
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EXHIBITION
At the end of Grade 5 all students participate in presenting a PYP Exhibition. It is a significant event in the life of a PYP student and is an opportunity for them to exhibit the attributes of the IB Learner Profile that they have been developing throughout their engagement with the PYP and to celebrate their transition from Elementary to Secondary school.
The PYP Exhibition is an in‐depth collaborative inquiry. Working in groups, the students investigate a real‐life issue that is pertinent to them with the purpose of creating an action plan to make a difference. They can use a variety of source materials: first‐hand experience, interviews, surveys, field visits, etc. and use a range of media (eg: moving and still images, audio, animation) and forms of expression (eg: written work, oral presentations, performances).
Teachers/mentors guide the students through each phase of the process. The exhibition is shared with members of the wider school community and includes a visual presentation and an expressive performance for parents.
Photo Credits: Photographs including those on pages 2, 6, 13 & 15 © Gregor Schwarzacher used with permission. All other photographs © Danube International School Vienna
Image Credits: Images on pages 8 (IB PYP Diagram), 6 & 16 (IB logo), © IBO. All other images © Danube International School Vienna..
IBO programme information courtesy of the International Baccalaureate Organisation. May 2017"
striving for excellence
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minds, exciting
"
striving for excellence
by engaging
Danube International School Vienna
Josef Gall Gasse 2, 1020, Vienna
Tel:
+43 (1) 720 31 10
Fax: +43 (1) 720 31 10 40
firstname.lastname@example.org www.danubeschool.com
minds, exciting
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‘QUITE SIMPLY A MASTERPIECE’ Evening Standard WEST SIDE STORY
Originally produced on Broadway by Robert E. Griffith and Harold S. Prince
by arrangement with Roger L. Stevens
Book by
Arthur Laurents
Based on a conception by Jerome Robbins
Lyrics by
Stephen Sondheim
Music by
Leonard Bernstein
Entire original production directed jerome robbins and choreographed by
West Side Story education pack 2013
These resources are designed to give learners of all ages the opportunity to develop their understanding of West Side Story by investigating themes, characters, and text. Teachers can use them to prepare their students to see West Side Story, and make the most of what they have learned on their return to school. The suggested activities can form part of lessons and workshops based on the production, tailored to specific curriculum requirements.
These resources contain a range of exercises and techniques, some of which were used in rehearsals with the cast of West Side Story. In addition to the work and discussion on the piece, there are interviews with some of the company and broader information about careers in the theatre for those students who are thinking of working in the performing arts.
Originally created in 2008 by Simon James Green and updated by Zoë Briggs for the Ambassador Theatre Group in 2013.
www.simonjamesgreen.com www.atgcreativelearning.com
THE PLOT
With the exception of the prologue (which takes place over a number of months), West Side Story unfolds over a two-day period.
During the prologue we observe the Jets, who are the established, white, gang of the neighbourhood enjoying their control of the territory. Gradually, this control is threatened as one, then two, then three and then more Puerto Ricans arrive, forming the now rival neighbourhood gang, the Sharks. By the end of the prologue it is very clear that the two gangs are intense rivals and will go to any lengths necessary to protect themselves, each other and gain control of the territory. The Jets decide that they are going to settle the situation once and for all with an all-out fight, or 'rumble'. Riff, the leader of the Jets is going to issue the challenge to Bernardo (the leader of the Sharks) during the dance at the gym, that evening. The Jets are delighted and celebrate how great it really is to be a Jet.
Riff goes to visit Tony (who started the Jets with him). Tony has moved on from being part of a gang and now has a job working for Doc at his drugstore. Nevertheless an insistent Riff pleads with him and Tony reluctantly agrees to come to the dance that evening too.
At the gym the two gangs battle for supremacy on the dance floor, each trying to outdo one another with their moves. Tony arrives, as does Maria, who is Bernardo's sister. Maria is at the dance with Chino – Bernardo's best friend, who he has arranged for Maria to marry. Left by herself for a moment, Maria meets Tony and it is love at first sight. They dance a little, then kiss – only to be pulled apart by a furious Bernardo. Riff joins in the explosive atmosphere by issuing the challenge to a rumble, which Bernardo is only too pleased to accept. They agree to meet for a war council at Doc's drugstore a little later in the evening. Everyone leaves the dance, leaving Tony in a daze as he contemplates just how wonderful Maria is.
Tony goes to find where Maria lives and clambers up onto her balcony so he can be with her. He assures Maria that whilst he may technically be from a rival gang he is 'not one of them' and she shouldn't be afraid. Clearly in love, but afraid they might be interrupted by her parents, Maria insists that Tony leaves and tells him to call for her tomorrow at the bridal shop where she works.
At the drugstore the Jet boys try to keep their cool, as they wait for the Sharks to arrive for the war council. The details of the rumble are agreed, just as Lt. Schrank arrives. The boys all play innocent but Schrank vows to find out where the rumble is going to be.
The next day, Anita and Maria are closing up at the bridal shop. Just as she is about to leave, Tony arrives and Anita realises what Maria is up to. Seeing herself in Maria, Anita agrees not to say anything, but advises Maria to be home in fifteen minutes, before anyone becomes suspicious. Tony and Maria embrace, but there is something on Maria's mind – she wants Tony to stop the rumble that is planned for that evening. Tony points out that the rumble is only going to be a fist fight now, but that if she doesn't even want that to happen, then he will stop that too. Maria is delighted.
The pair then get wrapped up trying on the wedding outfits in the shop and what starts as a game quickly becomes very real and emotional as the pair play at 'getting married'.
The gangs meet under the highway. Tony arrives and tries to stop the fight, but things quickly get out of control and Riff and Bernardo end up pulling knives out. They fight and Riff gets stabbed. Tony, blinded with rage that Bernardo has killed his best friend, takes the knife and kills Bernardo too. A fight breaks out until police sirens are heard and everyone leaves. Tony cries out in anguish and Anybodys encourages him to run away. She then picks up the knives and runs away herself, leaving the dead bodies of Riff and Bernardo on the ground.
At the top of Act 2, Maria is none the wiser about the night's events as she enjoys a night in with the girls. They are interrupted by Chino who tells Maria what has happened. She accuses him of lying and he runs away. Tony arrives and tells Maria that it is indeed true. Tony and Maria imagine a world where everyone gets along and is happy, with no rivalries or prejudice.
Baby John and A-Rab are questioned by Officer Krupke, but manage to get away. The Jet boys make fun of him but the merriment is cut short by the arrival of Anybodys with news that Chino is out looking for Tony. The Jets spring into action to find Tony and bring him to a safe hiding place.
Anita arrives outside Maria's locked door. Tony escapes out of Maria's window and Maria lets Anita in. Anita isn't fooled though. She has an argument with Maria but eventually begins to understand the depth of Maria's love for Tony. Anita tells Maria that Chino has a gun and is looking for Tony. The moment is interrupted by Lt. Schrank, who wants to ask Maria some questions. Maria and Anita speak in coded language and Anita leaves to go to the drugstore to give Tony the message that Maria will meet him there later.
Outside the drugstore the Jet boys stop Anita and deny that Tony is hiding there. Despite her pleas that she has a message for him they continue to taunt her before raping her. A distraught Anita runs away, telling the boys that Maria is dead because Chino found out about her and Tony and shot her.
Doc breaks the news to Tony who, having nothing else to live for now, goes out in the streets, screaming for Chino to come and shoot him too. Suddenly, Maria appears. Tony runs towards her, but Chino shoots him just as he reaches her. He falls into her arms and dies.
An anguished Maria tells the assembled gangs that they all had a part in killing Tony, as well as Riff and Bernardo. Tony's body is carried away by members of both gangs – a glimmer of hope that things might finally be resolved…
EXERCISE
West Side Story has many parallels to Shakespeare's Romeo & Juliet. Make a list of themes and plot points from West Side Story and their counterparts in Romeo & Juliet.
CHARACTERS
THE JETS
Riff – the leader and Tony's best friend Tony – his friend and co-founder of The Jets. Maria's beloved Action – second in command. Hot headed and always ready for a fight Baby John – the youngest of the gang A-Rab – Baby John's friend, looks after him Big Deal – something of a joker. Has a conscience Diesel – the best fighter in the gang Snowboy Gee-tar
THEIR GIRLS
Graziella – Riff's girl Velma – Graziella's best friend Pauline – a hanger-on Anybodys – dresses like a boy and wants to be one of the gang
THE SHARKS
Bernardo – the leader, Maria's brother and Anita's boyfriend Chino – his best friend and Maria's fiancé by arrangement Pepe – Chino's friend Moose, Anxious, Indio, Nibbles – gang members
THEIR GIRLS
Anita – Bernardo's girl and friend to Maria Maria – Bernardo's sister. Loves Tony, not Chino Rosalia – none too bright and longs to return to Puerto Rico Consuelo – a good time girl who loves it in the USA Teresita, Francisca
THE ADULTS
Doc – Drugstore owner and Tony's boss. Tries to understand the kids Lt. Schrank – dislikes the Jets but hates the Sharks more. A dangerous and racist cop Officer Krupke – A beat cop who is hopelessly ineffectual and a figure of fun Glad Hand – a winnable social worker who patronises the kids at the dance at the gym
EXERCISE
Make a list of characters in West Side Story and their counterparts in Romeo & Juliet.
VOCABULARLY & JIVE SLANG
PR's – Puerto Ricans
I'm a casual – A-rab means he's a casualty because of the Shark attack on him.
That makes you a Puerto Rican tomato – Big Deal is teasing A-rab, calling him a Puerto Rican party girl now that A-rab's ear has been "pierced."
Protocality calls for… – Riff means that there is a protocol, a procedure to be followed in arranging the rumble.
Callate! – Maria is telling Tony to be quiet: Callar in Spanish means to silence.
Ya vengo – Maria tells her father she'll be in, in a minute.
Buenos noches – good night.
Te adoro, Anton – I love you, Tony.
Who is really a Polack – Bernardo is deriding the American point of view that U.S. born children of immigrants are Americans while Puerto Ricans, though born U.S. citizens, are foreigners – and he's doing that with the ethnic slur polack instead of Pole.
Vamonos, chicos, es tarde – let's go, boys, it's late.
Hoodlums – criminals.
d.t's – delirium tremens. A-rab's father is accused of being an alcoholic.
Bruja – witch.
Querida – dear.
Buenas tardes – good evening.
Headshrinker – a psychologist or analyst.
My grandma pushes tea – Grandma is selling marijuana, the active chemical ingredient being THC, thus, "T" or "tea."
Be a schmuck – a clumsy or stupid person; an oaf.
Wotta buncha Old Man Rivers: they don't know nothin' and they don't say nothin' – Anybodys refers to the song "Old Man River" from the Hammerstein-Kern musical Showboat:
Ol' man river, Dat ol' man river He mus' know sumpin' But don't say nuthin' He jes' keeps rollin' He keeps on rollin' along.
Por favor – please.
Non comprende – you don't understand.
De nada – it's nothing.
Cut the frabbajabba – chatter.
Gassin', crabbin' – talking and complaining for the sake of it, not to effect change.
Daddy-o – a precursor to man, applied to any male held in your esteem.
Spics, micks, wops – Latinos, Irish, Italians, i.e. not Americans.
Glory Osky – a socially acceptable exclamation used in place of "God!" when such a term was not necessarily permitted out loud.
THE CREATION OF WEST SIDE STORY
In 1949, dancer and choreographer Jerome Robbins suggested to composer Leonard Bernstein that they join forces on a modern musical version of Shakespeare's Romeo & Juliet. He thought the love story, set against a background of family feuds, had universal appeal. The writer Arthur Laurents was called in to work on the libretto, but due to work commitments, the project was put on hold.
Six years later, Bernstein and Laurents again discussed the project and Stephen Sondheim was enlisted to write the song lyrics. The creative team was now in place…
Between 1955 and 1957 they worked to create a form of musical theatre "unlike anything done before." "The aim," Robbins said, "was to see if all of us could bring our acts together and do a work on the popular stage… the idea was to make the poetry of the piece come out of our best attempts as serious artists." West Side Story was surely a daring, innovative experiment, seemingly ahead of its time; yet the show also represented the culmination of the integrated concept musical that traced back to Oklahoma! Under Robbins' direction, all elements of the book, score, choreography and design would be woven seamlessly to support what he defined as the show's central theme: "the futility of intolerance".
Working with Bernstein on the lyrics, Sondheim sought "to bring the language down to the level of real simplicity [while still expressing serious themes]." According to Bernstein, the key to his edgy, feverish music was the tritone interval. Bernstein suggested that while he and Sondheim were working on the music and lyrics "we raped Arthur's playwriting. I've never seen anyone so encouraging, let alone generous, urging us 'Yes, take it, take it, make it a song'".
While past efforts to turn Shakespeare into musical theatre had always involved adaptations of the Bard's comedies, West Side Story was the first attempt to use one of the tragedies as the basis for an American musical. Laurents chose to let the story wind its own way, using the original as a reference point but sticking as closely as he could to Shakespeare's original plot. According to Carol Lawrence, who played Maria in the Broadway premiere, at first the collaborators thought Maria should die, as Juliet does, but when Laurents broached the idea to Richard Rodgers (of Rodgers and Hammerstein), Rodgers replied, "You know, the moment Tony dies, Maria is dead already. Her life is over. You don't need to kill her. It's sadder if she has to live on alone." So Maria lives.
To make the characters timeless yet realistic, Laurents invented a special street language, as he felt contemporary slang would date the piece. He even pre-empted the widespread use of "cool" which was not modified into its slang form until several years later.
Laurents planned the musical numbers very carefully. With the exception of "Gee, Officer Krupke", which is pure light relief, every song arises from one of the three dramatic situations in the show: the feud between the Jets and the Sharks, Tony and Maria's mutual love and Anita's remonstrations with Maria. Robbins too wanted his work to be as integrated as possible with the other elements of the show and the routines he developed were street-wise and vibrant.
The production was not without problems. The original producer dropped out six weeks before rehearsal and Robbins hired young dancers who, while fitting the age profile of the piece, had little acting experience. To make them act like real street gangs, he encouraged them to live out their stage roles, even to the extent of not socialising with members of the other gang. It worked so well that one cast member complained that no one would eat with her.
The show opened in Washington DC to mixed reviews but was an artistic triumph and commercial success when it moved to Broadway. It ran on Broadway for 734 performances before embarking on a national tour.
In 1961 West Side Story was made into a film which was awarded ten Academy awards.
(Adapted from West Side Story official site)
DISCUSSION TOPIC
Bernstein wrote in his diary on the day of the Washington opening "what made it come out right is that we all collaborated, we were all writing the same show".
Music, lyrics and dance are indeed effectively integrated in West Side Story. Identify the places where dance is used. Why is dance more powerful at certain moments than words might be? How is dance used to express emotion?
At the very end of the show, as the two gangs appear to be cooperating by carrying Tony's body, a peaceful sounding high chord alternates with an ominous-sounding low note. Yet this dissonance between the two sounds never resolves. By ending the show without a musical resolution (a traditional tonal cadence), what comment do you think Bernstein is making?
WEST SIDE STORY – 50 years on
West Side Story changed the course of musical theatre when it opened on Broadway in 1957. It remains one of the most successful stage shows of all time.
Having sold out around the world in cities including Tokyo, Beijing, Sydney, Madrid and Paris, this production is now on a UK tour. This production was directed and choreographed by Joey McKneely (former assistant to Jerome Robbins). Joey has choreographed and directed extensively on Broadway and his credits include Smokey Joe's Café, Whistle Down the Wind and Twelfth Night. He staged and choreographed West Side Story at La Scala in Milan and has worked on many Hollywood movies. He choreographed The Boy from Oz with Hugh Jackman in the leading role, before embarking on the direction and choreography for the production of West Side Story.
Fifty years on and the themes of West Side Story are just as pertinent. Love and hate are universal themes which mankind will doubtless experience forever more, but when barely a week goes by without news of another teen stabbing on the streets of the UK, it is perhaps time to ask why nothing seems to have changed in all this time.
During the course of rehearsals, it became clear that much of what the teenagers in West Side Story feel and experience is still experienced by young people today and this education pack allows you to explore some of these ideas, just as we did in rehearsals. The details of the broken home lives suffered by most of the Jet boys (alcoholic fathers, unemployed and in poverty, various forms of abuse), are sadly still echoed for an alarmingly high number of young people in the UK and USA today. Racism still exists, whether it's black, white or eastern European and the tensions between different communities are palpable in many areas of the UK, with resentment and fear still playing their part.
There is a wealth of information and discussion on the Internet about knife crime, teenage gangs and so on – but the best starting point is probably a discussion with your own class or group. Just as the adult characters in West Side Story manage to miss the point and not appreciate the gravity of the situation, so too should we be careful of applying too much of what we think the causes are, and let those who are actually living it tell it like it really is.
In discussing whether there is hope, you may like to draw attention to the somewhat unresolved ending of the show. Not only does it not resolve musically, but we finish with Anybodys, alone on stage, uneasy, the expanse of the city before her, before she too runs off. Whether she is running towards a different, a better future, is open to doubt, and fifty years after she ran off stage for the first time, it would appear little has changed…
LOVE...…
Love is one of the overriding themes of West Side Story – deep, intense and passionate love. The kind that defies everything – even families and loyalties. Love is often described as a 'drug' making us behave in irrational ways and feel heightened emotions. This is the kind of love we wanted to show on stage in West Side Story – and if the audience are to buy into what happens in the story, it's essential they believe that Tony and Maria feel this sort of love for one another.
But it's not just romantic love we see on stage in this show. The loyal, almost brotherly love, we see between Tony and Riff – who have been friends since they were little and who have grown up together, is just as intense, so much so that it drives Tony to kill at the end of Act 1. Equally, the love that Chino feels towards Bernardo causes him to avenge his death and eventually kill Tony. Anita's love for Maria makes her keep her secret and even persuades her to try and help the doomed lovers, even though Tony has murdered her own love.
Love is clearly a powerful emotion. Combine love with the often impulsive, passionate emotions of the show's teenage characters and you have an explosive mix.
So how do we create these feelings on stage? The creative teams on West Side Story have always tried to allow the actors to experience the emotions for themselves, for real – getting them to connect to real experiences and genuine emotions and then bringing that emotional connection to the stage.
EXERCISE: The Love Letter
What does it feel like when you fancy someone? What does it feel like when you discover someone fancies you? Ask students to individually write a short note on a piece of paper which expresses, very simply, that they fancy someone. The someone should be anonymous – make it clear they are not writing the note to anyone in the room specifically. A line or two is quite sufficient. Ask students to fold the note over and hand them over.
Create a simple space with a couple of chairs, a table and a few props – a bag, a magazine etc. Each student takes it turn to wait outside the room, while you conceal a random 'love letter' somewhere in the space. The student will then enter the space and go about their business, perhaps tidying the space, or reading the magazine. During this they will discover the note and read it. We are then interested in their reactions in the ten seconds immediately afterwards.
Will they simply smile?
Will they punch the sky and shout?
Will they be nervous and worried?
After each student, take a moment to discuss what feelings came across to the audience and what feelings the student was experiencing.
West Side Story is a musical – which means we can tell the story through words, through song and through dance. The choreography in West Side Story is an important part of advancing the plot, often revealing what the characters are feeling. Even in the regular scenes, physical actions and body language play just an important part as the dialogue in telling the story.
Try this exercise using body language techniques first and then progress to a simple sequence of movements and even more complex choreographic steps, depending on the abilities of your students.
EXERCISE: Let's get physical!
Create a bench using a couple of chairs. Two people will approach the bench. They may do this at different times. They may sit if they so choose. Instruct one person to try and show that they are attracted to the other person. Instruct the other person that they are not interested. Ask the pair to play out a short scene that communicates this to the audience, but does not use any words or other vocalisations. Try this a couple of times with different pairs. Get feedback and comment on the body language used which successfully communicates the story:
Eye contact
Physical proximity
Pointing legs and feet towards the other person
Body language which suggests disinterest in this romantic advance includes:
Crossed arms or legs
Avoiding eye contact
Physically moving away from the other person
Try the exercises again, but this time, instruct both people that they are attracted to one another. Highlight that this can still only be shown physically (no talking!) and that the rule is they cannot actually touch each other. Keep the scenes short and discuss what body language and physicality is most successful in telling the story.
When Tony and Maria first meet, their emotions and attraction to each other is told entirely through movement, using simple choreography that makes them almost mirror each other and conveys their unity. Work on a short, simple set of movements in pairs that conveys such unity and attraction. In West Side Story we use:
A simple rocking motion, with each individual leaning in toward the other
Bodies that almost touch and then do in fact touch
Arms that weave around each other, suggesting a coupling or joining up
Experiment with simple steps and actions that convey this.
The type of love that Tony and Maria share in West Side Story isn't straightforward. It's forbidden. Just as Romeo and Juliet belong to warring families, so Tony and Maria come from different sections of society which do not get on. This makes their love forbidden and unacceptable – adding an extra frisson and sense of danger to the story. How do we create this on stage?
EXERCISE: THE FORBIDDEN KISS
This exercise is suitable for older students, 16+.
Students should be in pairs. Create a space that resembles Maria's balcony. Discuss what the balcony means and how it might make our characters feel:
It is high up. That makes it both difficult to reach and also dangerous.
It is Maria's balcony, or more specifically, her parents'. Other people will be in the rooms nearby. If these people see Tony, their response to him is likely to be negative.
The balcony has views across the city. Looking out from it allows you to see the world in an all-encompassing way. Suddenly we can see beyond the immediate gang rivalries and hatred to a better place.
In pairs, and again without speaking, students will be in the balcony space. During a short scene, they will move around one another, being careful not to arouse the suspicion of people who may be in the adjoining rooms. On a number of occasions, they should get very close, almost kissing, but then pulling back at the last moment, perhaps afraid they are about to be discovered, or scared because they heard a noise.
Discuss the effect of these 'near kisses' on both the actors and the audience. Notice how, as an audience, it makes us really want the characters to share the kiss – and how we find ourselves sharing in the frustration that it doesn't happen. This exercise does a number of things: it brings to the fore the electric energy that it is necessary for Tony and Maria to share and communicates that to the audience. It also brings the audience firmly onto the side of Tony and Maria – we find ourselves wanting Tony and Maria to kiss, we buy into their love for one another and therefore we buy into their story.
Once the actors have understood the feelings and emotions we need to get across in a particular scene, it's a good time to introduce some script and see if those feelings can be transferred into the actual dialogue.
EXERCISE: PAGE TO STAGE (Sense memory)
Give students a copy of the Tony and Maria scene from the script resource section. Initially, allow students to attempt the extract with little guidance. Then, get them to do it again, this time re-connecting with the various emotions explored in this section. Ask students to close their eyes for a moment and talk through the opening of the love letter in the first exercise. They should comment on every detail, paying particular attention to anything connected with their senses, i.e.:
"The room was hot. It was quiet inside but I could hear people talking in the corridor outside. I found the note in my bag. It was written on crisp, smooth, white paper, folded with neat creases. The blue ink was smudged. I didn't know what it was at first. I read the first line. My heart was beating faster. It felt weird. I had to look around to make sure no one had come into the room. It was like a secret. A really brilliant secret. I was breathing fast so I tried to calm down. It was like I wanted to shout and tell people. It felt exciting and new. Like the start of an adventure."
Following this, ask the students to do the scene again and comment on the improvements.
The actors in West Side Story used a very similar 'sense memory' technique when exploring the many emotions they have to deal with in the show. Encouraging the actors to revisit every sensory aspect of a particular experience allows them to re-live it as they actually felt it, detailing what they heard, smelled, tasted, saw etc and making everything very real again. The nature of the plot in West Side Story meant that some of these memories were painful and difficult, often dealing with death and pain. It is not recommended you take the sense memory technique down this road with young students, although those in further and higher education on performing arts courses may be able to deal with the technique. It is important to use this technique only in a safe environment where your actors feel secure. It is best conducted in small groups in a small space and make it clear that actors do not have to revisit any memories which they don't feel ready to explore yet.
…And HATE
The hate we encounter in West Side Story is borne of racism. The Jets perceive the arrival of the Puerto Ricans as a threat. In the age old (and false) complaint of people from other countries 'coming over here and taking our jobs' Action complains that the Puerto Ricans are 'the reason my old man's gone bust.' From this simple beginning, hatred spreads, caused by things as simple as cultural differences and different skin colour. Just like the Capulets and Montagues in Romeo & Juliet, hatred breeds hatred and spreads like wildfire.
Hate drives much of the plot in West Side Story, so it's important to get the depth of that hatred across to the audience. In Jerome Robbins' original production, the Jets and Sharks were kept entirely separate during rehearsals, even having to eat separately. Eventually, they actually started to hate one another and become rivals.
It is obviously difficult to go quite so far when trying to maintain a happy cast for a 12 month UK tour; however in the current production the Jets and Sharks are kept in separate dressing rooms backstage, in different parts of the theatre, so that the sense of difference can be established as soon as the actors start preparing for the show each day.
Establishing hate, the causes of hate and trying to understand where hate comes from was an important part of rehearsals…
EXERCISE: ESTABLISHING HATE
Split your group into two halves. Each half needs to have an identifying 'badge' be it a coloured arm band, T-shirt, cap etc. Something which clearly divides the group into two identifiable halves.
One half will leave the space entirely. The remaining half stay in the space, controlling it. Their simple mission is to pick up a selection of clothes pegs that you have left lying around the space. They can help each other with this. There is no competition and actors can help other actors. Once a peg is picked up, it must be clipped to part of the actor's clothing.
One single member of the other team is then allowed into the space. This person also wants some pegs – if they can't find any in the space, they will have to take a peg off another actor's clothes.
The game continues. More members of the other team are gradually allowed into the space, all wanting pegs. Team B will try to take pegs from team A and team A will try to hold onto their pegs and snatch them back again.
Stop the game shortly before an all-out fight develops and they start battering one another over the head.
Discuss what came out of the game:
How did Team A feel when they were by themselves collecting pegs?
How did Team A feel when the first member of Team B came into the space?
How did that single member of Team B feel?
How did that single member feel when they were joined by another Team B member?
How did Team A feel as more Team B entered the space?
Why did it start to feel violent? What do students feel might have happened if the game hadn't been called to a stop when it was?
GANGS
We needed to understand why gangs were formed. What factors make teenagers form gangs? What is it about the lives of the Jets and Sharks which make the existence of a gang necessary?
Youth vs. Experience: How the adults fail the kids in West Side Story
Exploring the script, we noticed how both the on-stage and off-stage adults all fail the kids in West Side Story. How this becomes so important can be demonstrated with a simple exercise.
EXERCISE: USELESS ADULTS
In pairs, A is an adult figure and B is a teenager. B wants to discuss a problem with A. The trouble is that A is:
A parent who is too busy with work to listen.
A teacher who is really patronising and talks to B like they were 8 years old.
A policeman who is convinced that B only wants to cause trouble and suspects B of stealing from a shop.
A parent who is too drunk to listen or respond properly.
It may be helpful to give A an idea of the type of problem they need to discuss:
They are being bullied at school.
They have an eating disorder.
They are worried about a lump they've found on their leg.
They're received a threatening text or letter.
There is no food in the house and they haven't got any money to buy anything.
Try a few of these short scenes where B tries to talk about their problem but A responds in various unhelpful ways. Discuss how it felt. How does B feel about not having anyone to talk to? What does that pent up fear feel like? What do they feel about the adult concerned?
It is clear from the script that the Jet boys all come from backgrounds where the parent figures fit into the above categories. Schrank sums up the problem in a speech that hits the lads hard:
"How's the old man's DT's A-rab? And how's the action on your mother's mattress, Action?"
We know that Riff lives with Tony because he can't stand living with his Uncle. Reading between the lines, we can make other assumptions about the Jet boys. In rehearsals we discussed the likely possibility that Action suffers sexual abuse and that Big Deal is the joker of the gang because he gets no attention at home. Baby John is just a little kid, yet his folks are apparently happy for him to be out on the streets at night.
With parents who either hurt them or don't care, police who loathe them and refer to them as 'scum' and patronising youth workers, where else do the boys have to turn but to each other for support and protection?
Why be in a gang?
"Without a gang, you're an orphan…" Riff
EXERCISE: PROTECTED IN A GANG
We needed the actors to understand why being in a gang feels so good. This simple exercise shows just that.
Some students find this exercise quite intimidating, so be careful who you select to go in the middle. Keep the same group split as for the hate exercises. Place 1 member of team B in the middle of the space and have Team A surround them. Team A now begin to shout insults at the team B person in the middle – but the insults must be related to the identifying item that the person is wearing, i.e.
"What a stupid red cap."
"You look stupid in that cap."
"Only losers wear caps like that!"
You may even find that terms like "Red Cap!" eventually become an insult in this exercise.
After a short time, have another member of team B join in the middle. Team A should continue with their 'insults' but now there are 2 people in the middle. Gradually add more members of team B and then allow Team B to start shouting 'insults' back, until everyone is hurling cap or t-shirt coloured abuse at each other.
In feedback after the exercise, discuss:
How the single member of team B felt when being abused like that.
How they felt as more member of their team joined them.
What came clearly out of the exercise for us in rehearsals is that whilst you can feel deeply threatened and afraid by yourself, that fear subsides as soon as you are joined by your 'gang'. Gangs provide a feeling of safety and security – and when the adults in your life don't help you and other kids on street are out to get you, what other option is there?
EXERCISE: Page to Stage Transferring these emotions to the script
Remind students of the feelings and emotions connected to the exercises on hate and gangs:
The aggression and pumped-up energy.
The way speech often becomes loud and out of control.
The energised physicality, again aggressive and charged.
Try the script extract at the back of this pack and see how these feelings can be transferred to the text between Jets and Sharks.
Moment to moment
Whilst there may be some argument for suggesting that fate and destiny plays a part in the story of Romeo & Juliet, it is adolescent inexperience and the spontaneous reactions of youth (based on raw emotion rather than thought) that lies at the heart of the tragedy in West Side Story.
Throughout rehearsals, actors were encouraged to allow their characters to live 'in the moment', responding to events in an emotional way, as they happen, rather than completely thought through. This presented a challenge, as most actors are trained to give a lot of thought to how they play a part, giving a lot of time to considered responses. But the teenagers in West Side Story don't give considered responses and in the quest for absolute truth on stage, a number of techniques and exercises were necessary to achieve the desired effect.
EXERCISE: Have you read the script?
Of course you have – any actor would. The trouble is, the character you are playing hasn't. To them, there isn't a script – this is their life. The danger of playing the script before it has happened, as opposed to the moment, is demonstrated here:
Give students the extract from the bridal shop. Anita is on her way out, but bumps into Tony as she is about to walk through the door. Play the scene once. Then have a quiet word with the actor playing Tony. Tell him not to enter at all this time. Play the scene again – chances are the person playing Anita will get to the door and stop, expecting to meet Tony. But Tony isn't there! So why has she stopped? She's stopped because she is playing the script, rather than the moment. Point made?
Genuinely truthful responses often only happen when you actually surprise the actor like this. When thought and preparation go out of the window and something unexpected happens, the spontaneous reaction of the actor is often a useful thing to hold on to.
Ideas for further exploration
Romeo & Juliet
West Side Story is loosely based on the story of Romeo & Juliet. Look at another Shakespeare play and see if you can develop it into a musical. Things to consider are:
What plot elements you will use?
What characters you will use?
What sections of the story could be better told through a song or dance?
Create a complete list of scenes for your show and give it a title. You may even be able to write the lyrics for some of the songs and try coming up with a tune. Just like West Side Story, you don't have to use the exact plot or the exact characters, but just use them for inspiration.
Your own West Side Story
If you were directing your own production of West Side Story, what ideas would you have? How would you make the show as relevant as possible for young people today? Think specifically about how you would tackle:
The costumes
The set
The choreography
WEST SIDE STORY TODAY: GANGS AND KNIFE CRIME
The central themes of West Side Story, with its gang culture and use of knives and guns which ends in tragedy rings an especially pertinent bell today.
West Side Story is the perfect vehicle for a class or group discussion on the nature of gangs and gang violence today.
Who's Who in the show?
Apart from the 31 cast members you will see on stage in West Side Story, there are many other people who will be working backstage along with a team of over 30 others who support the show in production, artistic, marketing, press and technical departments. You know what the actors do – but what about all the other people you see listed in the programme? Here is a list of some of the other important jobs on West Side Story…
RESIDENT DIRECTOR – is in charge of maintaining all artistic aspects of the show. Once the show has been rehearsed and set up, the original director leaves the show in the hands of the resident director. The resident will watch the show 2-3 times a week and give notes to the cast to help maintain their performances. The resident director also has responsibility for rehearsing the understudy company and any replacement casting during the run.
MUSICAL DIRECTOR – has responsibility for all musical aspects of the show – including the cast vocals and the orchestra. The MD will give notes to the cast and orchestra and will also work with the resident director to rehearse the understudy company.
COMPANY MANAGER – manages the whole company and crew. This person sorts out the payroll so everyone gets paid and is the first point of contact for any problems anyone has. The company manager is a jack-of-all-trades, and acts variously as disciplinarian, friend, father, mother, listener, punch bag, sage and confidant.
STAGE MANAGER – in charge of everything that happens on the stage, overseeing the rest of the stage management team and crew who work on the show, moving sets and ensuring the safety of the actors on stage.
DEPUTY STAGE MANAGER – working from a 'book' gives all the cues for the show over their headset, ensuring that lighting, sound and set changes all happen at the correct time. The DSM is also responsible for the smooth running of rehearsals.
ASSISTANT STAGE MANAGERS – have responsibility for props and moving items of set which are not automated.
WARDROBE MISTRESS/MASTER – oversees all the costumes for the show, managing a team of dressers who make sure each actor has the correct outfit and helps them to change into it, especially during quick changes during the show. The wardrobe department has to wash and dry all the costumes between shows, as well as make alterations and repairs. A team of people works throughout the day to wash, dry and iron all the costumes. West Side Story tours with a bank of their own washing machines and tumble driers to help with this enormous task.
DEPUTY WARDROBE – assists the wardrobe mistress/master with the above.
WIGS AND MAKE UP MISTRESS/MASTER – oversees the wigs and hair pieces in the show, and provide hair design for those cast members who do not need wigs. Also provides make-up advice and guidance for the cast.
CHIEF ELECTRICIAN – oversees the installation and maintenance of the lighting and projection equipment on the show. Either the Chief or Deputy LX will also operate the lighting console during the show, which controls the intelligent fixtures (moving lights), projections and dimmers. Chief LX programmes the lights, re-creating the lighting designer's lighting plot and liaises with other departments to maintain the artistic vision of the show.
DEPUTY ELECTRICIAN – assists the Chief LX with the above.
SOUND OPERATOR NO 1 – working from the sound desk at the back of the auditorium, this person mixes the show, ensuring the correct balance of vocals and orchestra are heard by the audience.
SOUND OPERATOR NO 2 – working backstage, this person ensures all the actors are wearing their radio microphones correctly, replacing batteries and dealing with any on-stage sound issues.
CARPENTER – has specific responsibility for the set and on West Side Story, the automation. They oversee maintenance of the set and its use during the show.
DANCE CAPTAINS – West Side Story has dance captains who have responsibility for maintaining all dance aspects of the show. They watch the show a couple of times a week, giving dance notes to the cast and taking extra dance calls where necessary.
PHYSIOTHERAPIST – West Side Story is a big dance show and the cast often injure themselves performing some of very difficult choreography. West Side Story tours their own physiotherapist who is always on hand during the day and throughout the show to help fix them!
INTERVIEW WITH STEVE DIAMOND (Company Manager, 2008 production)
1. What is a 'company manager' exactly?
In short, the Company Manager is the representative of the producer – the person who looks after all aspects of the show when it's out on tour. I look after all the people involved in the show, both on stage and off. I have responsibility for overseeing all areas including technical, marketing matters, box office reports (which detail how many tickets have been sold and how much money has been taken) – all the things that go into putting a show together. For the cast, I am teacher, father, friend, disciplinarian and sage all rolled into one!
2. How many people are you responsible for on West Side Story?
A company of 70 all together, which includes 31 actors, 19 musicians and the remainder are technicians and creatives in various departments.
3. How did you get into company management?
I worked my way up through stage management, so I started as an assistant stage manager, and then after a brief spell as an actor, came back to stage management, moving up through the positions of deputy stage manager, stage manager and then ultimately company manager.
4. What advice would you give someone who wanted to be a company manager?
There are various routes, but it definitely helps to come from a fairly varied technical background - that way you have a broad knowledge of all the aspects that go into a production. Also, some background in performing is also useful, because then you understand the nature of performers.
5. What's the hardest part of your job?
Dealing with diverse personalities and egos.
6. What particular skills does a company manager need to have?
You need to be totally on the ball and ideally one step ahead of everything so you can anticipate problems before they actually become problems.
7. What's your typical day?
I'm in the theatre most days by around 11am, when I check my email and get back to anything that needs responding to. Then it really depends – some days my phone doesn't stop ringing with questions from the company or technical things that need dealing with – other days it can be much quieter. We start to get ready for the evening show from around 4pm. Actors will pop into my office with any problems they may have, such as ticket requests or needing to see a doctor.
8. What other shows have you worked on apart from West Side story?
I've been doing this for over 25 years now – I did Cats for several years and before that, Chicago Also, I've worked on Grease, Smokey Joe's Café and The Rocky Horror Show as well as concert shows for the likes of Shirley Bassey and Sting.
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Interview with Simon Beck (Musical Director, 2008 production)
1. What does the job of MD entail?
My main function is to conduct the performance every night as well as certain rehearsals that take place during the day, such as understudy rehearsals or vocal calls for the principal cast.
2. How many musicians are in the orchestra?
18 – which includes six strings, three woodwinds, six brass, piano, drums and percussion.
3. What particular challenges does West Side story hold for an MD?
Because the show is exceptionally demanding for the cast from a dance point of view, keeping the vocals up to scratch is something that has to be monitored on a daily basis.
4. How did you get to be an MD?
Mine is a classic 'in the right place at the right time' story. I trained at Junior Guildhall as a principal study pianist and secondary study French horn player. By the time I left there, aged 18, I was completely certain that I wanted to be an MD and conductor in theatre and in my last few weeks at college I met up with an older student who I knew was on the MD circuit already. He gave me lots of advice and within 6 months he offered me some dep work with Mary Hammond who's a very high profile vocal coach and course leader at the Royal Academy of Music. There, I met David White who was conducting Sunset Boulevard at the time. He offered me the job of Assistant Conductor on the German production of Sunset and the rest is history!
5. What advice would you give a young person who wanted to become an MD?
If you want to be an MD in theatre, make sure you understand what theatre is. It's a very different way of working with music than simply making music. The music has to serve the drama at all times. The music has to be 'live' in the sense that if something different is happening on stage, you can't just play the music as you always do – it has to be very spontaneous and in the moment. Opportunities are few and far between unfortunately. There's no 'easy' way into being an MD. The music colleges in London are a great start and they often provide possible contacts and connections. Through your teachers, try to get an opportunity to sit in the orchestra pit and again make further contacts.
6. What skills does an MD need?
You need to be able to work with the musicians, be it a band or orchestra, as well as being a vocal coach with an understanding of vocal technique and vocal health. Also, you need to be a real people person who is able to communicate with musicians, actors and other creatives alike.
7. Why is West Side Story considered such a great musical?
It's a great score and it's so moving. Between Bernstein, the composer, the lyricist Stephen Sondheim and the bookwriter Arthur Laurents I think they achieved that complete understanding of how all the elements come together to create a piece of musical theatre. The score is incredibly emotional – it's not simply a bunch of great songs, and they all completely serve the characters' journeys through the piece. Jerome Robbins choreography is fantastic – groundbreaking in the 50's, it still feels as fresh 50 years on and the testimony is in the response of the audiences every night.
8. Is West Side Story still musically relevant today? Don't you think some young people would prefer something that sounds a bit more modern?
Within Bernstein's score there are so many musical styles – there's the big band sound (like you get at the 'dance at the gym' sequence), that young people today will recognise from the styles of Michael Bublé and Harry Connick Jr. The lush orchestrations are similar to those of many film scores and there's even their own 1957 version of rap in the Officer Krupke number. It's a little bit of everything that's not a million miles from what people are listening to today.
Interview with Suzanne Partridge (Wardrobe Mistress, 2008 production)
1. What does your typical day consist of?
On a typical day, I start work 4 hours before the show. Myself and the wardrobe deputy check over the work of the local wardrobe staff who come in early in the morning to do the ironing, steaming and sorting of underwear. We then begin with any repairs and alterations from the previous show and check over shoes and accessories as required.
There are lots of other jobs too – such as ordering new shoes, haberdashery supplies, dyes and cleaning products, updating notes for the local dressers and keeping up to date with the petty cash and dry cleaning. The dressers arrive one hour before the show. We brief them about any cast changes for the show and explain how this affects them. We then supervise the dressers as they take the costumes to the dressing rooms and the quick change areas. The dressers then set the costumes for the quick changes, which are then double checked by myself and the wardrobe deputy.
Everything is in place and ready to go by the half hour call. During the show we supervise all the quick changes which take place on stage, as well as doing some changes ourselves during busy periods. As items of costume are finished with, we begin to wash, dry, iron and steam ready for the next show.
At the end of the show the dressers return the remaining costumes and laundry to wardrobe. We sort it into hand and machine washing, separating all the colours. It normally takes about an hour to get everything washed and into the dryers and hot-box ready for the local staff in the morning. On a matinee day we have to work hard as a team to get everything ready as quickly as possible for the evening performance.
2. What are the typical hours?
We usually start work 4 hours before the show and finish an hour after curtain down. But it's variable. Shopping for particular items can take a lot of time. We work as many hours as we need to get the job done. My longest working week was about 92 hours!
3. What important skills does a wardrobe mistress need?
Organisation is the most important skill. You also need to be able to sew and be happy to work long hours. You need to have excellent people skills and good leadership skills as well as being a team player. You need a good knowledge of costume through the ages and of different fabrics and sewing techniques, as well as a good knowledge of where to source varied costume and wardrobe items.
4. What other people work in the costume department?
There is a wardrobe deputy who I work very closely with, 6 dressers who look after the actors (3 for the males and 3 for the females) and 3 maintenance people who arrive in the mornings to do the ironing, steaming and sorting of underwear. We also have three extra staff to help unpack and pack all the costumes when we arrive and leave each venue. On a matinee day we have an extra local wardrobe person to help prepare the costumes for the evening performance.
5. What advice could you give to someone who wants to be a wardrobe mistress?
There are two routes. The first is to go through the college system and do textiles or design in fashion or costume, or do a making course. Alternatively, you could start at your local theatre as a dresser and learn on the job, picking up wardrobe skills as you go along. All local theatres needs dressers, so drop them a line as your first point of contact.
6. What equipment do you tour with you?
We have 2 washing machines, 2 tumble dryers, a spin dryer for the hand-washing, a hot box to hang items in to dry, an airer, 3 irons and ironing boards, 2 steamers, 2 sewing machines and an overlocker. We have 5 wooden wardrobes on wheels for the costumes to travel in and 2 large cardboard skips for equipment such as haberdashery, tools, spare fabric, shoe supplies, glues, paints and dyes.
Interview with Harry Francis (Baby John, 2008 production)
1. Harry, you're 16. What's it like being the youngest member of the cast?
It's great – to be honest, I don't feel very different from the other cast members, apart from the fact I can't go clubbing with them!
2. How did you get the part in West Side Story?
I did my first professional show when I was 9 years old – The King and I, and then I went on to do shows like Chitty Chitty Bang Bang, Scrooge and Whistle Down the Wind. For West Side Story, I was doing a dance class in London and the director and casting director spotted me and asked me to come and audition – and a couple of days later I was offered the part! It was April Fool's Day when they spotted me, so my mum didn't believe me!
3. What was your training?
I went to Sylvia Young's theatre school for 3 years and then trained in ballet with the West London School of Dance (ballet training is very useful for a show like West Side Story) before going to a musical theatre college which gave me a broader training in things like contemporary dance, jazz and so on.
4. What's the biggest challenge about being in West Side Story?
For me as Baby John, he's got to be young enough for the character to make sense, but not so naïve and innocent that the other gang members simply wouldn't hang out with him. Also in terms of the dance, you've got to be an athlete! In this show, so much of the story is told through dance and most movements have a story behind them. You must remember what those stories are, otherwise the choreography doesn't work as well!
5. What was the rehearsal period like for the show?
West Side Story isn't a 'bullshit' show – it's got to be taken seriously – and that makes the rehearsal process very intense. Our director was very tough with us – although not as tough as I gather Jerome Robbins was with the original cast! We were taken through lots of different acting methods, including method acting, which I particularly found very useful. Also, before I started the job I got in contact with the original Baby John who told me that he used Stanislavski in his preparation. It does help. You can't just go on and hope for the best – you've got to be in the moment.
Rehearsals took five weeks and we started off by learning the dance, as that accounts for the majority of the show.
6. Tell us about the character of Baby John.
When I got in touch with the original Baby John one of the most useful things he told me was that young people, when they are trying to fit in, act older, and older people try to act younger. He's good friends with A-rab and that's his connection to the rest of the gang. He always seems to be the one who says the wrong thing and he's not as tough as the others. He's not really your obvious gang member. I don't feel that Baby John has such a tough background as the others – that's why he's more disturbed by the violence. Original London cast member Matt Zimmerman told me that Snowboy had been named after his cocaine addiction – 'snow' being another name for coke. He also said that Diesel's father worked at a petrol station, so his son stinks of it. Baby John is so called because he's the 'baby' of the gang.
7. What about the rape scene?
It's a horrible scene to do each night. It's a very creepy moment in the show and it's disturbing that they get the youngest gang member to commit the rape. It reminds me of the playful violence you see in Clockwork Orange. The show takes place over two days and at the beginning, I don't think any of them have any idea how much their lives are going to change in that small space of time. I think at the end of it, Baby John won't want anything more to do with the violence of being a gang member, but he will probably end up hanging with them as it's all he has.
8. What advice do you have for young people who want to do what you're doing?
You've got to love it because it's tough and it's hard work. Get some ballet training because it's the best training you can have and having a good technique behind you prevents a lot of injuries. Go to a musical theatre college and do a course there and just keep watching it! Go and see as many shows and plays as you can – watch and learn!
SCRIPT EXTRACT: TONY & MARIA (Love)
TONY Maria, Maria…
MARIA Ssh!
TONY Maria!!
MARIA Quiet!
TONY Come down.
MARIA No.
TONY Maria…
MARIA Please. If Bernardo…
TONY He's at the dance. Come down.
MARIA He will soon bring Anita home.
TONY Just for a minute.
MARIA A minute is not enough.
TONY For an hour, then.
MARIA I cannot.
TONY For ever!
MARIA Ssh!
TONY Then I'm coming up.
VOICE Maria!
MARIA Momentito, Mama…
TONY Maria, Maria…
MARIA Calladitio! Ssh!
TONY Ssh!
MARIA It is dangerous.
TONY I'm not "one of them."
MARIA You are, but to me, you are not. Just as I am one of them…
TONY To me, you are all the…
VOICE Maruca!
MARIA Si, ya vengo, Papa.
TONY Maruca?
MARIA His pet name for me.
TONY I like him. He will like me.
MARIA No. He is like Bernardo: afraid. Imagine being afraid of you!
TONY You see?
MARIA I see you.
TONY See only me.
SCRIPT EXTRACT: Jets & Sharks (Gangs)
RIFF
We challenge you to a rumble. All out, once and for all. Accept?
BERNARDOOn what terms?
RIFF
Whatever terms you're callin', buddy boy. You crossed the line once too often.
BARNARDOYou started it.
RIFF
Who jumped A-rab this afternoon?
BERNARDOWho jumped me the first day I moved here?
ACTION Who asked you to move here?
PEPE Who asked you?
SNOWBOY Move where you're wanted!
A-RAB Back where ya came from!
ACTION Spics!
PEPE
Micks!
CHINO Wop!
BERNARDOWe accept!
SCRIPT EXTRACT: BRIDAL SCENE (Moment to moment)
MARIA That rumble, why do they have it?
ANITA
You saw how they dance: like they have to get rid of something quick. That’s how they fight.
MARIA To get rid of what?
ANITA
Too much feeling. And they get rid of it: after a fight, that brother of yours is so healthy! Definitely: Black Orchid.
Tony enters.
TONY Buenas noches!
ANITA You go, querida. I'll lock up. It's too early for noches. Buena tardes. | <urn:uuid:790c1f8f-2f5e-4541-a480-f74575aff58b> | CC-MAIN-2018-43 | http://creativelearning.atg.co.uk/wp-content/uploads/West-Side-Story-education-pack-2013-FINAL.pdf | 2018-10-17T03:37:32Z | crawl-data/CC-MAIN-2018-43/segments/1539583510969.31/warc/CC-MAIN-20181017023458-20181017044958-00006.warc.gz | 79,130,088 | 12,925 | eng_Latn | eng_Latn | 0.996863 | eng_Latn | 0.999409 | [
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Geol 2312–Igneous and Metamorphic Petrology
Take Home Exercise 4
Name ___________________________
DUE April 20
Mineral Reactions
This exercise will familiarize you with metamorphic reactions and how to use chemographic diagrams to portray those reactions. Chapter 26 will come in handy in answering the questions below.
1. Assume the following minerals and formulas (A, B, and C are fictitious elements):
In a portion of a field area, the following mineral assemblages occur in equilibrium:
a-x-z b-x-z
a-x-c
a. Draw an accurate A-B-C compatibility diagram (projected from quartz) for this area. Assume that quartz is present in all rocks as you answer the following questions.
b. Can a quartz-bearing rock contain both z and c at this grade? Why or why not?
c. As we traverse up metamorphic grade, we encounter the "w-in isograd." Show/explain how you can use the chemographics to determine the approximate (unbalanced) reaction involved with this isograd #1. Draw the new chemographic diagram for the zone above isograd #1.
d. Balance the reaction.
e. Illustrate the T-P dependence of the reaction on a T-P phase diagram (assuming p P H O lith 2 = ), drawing and explaining the appropriate shape of the reaction curve (see Figure 26.2). Also label the appropriate phases on each side of the curve.
j. What would you name isograd #2 and the zone above it? Why?
k. Draw the compatibility diagram for the zone above isograd #2.
o. Draw the compatibility diagram for the zone above isograd #3.
f. Illustrate the T-X fluid dependence of the reaction on a T X - CO 2 phase diagram (assuming that the fluid is a CO 2 -H 2 O mixture), drawing and explaining the appropriate shape of the reaction curve. Also label the appropriate phases on each side of the curve.
g. At a higher grade yet, minerals a and x are no longer stable together. Show/explain how you can use the chemographics to determine the approximate (unbalanced) reaction involved with this isograd #2 (assuming that mineral y does not become stable until higher grades).
h. Balance the reaction.
i. Why might some rocks show no evidence of the reaction? Be specific and refer to your diagram.
l. As we traverse up metamorphic grade, we encounter the “ y -in isograd.” Show/explain how you can use chemographics to determine the approximate (unbalanced) reaction involved with this isograd #3.
m. Balance the reaction.
n. Is isograd #3 a better or worse practical field isograd than isograd #2? Why?
p. What are three possible reactions that may occur at the next isograd? (You need not balance them.)
t. Assuming that you won’t be able to get into the field in the near future, what would you need in order to determine which of the three reactions should occur next, if at all? | <urn:uuid:57985fa0-73fd-4ad8-a2ab-5f22230e4987> | CC-MAIN-2018-43 | http://www.d.umn.edu/~mille066/Teaching/2312_09/THEx | 2018-10-17T02:42:13Z | crawl-data/CC-MAIN-2018-43/segments/1539583510969.31/warc/CC-MAIN-20181017023458-20181017044958-00005.warc.gz | 446,922,958 | 637 | eng_Latn | eng_Latn | 0.994719 | eng_Latn | 0.996867 | [
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SUMMARY OF INTERVENTIONS USED AT AWBRIDGE AND WELLOW
SIDNEY
'Screening and Intervention for Dyslexia, Notably in the Early Years'. This programme teaches the letter names and sounds and encourages the children to hear the sounds in words and blend the sounds together to make simple words. This programme is for children in Year 1. Sessions are 10-15 minutes, 3-4 times a week and there are approximately 20 sessions. The child works through the programme at their own pace. This is a 1:1 (1 adult with 1 pupil) intervention.
Precision Teaching
Precision Teaching is carried out by the Teaching Assistant in class. It can be used for teaching high frequency words for reading and spelling, phonics and times tables / number bonds in maths. It is a 1:1 intervention and the child usually has 3-4 sessions per week lasting for approximately 10 minutes. The focus is on teaching the necessary skills and then improving the speed of application. Each day the child plays a game to learn / revise the skills and is then timed for 1 minute. The results are plotted over the week.
ELSA
'Emotional Literacy Support'. Angie Bungay and Alison Rae are fully trained and are our school ELSAs (Emotional Literacy Support Assistants). Diana Hall and ?? are also currently completing training to become ELSAs. This intervention can be used in many different ways – to help the children recognise and deal with emotions, a trusted adult to talk to about issues at home or school, anger management, social skills etc. Children who go can go individually, in pairs or small groups. The intervention is usually once a week for half an hour and provision is typically reviewed after 6 weeks or a term. When demand for ELSA provision is high, priority has to be given to children who present issues in school.
S&L
'Speech and Language'. Angie Bungay and Diana Hall (Teaching Assistants) have worked with individual children on their speech development for many years, often following the programmes given to school by the outside Speech and Language Therapists. They work mostly with children in Year R and Year 1. They typically see the children 2-3 times per week for approximately 10 minutes each session and the children play lots of games to learn the different skills. Class TAs are also being trained to deliver language support to pupils in their classes using the resources published by Black Sheep Press.
Acceleread/write
This is a 1:1 intervention in class led by the class Teaching Assistant. It is designed to run for 20 sessions and is computer-based. The programmes teaches phonics and the children must read and then type 3-4 sentences. The computer reads their work back to them and they must identify and correct any errors. Each session typically lasts 15 minutes.
Paired Reading
This is a very useful strategy that many Teaching Assistants have received training on. It is a 1:1 intervention that can be used at home by parents (I have a guide for parents if you are interested) or at school. It is delivered in class by the class Teaching Assistant. The adult and
the child read together to encourage fluency and expression and when the child is confident they give the adult a signal and carry on independently. As soon as the child makes a mistake the adult joins in again, until the child again gives the signal. You do not stop and focus on the mistake and in this way the child's fluency and comprehension of what they have read should improve.
Cued Spelling
This is another useful approach that many Teaching Assistants have received training on. It is often used alongside Precision Teaching. The child must identify a word they are struggling to spell and then they choose a strategy (from a pre-given selection or they can make one up) to help them remember the word – for example a mnemonic (e.g. 'big elephants can always understand small elephants' for 'because'), splitting the word up into chunks….This intervention is delivered in class 1:1 by the class Teaching Assistant. It typically lasts for 6 weeks and the child would have 3-4 sessions per week, each one lasting for 10 minutes.
Simultaneous Oral Spelling (SOS Spelling)
This is a multi-sensory teaching approach that encourages children to learn to spell new words by making them using magnetic / wooden letters, seeing them, saying them, copying them and writing them. The repetition helps the learning to become more fluent and automatic and because lots of the senses are used it should help make the spelling of the words more memorable. This intervention is delivered in class 1:1 by the class Teaching Assistant. It typically lasts for 6 weeks and the child would have 3-4 sessions per week, each one lasting for 10 minutes.
Read Write Inc. Phonics
Ruth Miskin's Phonics Programme 'Read Write Inc.' is taught to all children in Years R, 1 and 2. Some children continue to work through this programme in Years 3 and 4. Groups are run in class by the Teacher / Teaching Assistant. Children who have completed the Phonics programme receive Spelling support instead. When used as an intervention in Years 3 and 4 this is delivered to a group of children.
Fresh Start Phonics
Fresh Start Phonics has been developed by Ruth Miskin for children in Years 5 and 6 who still need some support with phonics. It appeals to older children and re-visits the sounds using a number of different teaching techniques. It is taught to children in groups, pairs or 1:1 (depending upon the needs of the children) by the Teacher / Teaching Assistant. Children who have completed the phonics programme receive Spelling support in groups instead.
Springboard Maths
Springboard Maths is a programme led by the Teacher / Teaching Assistant for groups of children in Years 3-6. It aims to pre-teach the basic skills and language that the children will need ready for the work being covered the following week.
My Turn Your Turn Maths (MyTY Maths)
This is a new intervention that Diana Hall and Nicky Rogers (Teaching Assistants) have been trained by Hampshire's Educational Psychologists to deliver. It is a Wave 3, small group intervention designed to support those children that are not achieving age-related
expectations in Numeracy. Children are encouraged to achieve error-less learning and fluency through a rote learning approach. It works on the 'little and often approach' – typically a child will have 3-4 sessions a week, with each session lasting approximately 10 minutes.
Supported Reading
This is a group intervention that is led by the Teacher / TA on a fortnightly basis in class. Each session lasts for 30 minutes and can be used with children in Years 2-6. The focus is on reading fluency, expression and comprehension. The reading strategies used are taught much more explicitly through Guided Reading, which is part of the class provision for all children in Years 1-6.
Supported Writing
This is a group intervention that is led by the Teacher / TA on a fortnightly basis in class. Each session lasts for 30 minutes and this intervention can be used with children in Years 26. The focus is writing – sentence structure, punctuation, spelling and handwriting.
All interventions are monitored closely and if the children do not appear to be making progress the intervention will cease and the children's needs and preferred learning styles will be re-assessed. At the end of the period of intervention the child may have a time to consolidate what they have learned or they may move on to a different intervention, particularly if they have needs in more than one area (e.g. reading, spelling, writing and / or maths).
Whenever your child is receiving an intervention we will always let you know by sending a letter and staff will be very happy to discuss your child's progress with you when the intervention has been completed.
Chloe Hillier (Leading Teacher for Inclusion) and Jenny Kittley-Davies (Executive Inclusion Manager and Special Educational Needs Coordinator, SENCo) October 2014 | <urn:uuid:7f845550-cf67-4c57-a8ba-3d08975de0f3> | CC-MAIN-2018-43 | http://awbridge.hants.sch.uk/wp-content/uploads/2014/03/Summary-of-Interventions.pdf | 2018-10-17T04:10:26Z | crawl-data/CC-MAIN-2018-43/segments/1539583510969.31/warc/CC-MAIN-20181017023458-20181017044958-00011.warc.gz | 34,849,940 | 1,679 | eng_Latn | eng_Latn | 0.998637 | eng_Latn | 0.998673 | [
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Code of Conduct
Schools' Football: The Spirit of the Game
The principal objective of the Scottish Schools' Football Association (SSFA) is to foster the mental, moral and physical development and improvement of pupils through the medium of Association Football and to that end the SSFA offers the following paragraphs for consideration by everyone involved in Schools' football.
1. Code of Conduct for Players
a) Learn and observe the laws of the game.
b) Beat opponents by skill and not by unfair means.
c) Never argue with the referee or linesmen.
d) Retire quickly when a free-kick is given against you.
e) Do not appeal for throw-ins, off-sides, free-kicks, etc.
f) Give the ball promptly to opponents for throw-ins, free-kicks, etc.
g) If an opponent gives you the ball for throw-ins etc, do not take advantage of him being out of position.
h) Keep your self control at all times and do not retaliate.
i) Do not overact when your team scores a goal.
j) Accept victory modestly and defeat graciously remembering that your school will be judged by your behaviour.
2. Adult Attitudes a) Reflected Glory
All adults in attendance must show by example that they are more concerned with the wellbeing of the young people and the good of the game, than with satisfying their own need for reflected glory.
b) Mismatching
In the event of one team totally overwhelming the other it should be rememberedwhat a damaging effect such a situation can have on a young player. Winning by a vast score is just as dangerous as losing heavily. Those who win easily are not challenged in terms of skill and are liable to become lazy and arrogant. On the other hand, those who suffer a crushing defeat may become disheartened and can lose interest in the game. ('of soccer' deleted.)
c) Brain over Brawn
Players should be encouraged to display creative skills and discouraged from trying to win through primitive and violent means.
d) Fun First
Fun and skill should have higher priorities than winning. Adults should remember that when dealing with young people. All research shows that an over emphasis on winning at an early age will reduce the numbers playing the game and will lower the ultimate standard of skill in most players.
3. Competitive Sport
Competition is a necessary element of sport and is encouraged by the Scottish Schools' Football Association. However, everyone involved should be aware of the consequences of too great an emphasis on a competitive approach.
Schools' Football competitions give pupils the opportunity of broadening their horizons and an indication can be given by the following examples:
The pupils:
a) are part of a team with its implications for support and co-operation. b) play against other schools and meet their opponents.c) must always strive to improve their own standards.d) experience both self and team discipline.
e) learn to appreciate the efforts of others.f) improve their physical fitness.g) meet others and make new friends and possibly lasting friendships.
All those factors are in line with the objectives of the Scottish Schools' Football Association.
Healthy and properly structured competition is excellent preparation for some of the pressures that life will bring to the young people as well as being a source of enjoyment.
4. Discipline in Schools' Football
It is a fact of football that rules will be broken during football games. Causes of indiscipline are many and varied and can arise because of misdemeanours by players, teachers, spectators and referees. The following points should be kept in mind and when any fault is recognised then appropriate remedial action may be taken.
a) Differing refereeing standards.b) Inexperience of some teachers taking teams.
c) An unfortunate 'win-at- all-costs' attitude of the person in charge. d) Outside influences of parents and friends.e) Copying the less health aspects of the game as seen on TV.f) Current social trends.
The remedies for misdemeanours in Schools' Football lies in the hands of all the parties involved. All should be aware of the responsible behaviour expected of them. It is the duty of teachers to encourage players to develop to the limit of their varying capabilities, and to create an atmosphere so that the game may be enjoyed by everyone concerned – players, spectators and teachers.
Reviewed September 2018 | <urn:uuid:75999b44-b96d-42ea-b242-edeec4f7ba2d> | CC-MAIN-2018-43 | http://scottishschoolsfa.co.uk/wp-content/uploads/2018/10/CodeConduct1819.pdf | 2018-10-17T04:03:25Z | crawl-data/CC-MAIN-2018-43/segments/1539583510969.31/warc/CC-MAIN-20181017023458-20181017044958-00008.warc.gz | 312,584,145 | 874 | eng_Latn | eng_Latn | 0.998778 | eng_Latn | 0.998922 | [
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Flea Control - Dogs
Fleas live in your house in four stages. The egg is laid on your pet, but then immediately falls off into the house. After some time, it hatches into a small microscopic worm called a larva. The larva crawls around the house and then eventually spins itself a cocoon, for the metamorphosis into an adult flea. That stage is called the pupal stage. Once the pupal stage is complete, the flea hatches out into an adult and then immediately jumps onto the nearest warm blooded animal. This cycle requires average daily temperatures above 70 degrees, and greater than 50% relative humidity. This means that in wintertime it can take months for a flea to complete this whole cycle, but in the heat of summer it can all be accomplished in 2-3 weeks.
Once fleas establish themselves in your household it can take several weeks and even months to bring them
completely under control. Prevention, as always, is the key and it can keep you from having to bomb or flea spray your house. The problem with flea infestations is that for every flea that is on your pet, you can have 10 additional fleas in the house. And the fleas that are in your house are different stages of the life cycle, and are not killed by the same medications that kill adult fleas. In fact, flea pupae are virtually impossible to kill.
The most important thing to understand about the life cycle is that your main concern in the house is to kill the flea eggs and the larvae, while on your pet it is most important to kill the adult fleas. Unfortunately nothing short of a blowtorch can kill flea pupae, and because of that, you need to wait for the pupae to hatch into adults before they can be killed. This is why you cannot rid your home of fleas in one day. Even though in one day you can kill all of the adults, and eggs and larvae, the pupae will remain and will continue to hatch over time.
FLEAS ON YOUR PET
Spot-On Flea Products:
The three best products for killing fleas on dogs are FRONTLINE PLUS, ADVANTAGE, and ADVANTIX. We no longer use the Revolution because of its expense and because it has limited benefit for tick control. Most of our clients use the FRONTLINE PLUS because it is very safe, and also kills flea eggs and ticks. ADVANTAGE just kills adult fleas. ADVANTIX does kill ticks as well, but in our experience, the FRONTLINE PLUS works better. All three of these products are applied once monthly, are very safe for dogs, and are waterproof.
We have two new products in stock, PARASTAR PLUS and CERTIFECT. Both of these new products have added ingredients to the base product found in FRONTLINE in an effort to make them more efficient at killing ticks. Neither should be used around cats.
Over-the-counter products which look like these products are like giving your dog a very strong dip. These products often do not last a full month, they are not waterproof, and like other dips, they can make your pet sick. Because of this we do not recommend them.
Flea Shampoos:
These products will kill any fleas on the dog when you're shampooing them, but after you rinse them off, the product rinses off too. We do not recommend shampoos.
Flea Collars:
Many years ago most fleas developed resistance to the chemicals in these collars. In addition, the close proximity of the impregnated plastic to the skin of the neck can cause dermatitis. A flea collar that contains an insect-growth regulator is available, which keeps eggs from hatching, and which may be of some help in controlling an infestation.
Flea Sprays:
These still work well but must be applied every 2-3 days for maximum effectiveness. Because of this, most people prefer the spot on products. In addition, you must take care to not spray the product directly into the eyes of your pet, because most sprays have an alcohol base.
Flea Pills:
CAPSTAR, COMFORTIS and TRIFEXIS are pills that kill fleas once they bite your dog and suck blood. These medications are extremely popular in the South, where flea infestations are rampant. While CAPSTAR only works for a day or two, COMFORTIS and TRIFEXIS work for an entire month. If we suspect that the fleas on your dog are getting resistant to the standard spot-on medication, we might recommend these to you.
PROGRAM is a pill which is given once monthly. PROGRAM does not kill adult fleas, it only kills flea eggs, and the dog must be bitten for the drug to work. We do not carry this drug.
TREATING THE HOUSE
Do not expect that you will be able to eliminate all the fleas in your house with one treatment. Typical house treatments result in the death of all of the eggs and larvae present with the first application. We do not, however, have the ability to kill flea pupae. Because of this, we have to wait for the pupae to eventually hatch and to jump back on your dog or cat. This means that for at least 2-3 months after you treat your house, you must continue to treat your pets for adult fleas.
Eggs and larvae are very susceptible to direct light, and drying. Most eggs in sunlight, or on a hardwood or linoleum floor will die without any chemicals present. The eggs and larvae that do not die spontaneously are found in carpet, and in upholstery and bedding. Some may also live underneath furniture or in the cracks of baseboards. In those areas, we recommend you apply an insect growth regulator, a product that kills eggs and larvae.
Insect Growth Regulators (IGR):
Insect growth regulators, like Methoprene (Precor), Esobiothrin, and Pyriproxyfen (Nylar) will kill flea eggs and larvae. Regular flea sprays do not. Therefore, it is extremely important to find a product that has one of these chemicals in it. To apply these products you do not have to bomb the entire house (although bombs with these products are available). Using a premise spray or house treatment on all carpeted rooms, upholstered furniture, under cushions and under furniture will target most of the important areas where fleas live. Spraying your bedding AND your pet's bedding is also very important. If a bomb is used, make sure to supplement the bomb by spraying underneath the cushions and underneath the furniture because fleas thrive in dark areas like this, and a typical bomb does not saturate those areas with the products. Spraying a premise spray into a vacuum cleaner bag will help to control flea populations there too.
Insect growth regulators will last up to 4-6 months once applied. If you shampoo your rugs or wash your bedding you will need to reapply the product. Some people that get repeated infestations year after year, choose to spray their carpeting in June or July (prior to flea season) to get protection in place before the fleas come out.
Boric Acid Powder:
Boric acid dries out adult fleas, flea eggs and larvae and kills them. It is a very mild chemical which is very safe (it is found in a lot of eye drops). This product (FLEABUSTERS) is sprinkled in appropriate areas and lasts for some time in the environment. | <urn:uuid:37dec180-fee3-4770-a6e3-b5fb2eb4d928> | CC-MAIN-2017-30 | http://swancorner.com/dogs/flea-control-dogs.pdf | 2017-07-27T06:37:08Z | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00291.warc.gz | 296,437,767 | 1,588 | eng_Latn | eng_Latn | 0.999256 | eng_Latn | 0.999304 | [
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Amy Namey in Ace Reporter
Written by: Megan McDonald
Illustrated by: Erwin Madrid
Amy Namey, Ace Reporter, is on the hunt for a good news story. But not a lot happens in the town of Frog Neck Lake. So what's a budding reporter to do? Team up with Judy Moody! With Judy along to sniff out a story, anything can happen.
Lexile: 390AR Level: 2.9
Author Website: www.judymoody.com and http://www.meganmcdonald.net/ Illustrator Website: http://www.shannonassociates.com/kidshannon/artists/erwinmadrid Author interview: http://www.readingrockets.org/books/interviews/mcdonald
Food: A baloney sandwich with double mustard and one whole dill pickle. (Amy used Judy's sandwich for bait when they went sea monster hunting, pg. 30)
Eraser: Pencil Shaped Erasers from Oriental Trading. Product #IN-13653717
Nonfiction Titles:
Christensen, Bonnie, The Daring Nellie Bly: America's Star Reporter. Macy, Sue, Miss Mary Reporting: The True Story of Sportswriter Mary. Minden, Cecilia, How to Write a News Article.
Introduction: Provide examples of newspapers, ask students if they or their family reads the newspaper. Ask if they have ever thought about being a news reporter. Show students the pictures and bios of children their age who are the Scholastic News Kids Press Corps at: http://magazines.scholastic.com/kids-press/Meet-the-Kid-Reporters and discuss what they would write about if they had the opportunity to write for Scholastic News.
Story time Activities:
Students can work in teams to create their own newspaper. Using Read Write Think website's printing press at: http://www.readwritethink.org/classroom-resources/student-interactives/printingpress-30036.html. Each team works on their own story and then all the groups come together to create their newspaper.
Read a story about someone in the news you would like to know more about. Pretend you are going to interview that person and write questions you would ask.
Read an article in the newspaper about something that happened in your community. How do you feel about it? Happy, angry, worried? Write your feelings down as a letter to the editor.
Using the newspaper, cut out words or pictures to complete the following sentences. I want….., I like……, I dislike…….., I have……., I live……
Ask students to find a photo in the newspaper and have them write their own headline and/or short article to match the picture.
Discussion Questions:
1. What does it mean to be above the fold?
Answer: (pg. 10) The story in the newspaper is on page one at the top (it is considered a big deal).
2. Who is the famous Around-the-World Reporter that Amy wants to be like?
A. Tom Brokaw
C. Nellie Bly
3. What does Amy end up writing about for her above the fold article in her newspaper that ends in a cliffhanger?
B. Barbara Walters
D. Katie Couric
Answer: C. Nellie Bly (pg. 37)
Answer: (pg. 48) The Great Virginia Sea Serpent
4. What is the name of Amy's newspaper and why does she call it that? Answer: (pg. 6) The Big Scoop
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Text
Genesis 12
Key Quest Verse
"By faith Abraham, when called to go to a place he would later receive as his inheritance, obeyed and went, even though he did not know where he was going" (Hebrews 11:8, NIV).
"And without faith it is impossible to please God . . ." (Hebrews 11:6, NIV).
Bible Background
The story of God calling Abram took place before there was any organized system of religion. There was no church, no Scripture, no Law, no rules, rituals or regulations . . . just a relationship with God, the Creator, and people worshiped Him in various ways (sacrifices, etc). But, worship flowed out of a response of love rather than obligation to a religious code. It was during this time that God calls Abram.
God asked Abram to respond in obedience to something that seemed to have no reason or logic behind it. But, because of God‟s goodness and the relationship between them, Abram chose to trust God and follow His instructions without knowing what the end result might be. As a result, God blessed him mightily. In Romans 4, Paul even refers to Abram (Abraham) as the "father of us all" through faith, and it‟s by his faith that God‟s promises are transferred to us. Responding appropriately in faith is an important part of our Christian walk, so it‟s necessary to look to Abraham as our model.
Hearing God's Call on Your Life
By: Seth Ross
Lesson Quest
What I want my students to:
Know: God can be trusted in all areas of life and with every decision we make.
Feel: Uniquely chosen by God for the life we‟re living.
Do:
Place an ever-growing trust in God in life‟s decisions.
Leader's Devotion
It‟s hard for us to watch our students make decisions that are self-destructive, in opposition to their faith, and that do more relational damage than good. It‟s almost as if their faith has nothing to do with their daily lives. So, that‟s the trick . . . to help them integrate the idea of „faith‟ into daily decisions, so that their Christian faith is relevant to them.
I‟ve come to believe this is often true, because they (like us) buy into Satan‟s original lie. Way back in the garden, Satan said to Adam and Eve, "You won‟t die! In fact, if you eat the fruit you‟ll be like God." In other words, he told them that God was holding out on them, preventing them from having the BEST in life, that He was keeping things from them. "If you just disobey, it‟ll get better; you‟ll have more. If you stick with God, at the end of your life, you‟ll look back with regret."
Today the lie continues for both students AND adults . . . "If I wait until marriage for sex, I might miss out on something". . . "if I tithe, I won‟t have enough to get all I want". . . "if I run my business how God wants me to, I won‟t make as much and I‟ll miss out". . . "if I wait for the right person to marry, I miss out."
And, so we don‟t trust God, we step out on our own and get beat up, "relationshipped" up, scarred up and then we wonder why life carries so much pain. Yet, we continue to hold areas of our lives back from God. But, if we can learn to trust Him to truly believe He has our BEST interest at heart, then we can come to trust Him more easily.
Option A
TRUST/BETRAYAL
Materials: Paper, pen or pencil
Procedure: Ask students to write on a piece of paper the name of someone who has betrayed their trust in the past, and then write specifically what they did to betray that trust. Then, also ask them to write the name of someone they completely trust and what they do to instill that trust in them. Have them fold the paper and put it in their pocket. Ask them if they treat these people differently, if they act differently around them, or if they feel differently.
Point out that the level of trust that exists in a relationship significantly affects our behavior in that relationship. The same is true in our relationship with God.
GO TO THE BIBLE STORY
Option B
THE GOSPEL ACCORDING TO . . .
Materials: Paper, pen or pencil
Procedure: Pass around to your youth group sheets of paper or cards with these words printed at the top:
THE GOSPEL according to__________.
Have students fill in their names and write their versions of the story of Abraham. They should include their own beliefs about faith as well as any doubts they may have. They can be as lengthy as they want.
GO TO THE BIBLE STORY
Bible Story
Teacher Tip: Provide markers for students to highlight portions of the story in their Bibles
Genesis 12:1-9 (Contemporary English Version)
"The Lord said to Abram: Leave your country, your family, and your relatives and go to the land that I will show you. [2] I will bless you and make your descendants into a great nation. You will become famous and be a blessing to others. [3] I will bless anyone who blesses you, but I will put a curse on anyone who puts a curse on you. Everyone on earth will be blessed because of you.
[4-5] Abram was seventy-five years old when the Lord told him to leave the city of Haran. He obeyed and left with his wife Sarai, his nephew Lot, and all the possessions and slaves they had gotten while in Haran. When they came to the land of Canaan, [5] [6] Abram went as far as the sacred tree of Moreh in a place called Shechem. The Canaanites were still living in the land at that time, [7] but the Lord appeared to Abram and promised, "I will give this land to your family forever." Abram then built an altar there for the Lord.
[8] Abram traveled to the hill country east of Bethel and camped between Bethel and Ai, where he built another altar and worshiped the Lord. [9] Later, Abram started out toward the Southern Desert."
God Says
GAME
Materials: None
Quest Connection
It's difficult to obey somebody's instructions if they don't make sense to us. We like to know our answers or reasons up front before committing to some action. God sometimes wants our obedience before our understanding.
Procedure: Give each student a different verbal instruction that they will think is unusual. Examples: Stand with one foot on the ground and one in the chair; sit Indian-style on the floor; hold your right arm above your head and snap your fingers. As they hold their positions discuss a time in their lives they had been instructed to do something that didn‟t make any sense at the time. Continue for about 10 minutes. This can become a very funny discussion as students fall over, get tired of holding a position or feel embarrassed doing something that seems strange.
Ask everyone to be seated and discuss these questions:
1. What did you think of the instructions that were given to you when you came in?
2. Why did you obey the instructions? Why didn't you?
3. What effect did others have on your decision of whether or not to obey the instructions?
4. In what ways do we struggle with the directions God gives us?
Close
End the activity with a short prayer asking God to give wisdom in applying the principle of "obedience first" to our daily lives.
Define Trust
BRAINSTORMING
Materials: 3x5 cards, pencils or pens
Quest Connection
Our perception of life is created by the words and language we use every day. Is it a "used car" or is it "previously owned?" Depending on the words you use, you feel differently about the same vehicle. So, is trust something risky? Or, is it something safe and desirable? The words we use to talk about trust reveal what we think about it. Let's try it . . .
Procedure: Divide youth into pairs and give each pair a 3x5 card and a pencil or pen. Instruct them to write a definition for the word "trust" without using a dictionary. After several minutes, call for volunteers to read aloud their definitions. Ask a volunteer to read Genesis 12:1-7 aloud. Lead youth to listen for the instructions that God gave Abraham and the promises that He made to him, and write them on the back of the card. The Scripture may need to be read aloud more than once. After the Scripture is read, lead youth to call out the instructions and promises they heard.
Discuss these questions:
1. What was Abraham's response to God's call to leave his country?
2. How did trust play a part in Abraham's decision?
3. Why do you think God chose Abraham?
Close
End the activity with a short prayer asking God to help us find safety in trusting Him . . . ask God to hold us close enough that we feel we want to trust Him.
Obstacles of Faith
GROUP WORK
Materials: Paper and markers
Quest Connection
It's hard enough to trust people we know and see every day. Parents get divorced, friends lie to us or tell our secrets, brothers and sisters take our things, politicians take advantage of people, etc. Imagine trying to fully trust someone you've never even seen. That's what Abraham was able to do when he trusted God.
Procedure: Arrange youth into small groups/teams. Give each team one sheet of paper and a marker. Direct teams to list the obstacles that Abraham faced in Genesis 12. After 5 minutes, call each team to read their list aloud. Attach each of the papers to the wall. Lead the group to discuss obstacles that youth face today that keep them from trusting God completely. Have a volunteer write these obstacles on a separate sheet of paper and hang on the wall. Discuss any similarities between the lists.
Discuss the following question:
What can happen when we listen to our peers rather than God and godly leaders? Call for volunteers to share their responses. Lead youth to discuss the importance of following God and godly leaders.
Close
End the activity with a short prayer asking God to help us overcome the emotional obstacles we face when we try to trust Him.
Stepping Out in Faith
VIDEO
Materials: TV/VCR, movie "Indiana Jones & the Last Crusade"
Quest Connection
How far are you willing to step out in faith? Sometimes it seems crazy, but the payoff is well worth it.
Procedure: Indiana Jones (Harrison Ford) and his father, Dr. Jones (Sean Connery), are reunited as they embark on a quest in search of the Holy Grail, Jesus‟ cup from the Last Supper. It has been Dr. Jones‟ lifelong ambition to possess this legendary relic. They reach its hiding place, only to discover that actually getting to the Grail will be no easy task.
This Clip: (just under 7 minutes), Start 1:47:59. "The Grail is mine, and you‟re going to get it for me."
Stop 1:52:19. "I knew you‟d come. My strength has left me."
Shot and injured by Nazis who also desire the Grail, Dr. Jones‟ survival depends on Indy reaching the Grail first. (Legend claims that drinking form the Grail brings eternal life.) To get to the Grail, Indy must pass three tests: he must become a penitent man (a humble man who kneels before God), he must follow the Word of God, and he must take a step of faith. He passes the first two tests, but with time running out, Indy must summon all his courage, step out in faith and cross an impossibly wide ravine. On the opposite side lies the Grail.
Other Scriptures: Luke 8:43-48; Matthew 14:25-31
Questions:
1. If you were facing impossible odds and circumstances, could you step out in faith and totally trust God? Have you ever had to?
2. What were some of the fears Indy had when he looked across that ravine?
3. What are some situations that have caused you to fear and to doubt God? When? Why?
4. Compare and contrast the steps of faith the bleeding woman (in Luke 8) and Peter (in Matthew 14) took. What motivated them? What was Jesus‟ reaction? What was the outcome? What did each of them learn from his experience?
5. The woman and Peter both demonstrated courage and faith. Name some other people from the Bible who sowed faith and trust in God.
6. Are you in any situation that requires you to take a step of faith and totally trust God? Is there anything that‟s stopping you?
Close
End the activity with a short prayer asking God to help us step out in faith at the appropriate times, trusting Him to keep us from falling.
Trusting Always
VIDEO
Materials: TV/VCR, movie "The Karate Kid"
Quest Connection
Do you trust God even when life doesn't make sense?
Procedure: Daniel (Ralph Macchio) find life in California very different from New Jersey, and is having a hard time making new friends. The kids don‟t like his accent, and they don‟t like outsiders. Daniel tries to stay out of trouble, but several kids from a karate school eventually corner him and beat him up. He seeks help from an elderly gardener named Mr. Miyagi (Pat Morita), wanting to learn karate not for self-discipline, but for self-defense. As his lessons progress, Daniel learns that there is much more to karate than physical skill.
This Clip (just over 3 minutes), start 1:15:03. Mr. Miyagi says, "Daniel – son. Come here!"
Stop 1:18:08. After they bow, Mr. Miyagi says to Daniel, "Come back tomorrow."
Mr. Miyagi has agreed to teach Daniel karate; however, after several days of hard work, Daniel is frustrated and storms off. Mr. Miyagi calls him back and explains why he made Daniel paint the fence, wax the car and sand the floors. In doing seemingly menial tasks, Daniel had actually been learning the basic movements and foundations of karate. Daniel is appropriately humbled and ready to study. Mr. Miyagi begins his first lesson, stressing that respect must go both ways between student and teacher.
Other Scriptures: Luke 6:46-49; Proverbs 3:5-6
Questions:
1. Why was Daniel so upset with Mr. Miyagi?
2. How do you think Daniel felt at the end of his lesson? What changed his attitude?
3. What were some of the character traits of Mr. Miyagi that made him a good teacher? What made Jesus a great teacher?
4. What foundation is your life based on? What are the strengths and weaknesses of this foundation?
5. Do you trust God with your life even though you may not understand everything He asks? When has this frustrated you? What benefit came from this trust?
Close
End the activity with a short prayer asking God to give us the courage to trust Him, regardless of the circumstances around us.
Chosen By God
OBJECT LESSON
Materials: Assortment of odd objects such as: a can opener, squirt bottle, empty box, can of soda, Popsicle sticks, a light bulb. Bring an appropriate number of items to match the number of students you will be teaching
Quest Connection
We all have choices to make every day. Some relate to school, friends, family and sometimes they affect our faith
Procedure: Place the items you collected on a table. Have each student choose one item and then sit down. After all the kids have chosen, ask the following questions:
1. Why did you choose your item?
2. What are two things that set your object apart from everyone elses?
3. How is your object useful?
Have a student reread Genesis 12:1-8.
1. How do you think Abram felt, knowing that God had chosen him for something special?
2. How are we like Abram?
3. What might God want to use you for?
Have each person tell two unique, positive things about the person to his or her left.
Close
End the activity with a short prayer thanking God for choosing each of us to partner with Him in the redemption of the world.
Instructions: It can be helpful to clarify and evaluate our faith by taking inventory. Next to each statement is a continuum with 1 = Total Unbelief and 10 =Total Belief. Read each statement and decide how much or how little you believe it, and circle the appropriate number.
Instructions: Think of all the pictures you‟ve seen depicting Jesus hanging on the walls of churches or people‟s houses. They show things like Jesus calming the storm, or Jesus feeding the multitudes, Jesus in the garden, Jesus on the cross, Jesus resurrected or whatever you‟ve seen.
Draw which picture you‟ve seen that means the most to you OR create one you‟ve never seen, but one that you think represents best what Jesus means in your life. Draw your picture in the space below.
Instructions: Faith has many different aspects. People can exhibit faith in different ways, through different actions. Below is a word bank that supplies answers for the blanks below. Consider each Bible passage and discuss which word would best fill the open blank. Then, discuss whether the statement you‟ve completed is true. If it is, what would it look like if you lived according to that statement?
Word Bank
“And without faith it is impossible to please God, because anyone who comes to him must be- lieve that he exists and that he rewards those who earnestly seek him” (Hebrews 11:6).
FAITH IS . . .
1. EVEN IF I DON'T SEE IT, I STILL
Hebrews 11:1
2. EVEN IF I DON'T UNDERSTAND IT, I STILL
Hebrews 11:7
Hebrews 11:8
3. EVEN WHEN I DON'T HAVE IT, I STILL
Hebrews 11:4
2 Corinthians 8:2-3
2 Corinthians 9:6, 8
4. EVEN WHEN I DON'T FEEL LIKE IT, I STILL
Hebrews 11:27
5. EVEN BEFORE I RECEIVE IT, I STILL
Hebrews 11:30 Mark 11:24
6. EVEN IF I DON'T GET IT, I STILL
Hebrews 11:39-40
Persist
Trust
Believe
Thank God
Obey
Give
Everyone has a hard time trusting others in certain areas of life. And, it’s usually areas where we’ve been hurt in the past, so we don’t want to allow others to have access to those wounded parts of ourselves. Tell God why you have a hard time letting Him into certain ar- eas of your life and explain those areas to Him here.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
"By faith Abraham, when called to go to a place he would later receive as his inheritance, obeyed and went, even though he did not know where he was going" (Hebrews 11:8, NIV).
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| | September | | |
|---|---|---|---|
| Pre-session Day 8/31/2015 | | | Staff: ALL |
| | | | Goal: |
| | | | Literacy Strategies to Increase Student Achievement |
| | Pre-session | | Differentiated Professional Development |
| | Day | | • Develop Strategies to Increase Number Sense |
| | 8/31/2015 | | • Develop Instructional Practices for Reading Instruction |
| | | | • Technology |
| | | | • Curriculum Development |
| | | | Connection to DIP: |
| | | | Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. |
| | | | Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. |
| | | | Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs. |
| | | | Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core. |
| Afterschool 9/8/2015 | | Staff: ALL | |
| | | Goal: Conducting Mandated Trainings and Discussing School Year Plan of Events/Activities • Develop calendar of parent information nights/opportunities and family nights • Discuss, develop and schedule monthly whole school rallies centered on PBIS themes | |
| | | Connection to DIP: Core Values and Beliefs “Dartmouth Pride” Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional well- being. Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning. | |
| | | | Staff: All |
| | | | Goal: |
| | | | ALICE TRAINING |
| | | | Connection to DIP - Cultural Core |
| | | | Improvement Objective 5.2: Collaboration between all stakeholders aligns services horizontally and vertically necessary to create safe, healthy, and supportive environments that |
| | | | maximize student achievement. |
September
Staff: ALL
Goal:
Afterschool 9/22/2015
* Discuss where the school is at with instructional goals and create plan to move forward
Review School Improvement Plan & Educator Evaluation (Self-Assessment and Goals)
* Allow staff to complete self-assessment and begin discussing/developing with grade mates their team goals
*
Connection to SIP:
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 1: Utilize a variety of instructional strategies that are researched based and focused on higher order thinking skills.
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional wellbeing.
Key Strategy 4: Advance a multi-tiered model of instructional supports aligned to the Massachusetts State Frameworks.
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
| | October | | | | |
|---|---|---|---|---|---|
| Afterschool 10/13/2015 | | Staff: ALL | | | |
| | | Goal: PBIS Next Steps: Consistent Expectations, Positive Reinforcement, and Consequences • Begin developing “Cushman PBIS Handbook for Staff and Parents” | | | |
| | | Connection to SIP: Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning. Improvement Objective 6.1: Refine the use of SWIS to gather, enter, summarize, report, and use office discipline referral information to maintain a safe and effective learning environment. Improvement Objective 6.2: Refine behavior management strategies and practices using a tiered system that targets both typical and atypical students across all school settings. | | | |
| ERD 10/14/2015 | | | Staff: Classroom Teacher, SPED Teachers , Reading/Math/Library Math Specialist, | | Staff: Art, ELL, Music, Nurses, Outreach, |
| | | | and Coaches | | PE/Health, OT, Psychologists , SLP, |
| | | Goal: Data Driven Differentiated Instruction Differentiated Professional Development • Analyzing STAR Data to Develop Strategies to Increase Number Sense • Analyzing STAR Data to Develop Instructional Practices for Reading Instruction | Goal: Data Driven Differentiated Instruction | | Goal: |
| | | | Differentiated Professional Development | | |
| | | | • Analyzing STAR Data to Develop Strategies to Increase Number Sense | | |
| | | | • Analyzing STAR Data to Develop Instructional Practices for Reading Instruction | | |
| | | | Connection to DIP - Instructional Core | Connection to DIP: | Connection to DIP: |
| | | | Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order | | |
| | | | thinking skills. | | |
| | | | Improvement Objective 1.1: Teachers in all content areas provide instruction in the use of strategies for monitoring | | |
| | | | and building comprehension while reading a variety of text. | | |
| | | | Improvement Objective 1.2: Students think about a text critically, engaging at a higher level and increasing | | |
| | | | opportunities for student practice. | | |
| | | | Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. | | |
| | | | Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address | | |
| | | | specific student needs. | | |
| | | | Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core. | | |
| Afterschool 10/27/2015 | Staff: ALL |
|---|---|
| | Goal: Number Talks with Alison Mello: Kindergarten at DeMello School Developing Strong Oral Vocabularies in Prekindergarten: PreK Teachers • Develop vocabulary activities/materials to increase “deep processing” of word meanings Resource: Literacy Beginnings by Gay Su Pinnell and Irene Fountas |
| | Connection to SIP Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. Improvement Objective 1.2: Develop vocabulary learning by immersing students in words and providing opportunities for students to actively discover ways in which words are related. Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs. |
November
Afterschool 11/10/2015
Afterschool 11/24/2015
Dartmouth Public Schools
Cushman Elementary School- Professional Development Plan 2015-2016
Staff: ALL
Expanding on the Cushman RTI Process
Goal:
* Increase our Tier 1 capabilities
* Discuss intensive interventions and when a comprehensive evaluation is warranted at the early years
* Maximize our targeted Tier 2 interventions with our support staff
Connection to SIP
Improvement Objective 4.1: Increase the level of collaboration among all professionals within the building to expand the co-teaching and multi-tiered service delivery models.
Key Strategy 4: Advance a multi-tiered model of instructional supports aligned to the Massachusetts State Frameworks
Staff: ALL
Staff: Art, Coaches, ELL, Music, Nurses, Outreach, PE/Health, OT, Psychologists , SLP
Goal:
* Increase our Tier 1 capabilities
RTI/Tiered Instruction Continued…
* Maximize our targeted Tier 2 interventions with our support staff
* Discuss intensive interventions and when a comprehensive evaluation is warranted at the early years
Connection to SIP
Improvement Objective 4.1: Increase the level of collaboration among all professionals within the building to expand the co-teaching and multi-tiered service delivery models.
Key Strategy 4: Advance a multi-tiered model of instructional supports aligned to the Massachusetts State Frameworks
Goal:
Connection to SIP
| | December | | | |
|---|---|---|---|---|
| | | Staff: Classroom Teacher, SPED Teachers, & Reading/Math/Library Math Specialist, | | Staff: Art, Coaches, ELL, Music, Nurses, Outreach, |
| | | | | PE/Health, OT, Psychologists , SLP, |
| | | | Goal: | Goal: |
| | ERD | | Parent Teacher Conferences | |
| | 12/2/2015 | Connection to DIP - Cultural Core Improvement Objective 5.1: The district actively promotes family engagement and participation. | Connection to DIP - Cultural Core | Connection to DIP: |
| Afterschool 12/8/2015 | | Staff: ALL | | |
| | | Goal: PBIS Data Review and Plan for Mid-Year Celebration • Discuss data trends and instructional responses | | |
| | | Connection to SIP: Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning. Improvement Objective 6.1: Refine the use of SWIS to gather, enter, summarize, report, and use office discipline referral information to maintain a safe and effective learning environment. Improvement Objective 6.2: Refine behavior management strategies and practices using a tiered system that targets both typical and atypical students across all school settings. | | |
| | | Staff: Classroom Teacher, SPED Teachers, & Reading/Math/Library Math Specialist | | Staff: Art, Coaches, ELL, Music, Nurses, Outreach, |
| | | | | PE/Health, OT, Psychologists , SLP |
| | | | Goal: | Goal: |
| | | | Parent Teacher Conferences | |
| | | | Connection to DIP - Cultural Core | Connection to DIP: |
| | | | Improvement Objective 5.1: The district actively promotes family engagement and participation. | |
| | January | | |
|---|---|---|---|
| Afterschool 1/12/2016 | | Instructional Staff | |
| | | Goal: Improving Parent-School Communication • Develop implementation plan for lending library • Discuss different forms of communication that encourage parental responses | |
| | | Connection to SIP: Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional well being. Improvement Objective 5.1: Increase the level of 2-way communication between home and school. Improvement Objective 5.2: Develop and maintain parent lending library which contains resources that address pertinent subjects, such as parenting strategies, discipline, building self-esteem, facilitating language skills and other topics of interest. | |
| | | Instructional Staff | Staff: Art, Coaches, ELL, Music, Nurses, Outreach, PE/Health, OT, Psychologists , SLP |
| | | Goal: Number Talks with Alison Mello: Kindergarten at DeMello School Developing Strong Oral Vocabularies in Prekindergarten: PreK Teachers • Develop vocabulary activities/materials to increase “deep processing” of word meanings Resource: Literacy Beginnings by Gay Su Pinnell and Irene Fountas | Goal: |
February
Afterschool 2/9/2016
Instructional Staff
Specialist
Goal:
Review Mid-Year Data
* Discuss data trends and instructional responses
* Discuss progress on SIP and discuss suggestions for next year’s SIP
Connection to SIP:
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Improvement Objective 3.1: All teaching staff will continuously check for student understanding and determine progress toward grade-level standards in order to provide feedback, differentiate instruction and guide teacher decision-making about future instruction.
ERD 2/10/2016
Staff: All
Goal: Instructional Practices to Increase Student Achievement
Differentiated Professional Development
* Technology
* Social/Emotional Needs
* High Achievement in Inclusion Setting
Connection to DIP – Instructional Core/Cultural Core
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core.
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
Afterschool 2/23/2016
Instructional Staff
Goal:
Comprehension Strategies: Guided Reading, Comp Tool Kit, Close Reading
Connection to SIP
March
Afterschool 3/8/2016
ERD 3/9/2016
Dartmouth Public Schools
Cushman Elementary School- Professional Development Plan 2015-2016
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Improvement Objective 1.1: Provide explicit instruction in the use of comprehension strategies designed to deepen student thinking about the text, using modeling, practice, and application to promote diverse, flexible thinking. Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Staff: ALL
Comprehension Strategies: Guided Reading, Comp. Tool Kit, Close Reading
Goal:
Connection to SIP:
Improvement Objective 1.1: Provide explicit instruction in the use of comprehension strategies designed to deepen student thinking about the text, using modeling, practice, and application to promote diverse, flexible thinking.
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Staff: All
Differentiated Professional Development
Goal: Instructional Practices to Increase Student Achievement
* Technology
* High Achievement in Inclusion Setting
* Social/Emotional Needs
Connection to DIP – Instructional Core/Cultural Core
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core.
| Afterschool 3/22/2016 | Instructional Staff |
|---|---|
| | Goal: Building a Literacy Rich Environment • Share ideas for organizing classroom libraries for young readers • Assess leveled reader needs to aide in future purchases |
| | Connection to SIP: Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. Improvement Objective 1.1: Provide explicit instruction in the use of comprehension strategies designed to deepen student thinking about the text, using modeling, practice, and application to promote diverse, flexible thinking. Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. |
April
Staff: All
Goal: Instructional Practices to Increase Student Achievement
ERD 4/6/2016
* Technology
Differentiated Professional Development
* Social/Emotional Needs
Connection to DIP – Instructional Core/Cultural Core
* High Achievement in Inclusion Setting
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core.
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
Instructional Staff
Goal:
| Afterschool 4/12/2016 | | Building a Literacy Rich Environment • Creating manageable center activities |
|---|---|---|
| | | Connection to SIP: Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. Improvement Objective: Provide explicit instruction in the use of comprehension strategies designed to deepen student thinking about the text, using modeling, practice, and application to promote diverse, flexible thinking. Key Strategy 2: All educators will understand how the content they teach builds on, or relates to, content in other grades/subjects |
| Afterschool 4/26/2016 | | Instructional Staff |
| | | Goal: Supporting Emergent Readers • Using interactive read-alouds, shared reading, and independent reading to support emergent readers Resource: Literacy Beginnings by Gay Su Pinnell and Irene Fountas |
| | | Connection to SIP: Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. Improvement Objective: Provide explicit instruction in the use of comprehension strategies designed to deepen student thinking about the text, using modeling, practice, and application to promote diverse, flexible thinking. Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. |
| | May | |
| | | Instructional Staff |
| | | Goal: Review Draft of 2016-2017 School Improvement Plan |
| Afterschool 5/10/2016 | | | |
|---|---|---|---|
| | | Connection to SIP: Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional well-being. | |
| ERD 5/18/2016 | | | Staff: All |
| | | | Goal: Instructional Practices to Increase Student Achievement |
| | | | Differentiated Professional Development |
| | | | • Technology |
| | | | • Social/Emotional Needs |
| | | | • High Achievement in Inclusion Setting |
| | | | Connection to DIP – Instructional Core/Cultural Core |
| | | | Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills. |
| | | | Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels. |
| | | | Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs. |
| | | | Key Strategy 4: Advance a multi-tiered model of instruction aligned to the common core. |
| | | | Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning. |
| Afterschool 5/24/2016 | | Staff: ALL | |
| | | Goal: Identify successes of school year, identify areas of need, and plan for next school year. | |
| | | Connection to SIP - Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers (and staff) to contribute to student learning and social and emotional well-being. | |
| | June | | |
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Text
Genesis 2:15-17; 3:1-24; Luke 15:11-32
Unit 1 - OUR QUEST - FINDING THE WAY TO GOD
Key Quest Verse
"He loved us and sent His son" (1 John 4:10b).
Bible Background
Sin separates man from God. God in His holiness cannot approve sin, so it became a barrier between the fellowship of man and God. In consequence of their sins, Adam and Eve were separated from the Garden of Eden and God‟s fellowship. Sin has two results – suffering and death. The final result of sin is death (Romans 6:23). Adam was warned, " For when you eat of it, you will surely die" (Genesis 2:17). Jesus dies as the sinner‟s substitute. He took the sinner‟s place and for the penalty of sin in His sufferings and death. He dies on the cross so that believers would not die in the second death. Christ‟s death removed the barrier created by man‟s sin in relation to God‟s spotless character.
Lesson Quest
What I want my students to:
Know: Everyone has sinned and needs a Savior.
Feel:
God‟s love for having His son die for our sins.
Do:
Make the right decision to love, trust, and serve God.
God made a perfect place for man to live and serve Him. God created people with the ability to make their own choices in life, but man failed. Fear, sin and doubt then entered the world. God can help us deal with everyday fears and sin. God sent Jesus to be our Savior and He wants us to love and serve Him.
Leader's Devotion
We often think of adults who have needs that must be met by God. What are the needs of small children, and how can they have a personal experience with God? Children need to meet God in the same way adults need to find and meet God. They should learn to listen and obey His word and learn the joy of responding to Him. Our goal should be to bring students into finding God and building a relationship.
Option A
Materials: Grocery sack, candy bars, novelty toys, donuts, chips, several wads of trash, die (If you have 6 children only a die is needed. For more than 6, use 2 dice for their numbers.)
Procedure: (Before class place a selection of "goodies" in the center of the table and cover it with a grocery sack. Have enough "goodies" so that each child can choose 2 and have extras.)
Have children stand at the wall and number off 1, 2, 3 . . . and say, "We always have decisions to make in our lives. Some decisions are easy and some are hard! Today we‟re going to make some decisions. I have dice and when I roll your number you get to make the decision of what you‟d like under this sack." (Remove the sack and roll the dice until each child has been able to make 2 selections.) "Was it hard to decide what to take? In life when we make some decisions we have to suffer the consequences. For instance, what happens when you hit your brother or sister? It was your decision to do that and you have to suffer the consequences. It‟s time for today‟s story and listen carefully so you can tell me what decision was made and what the consequences were."
GO TO THE BIBLE STORY
Option B
Materials: A quarter with the word "right" taped on the head side and the word "wrong" taped on the tail side
Preparation: Write several scenarios on slips of papers for children to make decisions about what to do in these situations:
-Your sister is going to tell on you for doing something wrong. You think that if you hit her she won‟t tell.
-You were told to clean your room before you went outside to play. A friend came over and you decided it would be better to play with your friend while he was there.
-You want a chocolate chip cookie but were told no. If your dad were watching would you get one?
Have your students flip the coin to decide what to do with each situation. "If it is the right thing to do why would someone choose to do the wrong thing? Would you do the same thing if your father were watching? Why or why not? Suggest the right thing to do in each scenario. God is always watching us and has given each of us the ability to make choices. We don‟t toss a coin to decide what is right or what is wrong. Today we‟ll see why we make wrong choices and why we make right choices."
GO TO THE BIBLE STORY
Materials: Students baby pictures
Procedure: Announce that you will be holding a "who‟s who" contest and you need each student to bring in a baby picture. It may be good to call each student on Saturday and remind them you need a baby picture of them for the lesson on Sunday. Display the pictures, including a baby picture of you. Let the children guess who‟s who. It‟s interesting to see how much we change in just a little while. "God is looking at us all the time. What changes do you think He sees? I‟ve got a picture of someone here you all know; it‟s me. How did you get to know me? That‟s right, you must spend time with someone to get to know him or her. God wants us to spend time with Him to get to know Him. In today‟s story we‟ll learn how we can find God."
GO TO THE BIBLE STORY
Bible Story
Materials for Betadine object lesson: Clear glass 1/4 full of water, eyedropper, Betadine (get at any pharmacy area), peroxide, stirrer
Procedure: "Who likes to go shopping and look at toys? While you were in the store, have you ever been lost? How did you feel? In today‟s story we‟ll learn of a man and a woman who were lost. God worked to make a beautiful garden for Adam and Eve. He could walk and talk with them! God made wonderful trees with delicious fruit for them to eat. But God said, „You are free to eat from any tree in the garden: but you must not eat from the tree of the knowledge of good and evil, for when you eat of it you will surely die.‟ What would you think if God said don‟t touch and don‟t eat that?‟ What do you think when your mom or dad say, „Don‟t eat cookies before your dinner?‟
One day Eve had a decision to make. She looked at the tree of knowledge of good and evil. The serpent told Eve, that if she ate the fruit from this tree she would be as smart as God would. What do you think Eve did? She made the wrong decision! She ate the fruit and then she fed Adam the fruit, too. I think Adam and Eve should have known that God was watching. (Betadine object lesson.) When God first made man, he was pure and clean just like this glass of clear water. Then one day, he made the wrong choice and he sinned. Who can tell me what sin is? Right, doing something that is wrong. Can you name some sins? (Example: not telling the truth, being mean to someone; let children take turns listing sins as each sin is listed put one drop of Betadine into the water.) Look how awful this clean, pure water looks now. That‟s the way we must look to God when we sin. Do you know how we can clean this all up? Ask to be forgiven is right. If we ask to be forgiven and accept Jesus into our lives, He will erase all our sins. (Pour peroxide into the Betadine water & stir.) It is not magic to clear this up just like it is not magic for God to forgive us. He forgives us because He loves us. Whenever you do something that is not right, think of what we must look like to God when we sin. Ask to be forgiven.
Sin is doing something wrong and God cannot tolerate or stand sin. What was his promise if Adam and Eve ate of this tree? Things looked pretty dark and gloomy! The worst thing that could happen did happen. Man was lost and could no longer walk and talk with God directly. They were kicked out or God‟s special garden. God was sad they made the wrong decision. God promised that sin would cause death. Before Adam and Eve sinned there was no death. Sin is destructive and caused people punishment. When we‟re bad what must be done? What do you think punishment was for? It helps us stop doing things that are bad!"
Bible Story
CONTINUED
"On the very same day that this happened, God promised that someday things would be perfect again and He would walk and talk with us. In Genesis 3:15, God loved us so much that He promised us a Savior. He warned us that we would be tempted to make wrong decisions, but He would send Jesus to save us! Adam was the first man, but he was tempted and he sinned. God promised a Savior to help us. Who do you think that was? Yes, Jesus was God‟s perfect son. God cannot stand sin! The only way to talk to God is through Jesus! That‟s why at the end of our prayers we always say, „In Jesus name.‟ God wants us to make good decisions to serve Him. God loves us and will forgive us! He does not want us to be lost. He wants everyone to be saved!
Jesus told a story of a boy who wasn‟t happy with things at home. This boy had a good home, but wanted to get out on his own. His father didn‟t want him to leave but to make his son happy the father gave him some money and let him move out. The son moved far away and spent his money and had fun with his friends. Finally, one day he was so hungry and his money was all gone, he got a job feeding pigs and ate with them. He started thinking about how wonderful things had been at home and decided to go back home and ask his father to forgive him for making the wrong decision. His father loved him and was so happy to have his son back home. He had a big party to celebrate. God is like that father. God wants us to be sorry for what we have done wrong and ask forgiveness and be close to Him. He loves us and has plans for us. When sin is gone and the earth is perfect again we can walk and talk with God in His kingdom."
SCIENCE: This activity lets students discover the wonder of God’s creation!
Separation
Materials: Clear juice glasses, vegetable oil, ice cubes
Procedure: Fill ½ a glass with oil. Place an ice cube in the glass - the ice floats near the top. Observe your experiment for a while. Notice that as the ice melts, water droplets sink to the bottom. Why? As water freezes, it expands and takes up more room. This makes it less dense and it floats on the oil. Once it has melted, the water is heavier that the oil and it falls to the bottom.
Quest Connection
"To start, everything was perfect and man was floating along just like this ice cube enjoying life, but then he made a bad decision and sinned. He became separated from God and sunk in sin! See how the drops of water are sinking? That‟s how we are without accepting without God in our lives. How can we float again and be close to God? Ask to be forgiven and accept Jesus into our lives. Do you like to be lost or separated from your mom and dad? Do you like to be separated or lost from God? God loves us and wants us to be close to Him."
Close
"This week try to really think before you do something that you know is not right. Ask God to help you not to give in to temptation."
Decision Hats
ARTS AND CRAFTS: Cover the inside of the staple with tape to prevent students getting poked!
Materials: 2 inch white piece of paper stapled together to fit around a child‟s head, a 4-inch yellow circle and a 4-inch black circle, black crayon and chalk
Procedure: Have children draw a smiley face on the yellow circle and a frown with chalk on the black circle and staple them to each child‟s hat.
Quest Connection
"What makes you sad or happy?" Discuss different actions that make God sad or happy and turn the hat the direction of the action. "Which way do you think God likes to see our hat? Remember how your actions affect others!" Let the children tell you things that make them sad or happy.
Close
"Let us ask God when we talk to Him to help us do the things that make Him happy. Would any of you like to lead us in prayer?"
Jesus Saves
PUPPETS: Any puppet with a cape made out of a bandana or small piece of cloth will work for the two characters in the show.
Materials: Puppets needed: 2 Super Hero‟s Flatman with a deep "serious" voice, Bobbin with a high-pitched voice like Elmo (be sure to check out Kidology.org "Puppetry Zone Puppets" on the web.)
Procedure: Puppet Show –
Puppets open singing: (The T.V. Batman theme but with Flatman instead . . . Nana nana nana nana nana nana nana nana, FLATMAN!)
Flatman: "Bobbin! Look what I found!"
Bobbin: "Jumpin' Jehosophat Flatman! What is it?"
Flatman: "I'm not sure, Bobbin . . . it appears to be a book with some kind of message in it."
Bobbin: "Leapin' Lazarus, Flatman! We've got to figure it out!"
Flatman: "O.K., Bobbin, let's figure out the hidden message. It says: „The Gospel!‟"
Bobbin: "Holy Bible, Flatman! Definitely a code! What do you think it means?!?"
Flatman: "Let's run it through the Define-a-Word-Capacitor and see what comes up!"
Bobbin: "Great thinking, Flatman! (Pause.) Is anything coming up?!"
Flatman: "Yes, Bobbin! It is coming up on the screen now!"
Bobbin: "Great Smelly Tennis Shoes! What does it say?!?!"
Flatman: "The phrase means „Good News;‟ Something worth knowing!"
Bobbin: "Jogging Giraffes, Flatman! We must read it!"
Flatman: "Yes, Bobbin! Let's look inside!"
Bobbin: "Hopping Hippos! Great idea, Flatman!"
Flatman: "It says, „All have sinned . . .‟"
Bobbin: "Parachuting Parakeets! That means us, Flatman!"
Flatman: "Yes, it does. According to this, it says, „The wages of sin is death!‟"
Bobbin: "Leaping Lizards, Flatman! We're gonna die! Even though we're the Bum- bling Duo! We're finished! Done for! History! Ka-Poot! What kinda‟ GOOD NEWS is that?"
Flatman: (interrupts) "Wait, Bobbin! There's more!"
Bobbin: "We're gonna change from Super Hero‟s to Super Zeros!"
Flatman: "Bobbin! Take a chill pill! There's more! That's not the end!"
Bobbin: "Great Gooey Gumballs, Flatman! I'm not sure I want to hear more!"
Continued from page 9.
CONTINUED
Flatman: “I think so, Bobbin! But, it says we must repent and be baptized to accept Him as our Savior, or we'll have to die for our sins ourselves!”
Bobbin: “Leaping toads, Flatman! Then there‟s only one thing to do!”
Flatman: “What, Bobbin?”
Bobbin: “Flatman, we must accept Jesus as our savior and be baptized!”
Flatman: “Let‟s pray, Bobbin.” ( Bobbin says “me too!” after each line.) Dear God, I know I‟m a sinner. I‟m sorry I‟ve sinned. Please forgive me. In Jesus‟ Name, Amen!
Flatman: “Wow, Bobbin!”
Bobbin: “Flatman! That‟s a change! Usually WE do the saving around here!”
Flatman: “But only Jesus can save people from their sins!”
Bobbin: “Holy cow, Flatman! That must make Jesus the Superest Super Hero of ALL!”
Flatman: “I hope all these kids will accept Jesus and be baptized when they‟re older!”
Quest Connection
"Can any of you think of a superhero? (Superman, Spiderman, Wonder Woman.) We are going to watch a puppet show and afterwards I want you to tell me who the greatest superhero is!" (God.)
Close
God, helps us to live with You in charge. Help us to do the things that You would like for us to do. In Jesus‟ name, Amen.
Materials: Banana for each child, popsicle stick, melted candy chocolate, nuts (optional)
Procedure: Advanced preparation – place banana‟s in the freezer for 1 hour before project begins so chocolate will harden faster. Melt 1 lb. milk chocolate in a double boiler (will stay soft for ½ hour).
1. Have children peel the banana and pierce lengthwise with a popsicle stick.
2. Roll in melted milk chocolate and possibly nuts.
3. Place on wax paper for 5 minutes for chocolate to harder or place in freezer.
Quest Connection
"When God created man, he was pure and clean just like this banana. He made the wrong decision and sinned. Things looked dark and gloomy, just like this banana looks dark now, but God made a promise that He would send a Savior. When you bite into the banana, we see the inside again. God can see the inside of us and see if it we are pure and clean or sinful. What should we do to get rid of our sins?"
Prayer: Thank You, Lord, for giving us a way to have our sins forgiven. Amen.
Materials: Tongue depressors, copy of the memory verse, copy of "Watch Me Grow With God‟s Love," flower stickers and glue
Procedure: Have children place a flower sticker at the tip of the tongue depressor on each side. Glue your memory verse just below on flower sticker. Glue "Watch Me Grow With God‟s Love" just below the other flower sticker. Place in your flower garden or in a flowerpot with a flower.
Quest Connection
"God created a perfect garden and makes everything grow. He was happy walking and talking with Adam and Eve in the garden. Man sinned and was separated from God. God sent His son Jesus to be our Savior. To be saved, we must realize we are sinners, ask forgiveness from our sins, and have our sins washed away in baptism when we are old enough."
Close
"Let‟s say our memory verse together. „He loved us and sent His son‟" (1 John 4:10b).
Materials: Gift box, several different wrapping papers, lifesavers, tape player with music
Procedure: Advanced preparation – Before class fill a gift box with lifesavers. Giftwrap the box with as many layers of different wrapping paper as you have students.
"I‟ve got a beautiful gift here today that represents something very special to me." (Play music and pass gift. When the music stops, the student holding the gift unwraps the first layer of paper, music starts again and play until all paper is removed.) Say: "I told you at the beginning of this game that the gift inside represented something very special to me. These are lifesavers and it reminds me that Jesus died to give me salvation and He is my Savior." (Share lifesavers just as you share Jesus.)
Quest Connection
This activity is to show the students that sharing is exciting and important and that God wants us to be excited in sharing the message. We can be saved through Jesus.
Close
"Do you have a friend that always tries to talk you into doing something that you know will get you into trouble? Try praying for that friend. Ask God to help your friend understand what he/she is doing is wrong. Ask God to help you not to be tempted to join your friend in making wrong decisions."
God made a beautiful garden for man to live in. Adam and Eve made the wrong choice and disobeyed God. Everyone has sinned and needs a Savior. We should feel God's love for us since He sent His own son, Jesus to die for our sins. We should make the right decisions to love, trust, and serve God. Draw a beautiful garden like the one God made. God wants things to be the way they were before sin! He will be happy, walking and talking here on earth again when all the sin is gone and His kingdom is here. The Bible tells us that the streets will be paved in gold in the kingdom. Can you draw a street of gold leading through your garden?
Name: _______________________________________ Date: _______________________
God made a beautiful garden for people to live and serve Him. God created people with the ability to make their own choices in life, but man failed. God cannot be around any sin! He had a plan to help us! God sent Jesus to be our Savior. To talk to God we must go through Jesus. God wants us to be good and love and serve Him. Help this boy find his way to Jesus. He may be tempted to try the easy way but watch out for the serpent!
God made a beautiful garden for people to live and serve Him. God created people with the ability to make their own choices in life, but man failed. God cannot be around any sin! He had a plan to help us! God sent Jesus to be our Savior. To talk to God we must go through Jesus. God wants us to be good and love and serve Him. Jesus told the story of a boy who lived in a wonderful house. He was unhappy and wanted money to leave home so he could party with his friends. He moved far away and spent all his money on junk. He got a job feeding pigs and thought their food looked pretty good. He started thinking of how good his father had made things for him at home. He was sorry for making the wrong decision and asked his father to forgive him. His father was so happy to have him home that he threw a big party for him. God is like that father!
Circle the items you might find at a party.
Materials: Dark blue construction paper, chalk, interlocking heart cut-outs, cross Copy of Memory Verse: “He loved us and sent His son” (1 John 4:10b). Quest Connection: “Can you remember the perfect gift God gave us? We‟re going to make a perfect picture of His gift with these items.”
Using chalk, make small x‟s all over the blue construction paper (it represents Jesus as the light of the World.) Next, cut out a cross from brown paper and glue it in the center. Place the interlocking heart cut-outs over the cross to show God‟s love for us. Glue memory verse at the top of your picture.
God created people with the ability to make their own choices in life; He had a plan to help us! God sent Jesus to be our Savior. To know more about God‟s plan for our lives we need to go to church. It is the right thing to do!
Option 1: Sewing card church
Use the pattern below to create a church that could be used as a sewing card. Copy the pattern onto poster board (one for each child) and use a hole punch to make holes around the edge every 1/2 inch. Cut yarn about 24 inches long and cover one end with scotch tape to form a needle. Attach the opposite end of the yarn to the sewing church card.
Option 2: Stained glass window church
Use the pattern below to create a church with stained glass windows. Colors crushed egg shells or rice with various colors of paint. Let the children cover the window areas with glue and attach the eggshells or rice. We have a beautiful place to come and worship God and learn more of his plan for our lives. We should find our way to God by attending church!
God created people with the ability to make their own choices in life, but man failed. He has a plan to help us! God sent Jesus to be our Savior. Jesus told the story of a boy who could party with his friends. He moved far away and spent all his money on junk. He got a job feeding pigs and thought their food looked pretty good. He started thinking of how good his father had made things for him at home. He was sorry for making the wrong decision and asked his father to forgive him. His father forgave him and was so happy to have him home that he threw a big party for him. God is like that father! If we are sorry for the sins and ask forgiveness, He forgives us and loves us. God has a big celebration planned for us if we accept Jesus as our Savior. Help the unhappy boy find his way home. Connect the dots to make his home. | <urn:uuid:18c58442-04d9-4c03-bf3a-a0c6fee7369c> | CC-MAIN-2017-30 | http://abrahamicfaith.org/curric/KQ/primary/unit01/KingdomQuest_Primary_Unit1_LessonF.pdf | 2017-07-27T06:39:41Z | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00286.warc.gz | 4,811,826 | 5,651 | eng_Latn | eng_Latn | 0.993924 | eng_Latn | 0.998661 | [
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The Early Modern Olympics
with curator Eric Jentsch
Find this podcast at: http://amhistory.si.edu/thinkfinity/podcast/EarlyModernOlympics.mp3
Pre-Listening Questions
- How old do you think the modern Olympics are? Why do you think that?
- What do you think the first few modern Olympic Games were like? Why do you think that?
- Do you think major themes and events in history impacted the Olympic Games? If so, how?
Discussion Questions
- What were the 1904 Olympic Games like?
- What do you think the Olympic Games will look like in another 100 years?
- Did the 1904 Olympic Games reveal anything about that time period? What and how?
Related Resources from the Smithsonian
- Past Imperfect: The 1904 Olympic Marathon May Have Been the Strangest Ever http://blogs.smithsonianmag.com/history/2012/08/the-1904-olympic-marathon-may-havebeen-the-strangest-ever/
Related Resources from the National Museum of American History
- Sports: Breaking Records, Breaking Barriers http://americanhistory.si.edu/sports/exhibit/olympians/first/index.cfm
- Louis S. Nixdorff 1928 Olympic Games Collection, 1926-1978 http://www.americanhistory.si.edu/archives/d9443a.htm
Related Resources from History Explorer
- History Explorer Summer Sports Theme
http://historyexplorer.si.edu/search/?query=sports&
se ar
ch_origin=se
ar ch&
grade
=&era=&su bjects=&results=0&tab=resources&session=349
72.633148512556
Related Thinkfinity Resources
- National Science Foundation—Science of the Summer Olympics: Engineering in Sports http://www.nsf.gov/news/special_reports/summer_olympics/
Related Standards for U.S. History (National Center for History in the Schools)
- Era 6: The Development of the Industrial United States (1870-1900)
o Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.
Related Standards for World History (National Center for History in the Schools)
- Era 7: An Age of Revolutions (1750-1914)
o Standard 6: Major Global Trends from 1750-1914
Find this and many more podcasts at http://americanhistory.si.edu/podcasts
Name:
Date:
Period:
Pre-Listening vocabulary- Define these words:
Anthropology
Amateur World’s Fair Strychnine
Pre-Listening Question:
How old do you think the modern Olympics are? Why do you think that?
What do you think the first few modern Olympic Games were like? Why do you think that?
Do you think major themes and events in history impacted the Olympic Games? If so, how?
Listen to the podcast. Take notes and answer the questions.
How and when were the modern Olympic Games founded?
What were the 1904 Olympic Games like?
Did the 1904 Olympic Games reveal anything about that time period? What and how?
What do you think the Olympic Games will look like in another 100 years?
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_________________________________________________________________
Procedure Safety Walking, Biking and Riding Buses
Student Conduct on School Buses
Students are expected to conduct themselves in a way that supports safety while riding the school bus.
The following four primary safety expectations summarize the behavior necessary to maintain safe transportation. These expectations will be posted in each school bus.
A. Follow the school bus driver's directions the first time they are given.
C. Speak quietly with an indoor voice.
B. Sit at all times.
D. Respect everyone.
The following safety expectations are also in place to support safe transportation.
A. Students are expected to wait for the school bus driver's signal before crossing the road at the bus stop. Students are expected to cross in front of the bus and never behind the bus.
C. Students are expected not to eat or drink while riding the bus to and from school, except where a district medical plan states otherwise.
B. Students are expected to be silent when the bus is stopped at a railroad crossing.
D. Students are expected to keep the bus free of garbage.
F. Students are expected to follow their school's rules for the use of electronic devices while riding the school bus. If an electronic device causes a distraction or other problem, the student will be expected to put the electronic device away. No electronic device is to be operated such that it is audible to other students or to the driver.
E. Students are expected to put windows no more than half-way down. Students are expected not to put anything out of school bus windows.
G. A student may be assigned a seat by the school bus driver. Students are expected to sit in their assigned seats.
I. Students are expected not to bring items on the bus which are heavy, sharp, bulky, or otherwise hazardous in the event of an accident or an emergency stop on routes to and from school.
H. Passengers in school bus equipped with seat belts shall wear them, properly adjusted, whenever the school bus is in motion.
J. Students are expected not to bring any forms of animal life (except service animals), firearms, weapons, breakable containers, flammables, and any other articles which
K. Students are expected not to use tobacco or vaping products on the school bus.
could adversely affect the safety of the school bus and passengers on the school bus.
L. Students are expected not to bring drugs on the school bus.
N. Students are expected to keep emergency exits clear and free of items like backpacks.
M. Students are expected to keep the bus aisle clear.
O. Students are expected not to approach the school bus until it has completely stopped.
P. Students are expected to follow emergency exit procedures.
Q. Students are expected to identify themselves accurately by name to the school bus driver the first time they are asked.
S. Students are expected not to discharge deodorant, perfumes, or other sprays or materials which could cause an allergic reaction in another person.
R. Students are expected to use respectful words and to avoid profanity or other disrespectful, harmful, demeaning, or inappropriate words.
Driver Responsibility
School bus drivers are expected to train their students on the four primary safety expectations regularly. School bus drivers are expected to train on the additional expectations as necessary. If students do not follow expectations, drivers are expected to report according to transportation department procedures.
When a teacher, coach, or other staff member is assigned to accompany students on a school bus, that person shall be responsible for the behavior of the students in his or her charge and shall ensure that passengers comply with state rules and district policies and procedures for student transportation. However, the school bus driver shall have final authority and responsibility.
Discipline of Student School Bus Riders
It is recognized that most student misconduct can be resolved between the driver and the student at the time of the occurrence. Drivers are expected to follow department procedures which inform students of expectations, provide for communication between the driver and the student, and provide for effective immediate consequences on the bus at the time of the incident. It is expected that most unsafe behavior will be resolved through these procedures. However, if a student is defiant of the driver's directions or engages in severe misconduct, Transportation Administration may suspend the student's privilege to ride the school bus.
For repeated misconduct, the following discipline ladder will be used. On each successive misconduct report, the following action will be taken:
1. Warning.
3. 3-day suspension of bus riding privileges.
2. 1-day suspension of bus riding privileges.
4. 5-day suspension of bus riding privileges.
6. 45-day suspension of bus riding privileges.
5. 10-day suspension of bus riding privileges.
7. Remainder of school year suspension of bus riding privileges.
For severe misconduct, an appropriate consequence will be selected from the discipline ladder. Once that consequence has been administered, the next consequence will fall at the next step of the discipline ladder.
Depending on a student's age, the type of misconduct in which he or she is engaged, and the length of time between reports of misconduct, the transportation administrator may choose not to select the next consequence on the discipline ladder.
The following are examples of severe misconduct:
A. Refusal to identify oneself by name to the school bus driver.
B. Physically hurting another student.
D. Certain degrees of harassment or bullying.
C. Possession of a weapon on the school bus.
E. Destruction of property.
Ridership Eligibility
Student Assignment to a School Bus Route and to a School Bus Stop
A. Students will be assigned a designated school bus route. Students are expected to only ride their designated route unless written permission to do otherwise has been received and verified by school officials.
B. Each student will be assigned a designated school bus stop. Each student is expected to board and to leave the bus only at his or her designated school bus stop.
Adoption Date: 01.15.19
Edmonds School District
Classification: Priority
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